When is a research question not a research question?
Mayo, Nancy E; Asano, Miho; Barbic, Skye Pamela
2013-06-01
Research is undertaken to answer important questions yet often the question is poorly expressed and lacks information on the population, the exposure or intervention, the comparison, and the outcome. An optimal research question sets out what the investigator wants to know, not what the investigator might do, nor what the results of the study might ultimately contribute. The purpose of this paper is to estimate the extent to which rehabilitation scientists optimally define their research questions. A cross-sectional survey of the rehabilitation research articles published during 2008. Two raters independently rated each question according to pre-specified criteria; a third rater adjudicated all discrepant ratings. The proportion of the 258 articles with a question formulated as methods or expected contribution and not as what knowledge was being sought was 65%; 30% of questions required reworking. The designs which most often had poorly formulated research questions were randomized trials, cross-sectional and measurement studies. Formulating the research question is not purely a semantic concern. When the question is poorly formulated, the design, analysis, sample size calculations, and presentation of results may not be optimal. The gap between research and clinical practice could be bridged by a clear, complete, and informative research question.
Toward sustainable environmental quality: Identifying priority research questions for Latin America.
Furley, Tatiana Heid; Brodeur, Julie; Silva de Assis, Helena C; Carriquiriborde, Pedro; Chagas, Katia R; Corrales, Jone; Denadai, Marina; Fuchs, Julio; Mascarenhas, Renata; Miglioranza, Karina Sb; Miguez Caramés, Diana Margarita; Navas, José Maria; Nugegoda, Dayanthi; Planes, Estela; Rodriguez-Jorquera, Ignacio Alejandro; Orozco-Medina, Martha; Boxall, Alistair Ba; Rudd, Murray A; Brooks, Bryan W
2018-05-01
The Global Horizon Scanning Project (GHSP) is an innovative initiative that aims to identify important global environmental quality research needs. Here we report 20 key research questions from Latin America (LA). Members of the Society of Environmental Toxicology and Chemistry (SETAC) LA and other scientists from LA were asked to submit research questions that would represent priority needs to address in the region. One hundred questions were received, then partitioned among categories, examined, and some rearranged during a workshop in Buenos Aires, Argentina. Twenty priority research questions were subsequently identified. These research questions included developing, improving, and harmonizing across LA countries methods for 1) identifying contaminants and degradation products in complex matrices (including biota); 2) advancing prediction of contaminant risks and effects in ecosystems, addressing lab-to-field extrapolation challenges, and understanding complexities of multiple stressors (including chemicals and climate change); and 3) improving management and regulatory tools toward achieving sustainable development. Whereas environmental contaminants frequently identified in these key questions were pesticides, pharmaceuticals, endocrine disruptors or modulators, plastics, and nanomaterials, commonly identified environmental challenges were related to agriculture, urban effluents, solid wastes, pulp and paper mills, and natural extraction activities. Several interesting research topics included assessing and preventing pollution impacts on conservation protected areas, integrating environment and health assessments, and developing strategies for identification, substitution, and design of less hazardous chemicals (e.g., green chemistry). Finally, a recurrent research need included developing an understanding of differential sensitivity of regional species and ecosystems to environmental contaminants and other stressors. Addressing these critical questions will
Toward sustainable environmental quality: Identifying priority research questions for Latin America
Furley, Tatiana Heid; Brodeur, Julie; Silva de Assis, Helena C; Carriquiriborde, Pedro; Chagas, Katia R; Corrales, Jone; Denadai, Marina; Fuchs, Julio; Mascarenhas, Renata; Miglioranza, Karina SB; Miguez Caramés, Diana Margarita; Navas, José Maria; Nugegoda, Dayanthi; Planes, Estela; Rodriguez‐Jorquera, Ignacio Alejandro; Orozco‐Medina, Martha; Boxall, Alistair BA; Rudd, Murray A
2018-01-01
ABSTRACT The Global Horizon Scanning Project (GHSP) is an innovative initiative that aims to identify important global environmental quality research needs. Here we report 20 key research questions from Latin America (LA). Members of the Society of Environmental Toxicology and Chemistry (SETAC) LA and other scientists from LA were asked to submit research questions that would represent priority needs to address in the region. One hundred questions were received, then partitioned among categories, examined, and some rearranged during a workshop in Buenos Aires, Argentina. Twenty priority research questions were subsequently identified. These research questions included developing, improving, and harmonizing across LA countries methods for 1) identifying contaminants and degradation products in complex matrices (including biota); 2) advancing prediction of contaminant risks and effects in ecosystems, addressing lab‐to‐field extrapolation challenges, and understanding complexities of multiple stressors (including chemicals and climate change); and 3) improving management and regulatory tools toward achieving sustainable development. Whereas environmental contaminants frequently identified in these key questions were pesticides, pharmaceuticals, endocrine disruptors or modulators, plastics, and nanomaterials, commonly identified environmental challenges were related to agriculture, urban effluents, solid wastes, pulp and paper mills, and natural extraction activities. Several interesting research topics included assessing and preventing pollution impacts on conservation protected areas, integrating environment and health assessments, and developing strategies for identification, substitution, and design of less hazardous chemicals (e.g., green chemistry). Finally, a recurrent research need included developing an understanding of differential sensitivity of regional species and ecosystems to environmental contaminants and other stressors. Addressing these critical
How to…write a good research question
Mattick, Karen; Johnston, Jenny; de la Croix, Anne
This paper, on writing research questions, is the first in a series that aims to support novice researchers within clinical education, particularly those undertaking their first qualitative study. Put simply, a research question is a question that a research project sets out to answer. Most research
Generating ethnographic research questions
DEFF Research Database (Denmark)
Friberg, Torbjörn
2015-01-01
? 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......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...... imagination, as a prerequisite for generating alternative research questions. The third part makes explicit anthropologist Maurice Godelier's theoretical imagination, carving out some specific theoretical parts which may be used in the generating process. The conclusion then suggests a number of questions...
Questions for Music Education Research
Jorgensen, Estelle R.
2008-01-01
In addressing the question-set "What questions do music education researchers need to address?", an illustrative list of juxtaposed descriptive and normative questions is sketched as follows: What are and should be the dimensions of music education? What are and should be the institutional agencies of music education? What are and should be the…
Comparison between Two Assessment Methods; Modified Essay Questions and Multiple Choice Questions
Directory of Open Access Journals (Sweden)
Assadi S.N.* MD
2015-09-01
Full Text Available Aims Using the best assessment methods is an important factor in educational development of health students. Modified essay questions and multiple choice questions are two prevalent methods of assessing the students. The aim of this study was to compare two methods of modified essay questions and multiple choice questions in occupational health engineering and work laws courses. Materials & Methods This semi-experimental study was performed during 2013 to 2014 on occupational health students of Mashhad University of Medical Sciences. The class of occupational health and work laws course in 2013 was considered as group A and the class of 2014 as group B. Each group had 50 students.The group A students were assessed by modified essay questions method and the group B by multiple choice questions method.Data were analyzed in SPSS 16 software by paired T test and odd’s ratio. Findings The mean grade of occupational health and work laws course was 18.68±0.91 in group A (modified essay questions and was 18.78±0.86 in group B (multiple choice questions which was not significantly different (t=-0.41; p=0.684. The mean grade of chemical chapter (p<0.001 in occupational health engineering and harmful work law (p<0.001 and other (p=0.015 chapters in work laws were significantly different between two groups. Conclusion Modified essay questions and multiple choice questions methods have nearly the same student assessing value for the occupational health engineering and work laws course.
Closing the gap in travel medicine: reframing research questions for a new era.
Chen, Lin H; Leder, Karin; Wilson, Mary E
2017-07-01
Travel medicine needs are changing. New patterns of travel, including greater travel by individuals from emerging economies with different values in costs, risks and benefits, must be considered. This review aims to (1) highlight selected studies that have been published that address previously identified gaps in knowledge; (2) propose possible ways to consider questions regarding travel medicine practice for travelers from emerging economies, underscoring priorities for research focusing on these important populations; (3) highlight potential deficiencies in relevance of current international guidelines as they pertain to travelers from emerging economies; (4) frame research questions for travelers from emerging economies and (5) consider roles for ISTM in closing the gap. We reviewed past travel medicine research priorities published in 2010 to identify publications that responded to some research questions posed. We also reviewed CDC and WHO recommendations and assessed their applicability to travelers from emerging economies. Recent publications have responded to some research questions, but gaps remain and new questions have emerged. Re-framing of several key research questions is needed for travelers from emerging economies. A new challenge looms for traditional travel medicine fields to identify and attend to knowledge and guideline gaps, particularly to rethink questions regarding travel medicine to make them relevant for travelers from emerging economies. The International Society of Travel Medicine is well positioned to assist emerging economies assess their resources and needs, formulate research priorities and tailor the development of travel medicine into a framework aligned to their requirements. © International Society of Travel Medicine, 2017. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com
Scarth, John; And Others
1986-01-01
Analysis of teachers' questions, part of the ORACLE (Observation Research and Classroom Learning Evaluation) project research, is examined in detail. Scarth and Hammersley argue that the rules ORACLE uses for identifying different types of questions involve levels of ambiguity and inference that threaten reliability and validity of the study's…
Difficult Questions of Difficult Questions: The Role of The Researcher and Transcription Styles
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…
Jordan, Sally
2014-01-01
This submission draws on research from twelve publications, all addressing some aspect of the broad research question: “Can interactive computer-marked assessment improve the effectiveness of assessment for learning?” \\ud \\ud The work starts from a consideration of the conditions under which assessment of any sort is predicted to best support learning, and reviews the broader literature of assessment and feedback before considering the potential of computer-based assessment, focusing on relat...
Series: Practical guidance to qualitative research. Part 2: Context, research questions and designs.
Korstjens, Irene; Moser, Albine
2017-12-01
In the course of our supervisory work over the years, we have noticed that qualitative research tends to evoke a lot of questions and worries, so-called frequently asked questions (FAQs). This series of four articles intends to provide novice researchers with practical guidance for conducting high-quality qualitative research in primary care. By 'novice' we mean Master's students and junior researchers, as well as experienced quantitative researchers who are engaging in qualitative research for the first time. This series addresses their questions and provides researchers, readers, reviewers and editors with references to criteria and tools for judging the quality of qualitative research papers. This second article addresses FAQs about context, research questions and designs. Qualitative research takes into account the natural contexts in which individuals or groups function to provide an in-depth understanding of real-world problems. The research questions are generally broad and open to unexpected findings. The choice of a qualitative design primarily depends on the nature of the research problem, the research question(s) and the scientific knowledge one seeks. Ethnography, phenomenology and grounded theory are considered to represent the 'big three' qualitative approaches. Theory guides the researcher through the research process by providing a 'lens' to look at the phenomenon under study. Since qualitative researchers and the participants of their studies interact in a social process, researchers influence the research process. The first article described the key features of qualitative research, the third article will focus on sampling, data collection and analysis, while the last article focuses on trustworthiness and publishing.
Fifty important research questions in microbial ecology.
Antwis, Rachael E; Griffiths, Sarah M; Harrison, Xavier A; Aranega-Bou, Paz; Arce, Andres; Bettridge, Aimee S; Brailsford, Francesca L; de Menezes, Alexandre; Devaynes, Andrew; Forbes, Kristian M; Fry, Ellen L; Goodhead, Ian; Haskell, Erin; Heys, Chloe; James, Chloe; Johnston, Sarah R; Lewis, Gillian R; Lewis, Zenobia; Macey, Michael C; McCarthy, Alan; McDonald, James E; Mejia-Florez, Nasmille L; O'Brien, David; Orland, Chloé; Pautasso, Marco; Reid, William D K; Robinson, Heather A; Wilson, Kenneth; Sutherland, William J
2017-05-01
Microbial ecology provides insights into the ecological and evolutionary dynamics of microbial communities underpinning every ecosystem on Earth. Microbial communities can now be investigated in unprecedented detail, although there is still a wealth of open questions to be tackled. Here we identify 50 research questions of fundamental importance to the science or application of microbial ecology, with the intention of summarising the field and bringing focus to new research avenues. Questions are categorised into seven themes: host-microbiome interactions; health and infectious diseases; human health and food security; microbial ecology in a changing world; environmental processes; functional diversity; and evolutionary processes. Many questions recognise that microbes provide an extraordinary array of functional diversity that can be harnessed to solve real-world problems. Our limited knowledge of spatial and temporal variation in microbial diversity and function is also reflected, as is the need to integrate micro- and macro-ecological concepts, and knowledge derived from studies with humans and other diverse organisms. Although not exhaustive, the questions presented are intended to stimulate discussion and provide focus for researchers, funders and policy makers, informing the future research agenda in microbial ecology. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
Four Principles for Selecting HCI Research Questions
DEFF Research Database (Denmark)
Clemmensen, Torkil
In this position paper, I present and explain the position that what we should study in HCI depends on the objective of the research and its political, social, cultural, technological, and historical context. I outline four principles for selecting research questions and give a personal account...... of how I have selected research questions using these four principles. The aim with the paper is to generate discussion and advance the understanding of what to study in HCI....
Learning How to Ask Research Questions
Musante, Susan
2010-01-01
Collaborative research is a demanding endeavor, and for a group of undergraduate students tasked with identifying their own interdisciplinary research problem, the challenges are even greater. "It was scary--we didn't know what to ask the professors, and we couldn't decide on a research question," says Miran Park, a student at the University of…
Gholami, Jaleh; Majdzadeh, Reza; Nedjat, Saharnaz; Nedjat, Sima; Maleki, Katayoun; Ashoorkhani, Mahnaz; Yazdizadeh, Bahareh
2011-02-22
The knowledge translation self-assessment tool for research institutes (SATORI) was designed to assess the status of knowledge translation in research institutes. The objective was, to identify the weaknesses and strengths of knowledge translation in research centres and faculties associated with Tehran University of Medical Sciences (TUMS). The tool, consisting of 50 statements in four main domains, was used in 20 TUMS-affiliated research centres and departments after its reliability was established. It was completed in a group discussion by the members of the research council, researchers and research users' representatives from each centre and/or department. The mean score obtained in the four domains of 'The question of research', 'Knowledge production', 'Knowledge transfer' and 'Promoting the use of evidence' were 2.26, 2.92, 2 and 1.89 (out of 5) respectively.Nine out of 12 interventional priorities with the lowest quartile score were related to knowledge transfer resources and strategies, whereas eight of them were in the highest quartile and related to 'The question of research' and 'Knowledge production'. The self-assessment tool identifies the gaps in capacity and infrastructure of knowledge translation support within research organizations. Assessment of research institutes using SATORI pointed out that strengthening knowledge translation through provision of financial support for knowledge translation activities, creating supportive and facilitating infrastructures, and facilitating interactions between researchers and target audiences to exchange questions and research findings are among the priorities of research centres and/or departments.
Series: Practical guidance to qualitative research: part 2: context, research questions and designs
Moser, Albine; Korstjens, Irene
2017-01-01
In the course of our supervisory work over the years, we have noticed that qualitative research tends to evoke a lot of questions and worries, so-called frequently asked questions (FAQs). This series of four articles intends to provide novice researchers with practical guidance for conducting high-quality qualitative research in primary care. By ‘novice’ we mean Master’s students and junior researchers, as well as experienced quantitative researchers who are engaging in qualitative research f...
Good science, bad science: Questioning research practices in psychological research
Bakker, M.
2014-01-01
In this dissertation we have questioned the current research practices in psychological science and thereby contributed to the current discussion about the credibility of psychological research. We specially focused on the problems with the reporting of statistical results and showed that reporting
Series: Practical guidance to qualitative research : part 2: context, research questions and designs
Albine Moser; Irene Korstjens
2017-01-01
In the course of our supervisory work over the years, we have noticed that qualitative research tends to evoke a lot of questions and worries, so-called frequently asked questions (FAQs). This series of four articles intends to provide novice researchers with practical guidance for conducting
Developing critical thinking through Socratic Questioning: An Action Research Study
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Husniah Sahamid
2016-07-01
Full Text Available An action research study was conducted among 24 Form 4 level Malaysian students, aged 16. The duration of the study was five months and constituted 16 one-hour literature lessons (short stories from the secondary level Malaysian English Language Upper Secondary Level school syllabus. This paper describes my experience as a teacher-as-researcher to assist students to respond to teacher questions through Paul’s (1993 model of Socratic Questioning which claims to develop students’ critical thinking. Data was collected through researcher’s field notes, students’ writing tasks and student interviews which were analysed after each cycle of the action research study. Changes and adaptations were consequently made based on the data collected and upon teacher reflection to improve practice. The results of this study indicate that repeated practice of Socratic Questioning had a positive effect on student responses and writing tasks. Some of the factors affecting students’ performance included students’ language proficiency, weak reading ability and students’ anxiety towards the questioning method. These issues had to be addressed and dealt with, before Socratic Questioning could be properly implemented in the classroom. Keywords: Socratic questioning, teacher questioning, critical thinking, action research
Priority water research questions for South Africa developed through ...
African Journals Online (AJOL)
This paper describes a collaborative process of identifying and prioritising current and future water research questions from a wide range of water specialists within South Africa. Over 1 600 questions were collected, reduced in number and prioritised by specialists working in water research and practice. A total of 59 ...
Examining Research Questions on Germination from the Perspective of Scientific Creativity
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…
Top 40 questions in coupled human and natural systems (CHANS research
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Daniel Boyd. Kramer
2017-06-01
Full Text Available Understanding and managing coupled human and natural systems (CHANS is a central challenge of the 21st century, but more focus is needed to pursue the most important questions within this vast field given limited research capacity and funding. We present 40 important questions for CHANS research, identified through a two-part crowdsourcing exercise within the CHANS community. We solicited members of the International Network of Research on Coupled Human and Natural Systems (CHANS-Net to submit up to three questions that they considered transformative, receiving 540 questions from 207 respondents. After editing for clarity and consistency, we asked the network's members to each evaluate a random subset of 20 questions in importance on a scale from 1 (least important to 7 (extremely important. Questions on land use and agriculture topped the list, with a median importance ranking of 5.7, followed by questions of scale, climate change and energy, sustainability and development, adaptation and resilience, in addition to seven other categories. We identified 40 questions with a median importance of 6.0 or above, which we highlight as the current view of researchers active in the field as research questions to pursue in order to maximize impact on understanding and managing coupled human and natural systems for achieving sustainable development goals and addressing emerging global challenges.
Assessing the psychometric questioner for students rating teachers
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Razaghi Reza Sharif
2016-07-01
Full Text Available Educational institutions use different ways to evaluate their teachers. Asking students to rate their teachers is common practice. The purpose of this research was to examine the reliability of the instruments used to evaluate the instructors in a college of medicine. This cross-sectional descriptive research used questioners that evaluated instructors. The questioner was targeting different dimensions of instructors. Item analysis in addition to exploratory factor analysis was performed on 1040questioners answered by the students of the College of Medicine of Kashan University of Medical Sciences. SPSS software was used to perform the analysis. The psychometric properties of questionnaires including Cronbach alpha was determined. The result of exploratory factor analysis and item analysis indicated that three of the subscales of the questioner showed sufficient reliability to evaluate the instructors and two subscales needed further examination. This type of evaluations is necessary to ensure quality of instructors working in an institution as well as providing reliable feedback to the instructors. The result showed that while some subscales of the questioner seems to target the concept of interest; a re-evaluation of the instrument would be valuable to increase its reliability for the administrators in the colleges.
How Pollination Ecology research can help answer important questions
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Carvalheiro, Luisa G.
2011-06-01
Full Text Available Pollination Ecology is a dynamic field of scientific research constantly adopting novel methods and making progress in understanding the interactions between plants and their pollinators. A recent paper listed the main scientific questions in this field focussing on the ecological and biological system itself. Here, we follow up on that paper and present some ideas on how to broaden our perspective and explore the role that pollination research can play in answering both ecological and societal questions relevant to a range of different stakeholders. We hope this paper may be useful to researchers aiming at improving both the scientific and societal impact of their research.
Frequently asked questions in hypoxia research
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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
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
Question order in the assessment of misperception of physical activity
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van Dijke Marius
2007-09-01
Full Text Available Abstract Background People often have misperceptions (overestimation or underestimation about the health-related behaviours they engage in, which may have adverse consequences for their susceptibility to behavioural change. Misperception is usually measured by combining and comparing quantified behavioural self-reports with subjective classification of the behaviour. Researchers assume that such assessments of misperception are not influenced by the order of the two types of measurement, but this has never been studied. Based on the precaution adoption model and the information processing theory, it might be expected that taking the subjective measurement after a detailed quantified behavioural self-report would improve the accuracy of the subjective measurement because the quantified report urges a person to think more in detail about their own behaviour. Methods In an experiment (n = 521, quantified self-report and subjective assessment were manipulated in a questionnaire. In one version, the quantified self-report was presented before the subjective assessment, whereas in the other version, the subjective assessment came first. Results Neither subjective assessment nor overestimation of physical activity were biased by the order of the questions. Underestimation was more prevalent among subgroups of the group which answered the subjective assessment after the quantified self-report. Conclusion Question order in questionnaires does not seem to influence misperceptions concerning physical activity in groups relevant for health education (overestimators: those who do not meet the guidelines for physical activity while rating their physical activity as sufficient or high. The small order effect found in underestimators is less relevant for health education because this subgroup already meets the guideline and therefore does not need to change behaviour.
Question-based inquiry. an experience in research education
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María Eugenia Plata Santos
2011-01-01
Full Text Available The present article introduces the central elements of the research and pedagogical innovation project entitled: “The Use of Questions as a Pedagogical Strategy in the Construction of Research Problems”, developed by the students of the ‘Rizoma’ research training group of the School of Psychopedagogy, which began in the year 2009, and which forms part of the “Educational Innovations” research line of the Masters sin Education Program at UPTC. The question as strategy, pedagogy or didactics, becomes an educational option for the development of thinking processes, and contributes to an education that embraces uncertainty, in order to develop flexible thinking, as well as critical and creative attitudes towards knowledge. These qualities constitute the basis of all research tasks, and are fundamental in the education of professionals in the midst of the current, fast-moving and uncertain postmodern condition. Emerging from the students’ and teacher’s own voices, this article offers an account of this experience and characterizes the findings of this education and research work.
Using mixed methods to identify and answer clinically relevant research questions.
Shneerson, Catherine L; Gale, Nicola K
2015-06-01
The need for mixed methods research in answering health care questions is becoming increasingly recognized because of the complexity of factors that affect health outcomes. In this article, we argue for the value of using a qualitatively driven mixed method approach for identifying and answering clinically relevant research questions. This argument is illustrated by findings from a study on the self-management practices of cancer survivors and the exploration of one particular clinically relevant finding about higher uptake of self-management in cancer survivors who had received chemotherapy treatment compared with those who have not. A cross-sectional study generated findings that formed the basis for the qualitative study, by informing the purposive sampling strategy and generating new qualitative research questions. Using a quantitative research component to supplement a qualitative study can enhance the generalizability and clinical relevance of the findings and produce detailed, contextualized, and rich answers to research questions that would be unachievable through quantitative or qualitative methods alone. © The Author(s) 2015.
[Psychiatric assessment in civil law questions].
Nedopil, N
2009-05-01
Psychiatric reports in German civil law cases are required if questions are raised of legal capacity, capacity to express a testamentary will, ability to sue or be sued, capacity to marry, ability of mentally disordered patients to consent to treatment, and when custody or hospital orders of these patients is considered or compensation is due for mental disorders resulting from accidents. Many reports must decide whether the ability to decide using sound reason or motives is or was impaired by a mental disorder. This capability is attributed to every adult person; only if incapability is claimed must it be proven by psychiatric assessment. As in most psychiatric court reports, such assessments must be structured in several steps. First a clinical diagnosis has to be established which must then be translated into legal terminology. After this has been accomplished, the psychiatrist must describe the functional impairments caused by the disorder and define the probability with which these impairments might affect the legal act in question. Most reports are prepared in the context of custody law, which centers on helping those patients who, due to a mental disorder, cannot manage their own legal matters.
Socratic Questioning: A Teaching Philosophy for the Student Research Consultation
Directory of Open Access Journals (Sweden)
Shannon Marie Robinson
2017-11-01
Full Text Available In Brief Socratic questioning, the act of asking questions in order to prompt critical thinking and reflection, expands the boundaries of librarianship by borrowing from the fields of philosophy, pedagogy, and psychology. When employed during the research consultation, Socratic questioning establishes a cooperative relationship between librarian and student that empowers the student to take agency over the interaction. Engaging learners not only academically but emotionally encourages them to become more deliberate and cognizant as they articulate their research need. This paper demonstrates how reference librarians can adjust interactions with students in order to encourage, empathize, and engage with these learners.
Questions for Assessment: A Guide for Tutors’ Practice and Student Development
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Conor McKevitt
2015-06-01
Full Text Available Assessment is a time consuming and important part of academic life for tutors and students alike. It shapes the teaching and allows the tutor to guide the learning process. However, student learning is more effective when they understand the assessment process. Tutors, as expert assessor, are in the best place to develop such knowledge but, they need to plan for this in advance and consider the students’ perspective. The purpose of this paper is to both inform and influence tutors’ assessment practice using recent literature. Information searches were employed to gather literature from peer reviewed journal articles using keywords that are important within the assessment context: assessment, formative assessment, criteria, feedback, and self-assessment. The literature was collated under each of three question areas that take into account the students’ perspective: 1. If I had some criteria and examples I would know ‘What do I need to do?’, and ‘What should it look like?’ 2. If I had some feedback while doing my work I would know if ‘I am doing what is required?’ and ‘How I can improve?’ 3. If I had support to self-assess ‘Would I be able to assess myself?’ The literature addressed each of the aforementioned questions. The findings suggest that: in order to answer question one student engagement with criteria and exemplars is required; In order to answer question two students need to engage with tutor feedback that is clear, meaningful and related to criteria; Finally, in order to answer question three students must be given the opportunity to self-assess and be supported through this with feedback from the tutor. Practical suggestions are provided to assist tutors’ assessment practice. Proposed elements and benefits of the assessment process for tutors and students are outlined. In general, a formative approach to assessment is ideal for students. While engagement with the assessment process is valuable for the
Kristianti, T. P.; Ramli, M.; Ariyanto, J.
2018-05-01
This research aims to know how students’ argumentative skills improved by applying teacher’s questioning techniques and argumentative assessment through collaborative action research between college student who did teaching practicum, biology teacher as tutor teacher, and lecturers. The action research was done in three cycles involving one class consisted of 36 eleventh graders. Lesson plans were developed collaboratively, and teaching practices were by the student teacher. In the reflective phase prior to the first cycle, learning processes were dominated by the teacher, hence students did not have sufficient opportunity to argue. Students were divided into two, 14 students were grouped as low achievement (LA) and 22 students were the high achievement (HA). Teacher questions and students’ responses were furtherly coded and interpreted following the validated rubric of level of argumentation. A divergent essay as an argumentative assessment was also tested to students at the end of each cycle. At the end of the third cycle, HA and LA students showed a significant change in argumentative skills responded the teacher’s questions. However, only four LA students who actively argued. Students from HA groups also showed the improvement on the level of argumentation, where they move from level 1 to 3.
Directory of Open Access Journals (Sweden)
Bartolome R. Celli
2015-06-01
Full Text Available Chronic obstructive pulmonary disease (COPD is a leading cause of morbidity, mortality and resource use worldwide. The goal of this official American Thoracic Society (ATS/European Respiratory Society (ERS Research Statement is to describe evidence related to diagnosis, assessment, and management; identify gaps in knowledge; and make recommendations for future research. It is not intended to provide clinical practice recommendations on COPD diagnosis and management. Clinicians, researchers and patient advocates with expertise in COPD were invited to participate. A literature search of Medline was performed, and studies deemed relevant were selected. The search was not a systematic review of the evidence. Existing evidence was appraised and summarised, and then salient knowledge gaps were identified. Recommendations for research that addresses important gaps in the evidence in all areas of COPD were formulated via discussion and consensus. Great strides have been made in the diagnosis, assessment and management of COPD, as well as understanding its pathogenesis. Despite this, many important questions remain unanswered. This ATS/ERS research statement highlights the types of research that leading clinicians, researchers and patient advocates believe will have the greatest impact on patient-centred outcomes.
On framing the research question and choosing the appropriate research design.
Parfrey, Patrick S; Ravani, Pietro
2015-01-01
Clinical epidemiology is the science of human disease investigation with a focus on diagnosis, prognosis, and treatment. The generation of a reasonable question requires definition of patients, interventions, controls, and outcomes. The goal of research design is to minimize error, to ensure adequate samples, to measure input and output variables appropriately, to consider external and internal validities, to limit bias, and to address clinical as well as statistical relevance. The hierarchy of evidence for clinical decision-making places randomized controlled trials (RCT) or systematic review of good quality RCTs at the top of the evidence pyramid. Prognostic and etiologic questions are best addressed with longitudinal cohort studies.
Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements
Directory of Open Access Journals (Sweden)
Jia Shi
2017-05-01
Full Text Available Understanding how different types of molecules move through cell membranes is a fundamental part of cell biology. To identify and address student misconceptions surrounding molecular movement through cell membranes, we surveyed student understanding on this topic using pre-class questions, in-class clicker questions, and subsequent exam questions in a large introductory biology course. Common misconceptions identified in student responses to the pre-class assessment questions were used to generate distractors for clicker questions. Two-tier diagnostic clicker questions were used to probe incoming common student misconceptions (first tier and their reasoning (second tier. Two subsequent lectures with assessment clicker questions were used to help students construct a new framework to understand molecular movement through cell membranes. Comparison of pre-assessment and post-assessment (exam performance showed dramatic improvement in students’ understanding of molecular movement: student answers to exam questions were 74.6% correct with correct reasoning while only 1.3% of the student answers were correct with correct reasoning on the pre-class assessment. Our results show that students’ conceptual understanding of molecular movement through cell membranes progressively increases through discussions of a series of clicker questions and suggest that this clicker-based teaching strategy was highly effective in correcting common student misconceptions on this topic.
Questions That Won't Go Away in Participatory Research
Jonathan W. Long; Heidi L. Ballard; Larry A. Fisher; Jill M. Belsky
2016-01-01
Ethical issues are intrinsic to conducting research regarding society and natural resources, but they often become poignant when engaging in Participatory Action Research. We compiled common and persistent challenges into a list of "Questions That Won't Go Away" or "QTWGAs" that are relevant to people interested in conducting participatory...
Directory of Open Access Journals (Sweden)
Simon de Lusignan
2016-01-01
Full Text Available Background The use of health data for public health, surveillance, quality improvement and research is crucial to improve health systems and health care. However, bodies responsible for privacy and ethics often limit access to routinely collected health data. Ethical approvals, issues around protecting privacy and data access are often dealt with by different layers of regulations, making approval processes appear disjointed.Objective To create a comprehensive framework for defining the ethical and privacy status of a project and for providing guidance on data access.Method The framework comprises principles and related questions. The core of the framework will be built using standard terminology definitions such as ethics-related controlled vocabularies and regional directives. It is built in this way to reduce ambiguity between different definitions. The framework is extensible: principles can be retired or added to, as can their related questions. Responses to these questions should allow data processors to define ethical issues, privacy risk and other unintended consequences.Results The framework contains three steps: (1 identifying possible ethical and privacy principles relevant to the project; (2 providing ethics and privacy guidance questions that inform the type of approval needed; and (3 assessing case-specific ethics and privacy issues. The outputs from this process should inform whether the balance between public interests and privacy breach and any ethical considerations are tipped in favour of societal benefits. If they are then this should be the basis on which data access is permitted. Tightly linking ethical principles to governance and data access may help maintain public trust.
De Lusignan, Simon; Liyanage, Harshana; Di Iorio, Concetta Tania; Chan, Tom; Liaw, Siaw-Teng
2016-01-19
The use of health data for public health, surveillance, quality improvement and research is crucial to improve health systems and health care. However, bodies responsible for privacy and ethics often limit access to routinely collected health data. Ethical approvals, issues around protecting privacy and data access are often dealt with by different layers of regulations, making approval processes appear disjointed. To create a comprehensive framework for defining the ethical and privacy status of a project and for providing guidance on data access. The framework comprises principles and related questions. The core of the framework will be built using standard terminology definitions such as ethics-related controlled vocabularies and regional directives. It is built in this way to reduce ambiguity between different definitions. The framework is extensible: principles can be retired or added to, as can their related questions. Responses to these questions should allow data processors to define ethical issues, privacy risk and other unintended consequences. The framework contains three steps: (1) identifying possible ethical and privacy principles relevant to the project; (2) providing ethics and privacy guidance questions that inform the type of approval needed; and (3) assessing case-specific ethics and privacy issues. The outputs from this process should inform whether the balance between public interests and privacy breach and any ethical considerations are tipped in favour of societal benefits. If they are then this should be the basis on which data access is permitted. Tightly linking ethical principles to governance and data access may help maintain public trust.
FAQs: Frequently Asked Questions regarding the IDRC Research ...
International Development Research Centre (IDRC) Digital Library (Canada)
IDRC CRDI
Questions. 1. If I am selected for a Research Award, do I need a work permit to ... Yes, you are responsible for obtaining a valid work permit and proper visa prior to ... is the deadline for awards starting in January of the following calendar year.
Key-feature questions for assessment of clinical reasoning: a literature review.
Hrynchak, Patricia; Takahashi, Susan Glover; Nayer, Marla
2014-09-01
Key-feature questions (KFQs) have been developed to assess clinical reasoning skills. The purpose of this paper is to review the published evidence on the reliability and validity of KFQs to assess clinical reasoning. A literature review was conducted by searching MEDLINE (1946-2012) and EMBASE (1980-2012) via OVID and ERIC. The following search terms were used: key feature; question or test or tests or testing or tested or exam; assess or evaluation, and case-based or case-specific. Articles not in English were eliminated. The literature search resulted in 560 articles. Duplicates were eliminated, as were articles that were not relevant; nine articles that contained reliability or validity data remained. A review of the references and of citations of these articles resulted in an additional 12 articles to give a total of 21 for this review. Format, language and scoring of KFQ examinations have been studied and modified to maximise reliability. Internal consistency reliability has been reported as being between 0.49 and 0.95. Face and content validity have been shown to be moderate to high. Construct validity has been shown to be good using vector thinking processes and novice versus expert paradigms, and to discriminate between teaching methods. The very modest correlations between KFQ examinations and more general knowledge-based examinations point to differing roles for each. Importantly, the results of KFQ examinations have been shown to successfully predict future physician performance, including patient outcomes. Although it is inaccurate to conclude that any testing format is universally reliable or valid, published research supports the use of examinations using KFQs to assess clinical reasoning. The review identifies areas of further study, including all categories of evidence. Investigation into how examinations using KFQs integrate with other methods in a system of assessment is needed. © 2014 John Wiley & Sons Ltd.
Top 10 research questions related to children physical activity motivation.
Chen, Ang
2013-12-01
Physical activity is critical to healthy development of children. It is well documented that helping children develop and sustain a physically active lifestyle requires children to become motivated. Many studies have been conducted in the past 2.5 decades on determinants and correlates for children and adolescents' physical activity motivation. The findings have informed researchers and practitioners about motivation sources for children and effective strategies to motivate children in given physical activity settings. Built on the extensive knowledge base and theoretical platforms formed by these research studies, the purpose of this article is to take a look at the current research landscape and provide subjective thoughts about what we still need to know about children's physical activity motivation. The product of this subjective thinking process rendered 10 potential questions for future research on children's physical activity motivation in both in-school and out-of-school settings. These topics encompass those focusing on children's physical activity motivation as a mental dispositional process, those conceptualizing the motivation as an outcome of person-environment interactions, and those attempting to dissect the motivation as an outcome of social-cultural influences and educational policies. It is hoped that the topics can serve researchers interested in children's physical activity motivation as starting blocks from which they can extend their conceptual thinking and identify research questions that are personally meaningful. It is also hoped that the list of potential questions can be helpful to researchers in accomplishing the imperative and significant mission to motivate children to be physically active in the 21st century and beyond.
Energy Technology Data Exchange (ETDEWEB)
NONE
2012-11-15
Japan Atomic Energy Agency (hereinafter referred to as 'JAEA') consulted an assessment committee, 'Evaluation Committee of Research Activities for Advanced Science Research' (hereinafter referred to as 'Committee') for interim assessment of 'Advanced Science Research,' in accordance with 'General Guideline for the Evaluation of Government Research and Development (R and D) Activities' by Cabinet Office, Government of Japan, 'Guideline for Evaluation of R and D in Ministry of Education, Culture, Sports, Science and Technology' and 'Regulation on Conduct for Evaluation of R and D Activities' by JAEA. In response to the JAEA's request, the Committee assessed the research programs and activities of the Advanced Science Research Center (hereinafter referred to as 'ASRC') for the period of two years from April 2010. The Committee evaluated the management and the research programs of the ASRC based on the explanatory documents prepared by the ASRC and the oral presentations with questions-and-answers by the Director and the research group leaders. This report summarizes the result of the assessment by the Committee with the Committee report attached from page 7. (author)
Rajah-Kanagasabai, Camilla J.; Roberts, Lynne D.
2015-01-01
This study examined the utility of the Theory of Planned Behavior model, augmented by descriptive norms and justifications, for predicting self-reported research misconduct and questionable research practices in university students. A convenience sample of 205 research active Western Australian university students (47 male, 158 female, ages 18–53 years, M = 22, SD = 4.78) completed an online survey. There was a low level of engagement in research misconduct, with approximately one in seven students reporting data fabrication and one in eight data falsification. Path analysis and model testing in LISREL supported a parsimonious two step mediation model, providing good fit to the data. After controlling for social desirability, the effect of attitudes, subjective norms, descriptive norms and perceived behavioral control on student engagement in research misconduct and questionable research practices was mediated by justifications and then intention. This revised augmented model accounted for a substantial 40.8% of the variance in student engagement in research misconduct and questionable research practices, demonstrating its predictive utility. The model can be used to target interventions aimed at reducing student engagement in research misconduct and questionable research practices. PMID:25983709
Pollination ecology in the 21st Century: Key questions for future research
Directory of Open Access Journals (Sweden)
Jane C. Stout
2011-03-01
Full Text Available To inspire new ideas in research on pollination ecology, we list the most important unanswered questions in the field. This list was drawn up by contacting 170 scientists from different areas of pollination ecology and asking them to contribute their opinion on the greatest knowledge gaps that need to be addressed. Almost 40% of them took part in our email poll and we received more than 650 questions and comments, which we classified into different categories representing various aspects of pollination research. The original questions were merged and synthesised, and a final vote and ranking led to the resultant list. The categories cover plant sexual reproduction, pollen and stigma biology, abiotic pollination, evolution of animal-mediated pollination, interactions of pollinators and floral antagonists, pollinator behaviour, taxonomy, plant-pollinator assemblages, geographical trends in diversity, drivers of pollinator loss, ecosystem services, management of pollination, and conservation issues such as the implementation of pollinator conservation. We focused on questions that were of a broad scope rather than case-specific; thus, addressing some questions may not be feasible within single research projects but constitute a general guide for future directions. With this compilation we hope to raise awareness of pollination-related topics not only among researchers but also among non-specialists including policy makers, funding agencies and the public at large.
Directory of Open Access Journals (Sweden)
Suzanne Lewis
2007-03-01
Full Text Available Objective ‐ To examine the similarities and differences between research questions asked by librarians in 2001 to those posed in 2006, and to explore to what extent the published research supports the questions being asked.Methods ‐ Questions collected in 2001 by members of the Evidence‐Based Librarianship Implementation Committee (EBLIC of the MLA Research Section were compared with questions collected in 2006 at a cross‐sectoral seminar introducing evidence based library and information practice to Australian librarians. Questions from each list were categorized using the domains of librarianship proposed by Crumley and Koufogiannakis in 2001, and examined with reference to a content analysis of the library and information studies (LIS research published in 2001 by Koufogiannakis, Slater, and Crumley in 2004.Results ‐ In 2001 and 2006 the most commonly asked questions were in the domain of management (29%, 33%, followed by education (24%, 18.5%. In 2001 questions in the marketing/promotion category ranked lowest (1%, however representation was much greater in 2006 (18.5% ranking an equal second with education. Questions in the lowest ranked domain in 2006 (collections, 6% had been more common in 2001 where collections ranked third, representing 19% of the questions. Koufogiannakis, Slater, and Crumley’s content analysis of LIS research published in 2001 revealed that the most popular domain for research was information access and retrieval (38% followed by collections (24%. Only 1% of published LIS research (seven articles was in the domain of marketing/promotion. In contrast, 36 articles originally assigned to one of the six established domains could more appropriately have been included in a proposed new domain of professional issues.Conclusion ‐ The disparity between questions being asked by practitioners and the evidence being generated by researchers suggests that the research‐practice gap is still an issue. A content
Directory of Open Access Journals (Sweden)
Thabane Lehana
2010-02-01
Full Text Available Abstract Background Experts recommend formulating a structured research question to guide the research design. However, the basis for this recommendation has not been formally evaluated. The aim of this study was to examine if a structured research question using the PICOT (Population, Intervention, Comparator, Outcome, Time-frame format is associated with a better reporting quality of randomized controlled trials (RCTs. Methods We evaluated 89 RCTs reports published in three endocrinology journals in 2005 and 2006, the quality of reporting of which was assessed in a previous study. We examined whether the reports stated each of the five elements of a structured research question: population, intervention, comparator, outcome and time-frame. A PICOT score was created with a possible score between 0 and 5. Outcomes were: 1 a 14-point overall reporting quality score (OQS based on the Consolidated Standards for Reporting Trials; and 2 a 3-point key score (KS, based on allocation concealment, blinding and use of intention-to-treat analysis. We conducted multivariable regression analyses using generalized estimating equations to determine if a higher PICOT score or the use of a structured research question were independently associated with a better reporting quality. Journal of publication, funding source and sample size were identified as factors associated with OQS in our previous report on this dataset, and therefore included in the model. Results A higher PICOT score was independently associated with OQS (incidence rate ratio (IRR = 1.021, 95% CI: 1.012 to 1.029 and KS (IRR = 1.142, 95% CI: 1.079 to 1.210. A structured research question was present in 33.7% of the reports and it was associated with a better OQS (IRR = 1.095, 95% CI 1.059-1.132 and KS (IRR = 1.530, 95% CI 1.311-1.786. Conclusions Better framing of the research question using the PICOT format is independently associated with better overall reporting quality - although the effect
International Nuclear Information System (INIS)
2010-11-01
Japan Atomic Energy Agency (hereinafter referred to as 'JAEA') consulted an assessment committee, 'Evaluation Committee of Research Activities for Advanced Science Research' (hereinafter referred to as 'Committee') for prior assessment of 'Advanced Science Research,' in accordance with 'General Guideline for the Evaluation of Government Research and Development (R and D) Activities' by Cabinet Office, Government of Japan, 'Guideline for Evaluation of R and D in Ministry of Education, Culture, Sports, Science and Technology' and 'Regulation on Conduct for Evaluation of R and D Activities' by JAEA. In response to the JAEA's request, the Committee assessed the research program and activities of the Advanced Science Research Center (hereinafter referred to as 'ASRC') for the period of five years from April 2010. The Committee evaluated the management and the research program of the ASRC based on the explanatory documents prepared by the ASRC and the oral presentations with questions-and-answers by the Director and the research group leaders. This report summarizes the result of the assessment by the Committee with the Committee report attached from page 7. (author)
Directory of Open Access Journals (Sweden)
Bouësseau Marie-Charlotte
2008-03-01
Full Text Available Abstract Background Countries are increasingly devoting significant resources to creating or strengthening research ethics committees, but there has been insufficient attention to assessing whether these committees are actually improving the protection of human research participants. Discussion Research ethics committees face numerous obstacles to achieving their goal of improving research participant protection. These include the inherently amorphous nature of ethics review, the tendency of regulatory systems to encourage a focus on form over substance, financial and resource constraints, and conflicts of interest. Auditing and accreditation programs can improve the quality of ethics review by encouraging the development of standardized policies and procedures, promoting a common base of knowledge, and enhancing the status of research ethics committees within their own institutions. However, these mechanisms focus largely on questions of structure and process and are therefore incapable of answering many critical questions about ethics committees' actual impact on research practices. The first step in determining whether research ethics committees are achieving their intended function is to identify what prospective research participants and their communities hope to get out of the ethics review process. Answers to this question can help guide the development of effective outcomes assessment measures. It is also important to determine whether research ethics committees' guidance to investigators is actually being followed. Finally, the information developed through outcomes assessment must be disseminated to key decision-makers and incorporated into practice. This article offers concrete suggestions for achieving these goals. Conclusion Outcomes assessment of research ethics committees should address the following questions: First, does research ethics committee review improve participants' understanding of the risks and potential benefits of
International Nuclear Information System (INIS)
2008-08-01
Japan Atomic Energy Agency (hereinafter referred to as 'JAEA') consults an assessment committee, 'Evaluation Committee of Research Activities for Advanced Science Research' (hereinafter referred to as 'Committee') for interim assessment of 'Advanced Science Research,' in accordance with General Guideline for the Evaluation of Government Research and Development (R and D) Activities' by Cabinet Office, Government of Japan, 'Guideline for Evaluation of R and D in Ministry of Education, Culture, Sports, Science and Technology' and 'Regulation on Conduct for Evaluation of R and D Activities' by JAEA. In response to the JAEA's request, the Committee assessed the research program of the Advanced Science Research Center (hereinafter referred to as 'ASRC') during the period of two years from October 2005 to September 2007. The Committee evaluated the management and research activities of the ASRC based on the explanatory documents prepared by the ASRC, the oral presentations with questions-and-answers by the Director and the research group leaders, and interviews from group members through on-site visits by the Committee members. One CD-ROM is attached as an appendix. (J.P.N.)
On the question of pure or applied research in developing countries
International Nuclear Information System (INIS)
Sioshansi, P.; Lodhi, A.S.; Payrovan, H.
1977-01-01
One particular approach to the question of pure versus applied research is discussed in this article. It is pointed out how a modest applied research project has been initiated in this laboratory and how this line of work has subsequently developed to include pure research in related areas
International Nuclear Information System (INIS)
2012-11-01
Japan Atomic Energy Agency (hereinafter referred to as “JAEA”) consulted an assessment committee, “Evaluation Committee of Research Activities for Advanced Science Research” (hereinafter referred to as “Committee”) for interim assessment of “Advanced Science Research,” in accordance with “General Guideline for the Evaluation of Government Research and Development (R and D) Activities” by Cabinet Office, Government of Japan, “Guideline for Evaluation of R and D in Ministry of Education, Culture, Sports, Science and Technology” and “Regulation on Conduct for Evaluation of R and D Activities” by JAEA. In response to the JAEA's request, the Committee assessed the research programs and activities of the Advanced Science Research Center (hereinafter referred to as “ASRC”) for the period of two years from April 2010. The Committee evaluated the management and the research programs of the ASRC based on the explanatory documents prepared by the ASRC and the oral presentations with questions-and-answers by the Director and the research group leaders. This report summarizes the result of the assessment by the Committee with the Committee report attached from page 7. (author)
Strangman, Lauria; Knowles, Elizabeth
2012-01-01
In an introductory research methods course, students often develop research questions and hypotheses that are vague or confusing, do not contain measurable concepts, and are too narrow in scope or vision. Because of this, the final research projects often fail to provide useful information or address the overall research problem. A Lesson Study…
Student-generated reading questions: diagnosing student thinking with diverse formative assessments.
Offerdahl, Erika G; Montplaisir, Lisa
2014-01-01
Formative assessment has long been identified as a critical element to teaching for conceptual development in science. It is therefore important for university instructors to have an arsenal of formative assessment tools at their disposal which enable them to effectively uncover and diagnose all students' thinking, not just the most vocal or assertive. We illustrate the utility of one type of formative assessment prompt (reading question assignment) in producing high-quality evidence of student thinking (student-generated reading questions). Specifically, we characterized student assessment data using three distinct analytic frames to exemplify their effectiveness in diagnosing student learning in relationship to three sample learning outcomes. Our data will be useful for university faculty, particularly those engaged in teaching upper-level biochemistry courses and their prerequisites, as they provide an alternative mechanism for uncovering and diagnosing student understanding. © 2013 by The International Union of Biochemistry and Molecular Biology.
Directory of Open Access Journals (Sweden)
Stephanie Hall
2008-03-01
Full Text Available Objective – To assess the effectiveness of a collaborative chat reference service in answering different types of question. Specifically, the study compares the degree of answer completion and the level of user satisfaction for simple factual questions vs. more in‐depth subject‐based reference questions, and for ‘local’ (pertaining to a particular library and non‐local questions.Design – Content analysis of 415 transcripts of reference transactions, which were also compared to corresponding user satisfaction survey results.Setting – An online collaborative reference service offered by a large public library system (33 branch and regional locations. This service is part of the Metropolitan Cooperative Library System: a virtual reference consortium of U.S. libraries (public, academic, special, and corporate that provides 24/7 service.Subjects – Reference librarians from around the U.S. (49 different libraries, and users logging into the service via the public library system’s portal (primarily patrons of the 49 libraries. Method – Content analysis was used to evaluate virtual reference transcripts recorded between January and June, 2004. Reliability was enhanced through triangulation, with researchers comparing the content analysis of each transcript against the results of a voluntary exit survey. Of 1,387 transactions that occurred during the period of study, 420 users completed the survey and these formed the basis of the study, apart from 5 transactions that were omitted because the questions were incomprehensible. Questions were examined and assigned to five categories: “simple, factual questions; subject‐based research questions; resource access questions; circulation‐related questions; and local library information inquiries” (80‐81. Answers were classed as either “completely answered, partially answered or unanswered, referred, and problematic endings” (82. Lastly, user satisfaction was surveyed on three
Pablos, Leticia; Doetjes, Jenny; Cheng, Lisa L.-S.
2018-01-01
The empirical study of language is a young field in contemporary linguistics. This being the case, and following a natural development process, the field is currently at a stage where different research methods and experimental approaches are being put into question in terms of their validity. Without pretending to provide an answer with respect to the best way to conduct linguistics related experimental research, in this article we aim at examining the process that researchers follow in the design and implementation of experimental linguistics research with a goal to validate specific theoretical linguistic analyses. First, we discuss the general challenges that experimental work faces in finding a compromise between addressing theoretically relevant questions and being able to implement these questions in a specific controlled experimental paradigm. We discuss the Granularity Mismatch Problem (Poeppel and Embick, 2005) which addresses the challenges that research that is trying to bridge the representations and computations of language and their psycholinguistic/neurolinguistic evidence faces, and the basic assumptions that interdisciplinary research needs to consider due to the different conceptual granularity of the objects under study. To illustrate the practical implications of the points addressed, we compare two approaches to perform linguistic experimental research by reviewing a number of our own studies strongly grounded on theoretically informed questions. First, we show how linguistic phenomena similar at a conceptual level can be tested within the same language using measurement of event-related potentials (ERP) by discussing results from two ERP experiments on the processing of long-distance backward dependencies that involve coreference and negative polarity items respectively in Dutch. Second, we examine how the same linguistic phenomenon can be tested in different languages using reading time measures by discussing the outcome of four self
Pablos, Leticia; Doetjes, Jenny; Cheng, Lisa L-S
2017-01-01
The empirical study of language is a young field in contemporary linguistics. This being the case, and following a natural development process, the field is currently at a stage where different research methods and experimental approaches are being put into question in terms of their validity. Without pretending to provide an answer with respect to the best way to conduct linguistics related experimental research, in this article we aim at examining the process that researchers follow in the design and implementation of experimental linguistics research with a goal to validate specific theoretical linguistic analyses. First, we discuss the general challenges that experimental work faces in finding a compromise between addressing theoretically relevant questions and being able to implement these questions in a specific controlled experimental paradigm. We discuss the Granularity Mismatch Problem (Poeppel and Embick, 2005) which addresses the challenges that research that is trying to bridge the representations and computations of language and their psycholinguistic/neurolinguistic evidence faces, and the basic assumptions that interdisciplinary research needs to consider due to the different conceptual granularity of the objects under study. To illustrate the practical implications of the points addressed, we compare two approaches to perform linguistic experimental research by reviewing a number of our own studies strongly grounded on theoretically informed questions. First, we show how linguistic phenomena similar at a conceptual level can be tested within the same language using measurement of event-related potentials (ERP) by discussing results from two ERP experiments on the processing of long-distance backward dependencies that involve coreference and negative polarity items respectively in Dutch. Second, we examine how the same linguistic phenomenon can be tested in different languages using reading time measures by discussing the outcome of four self
Directory of Open Access Journals (Sweden)
Leticia Pablos
2018-01-01
Full Text Available The empirical study of language is a young field in contemporary linguistics. This being the case, and following a natural development process, the field is currently at a stage where different research methods and experimental approaches are being put into question in terms of their validity. Without pretending to provide an answer with respect to the best way to conduct linguistics related experimental research, in this article we aim at examining the process that researchers follow in the design and implementation of experimental linguistics research with a goal to validate specific theoretical linguistic analyses. First, we discuss the general challenges that experimental work faces in finding a compromise between addressing theoretically relevant questions and being able to implement these questions in a specific controlled experimental paradigm. We discuss the Granularity Mismatch Problem (Poeppel and Embick, 2005 which addresses the challenges that research that is trying to bridge the representations and computations of language and their psycholinguistic/neurolinguistic evidence faces, and the basic assumptions that interdisciplinary research needs to consider due to the different conceptual granularity of the objects under study. To illustrate the practical implications of the points addressed, we compare two approaches to perform linguistic experimental research by reviewing a number of our own studies strongly grounded on theoretically informed questions. First, we show how linguistic phenomena similar at a conceptual level can be tested within the same language using measurement of event-related potentials (ERP by discussing results from two ERP experiments on the processing of long-distance backward dependencies that involve coreference and negative polarity items respectively in Dutch. Second, we examine how the same linguistic phenomenon can be tested in different languages using reading time measures by discussing the outcome of
Unsaturated flow and transport research questions and priorities
International Nuclear Information System (INIS)
Chery, D.L.
1993-01-01
A little over two years ago, a similar meeting (Workshop IV - Flow and Transport through Unsaturated Fractured Rock; Related to High-Level Radioactive Waste Disposal) was held her in Tucson, Arizona, to discuss the same issues discussed here the past 4 days. This presentation revisits what was said 2 years ago, reviews research needs that have been articulated by the licensing staff of the Division of High-Level Waste Management, Nuclear Regulatory Commission, and presents some of the thoughts on research needs resulting from the deliberations of a special committee of the National Research Council. After considering these aspects the questions of what has been accomplished in the past 2 years and where attention and energies should be focused in the coming few years, can be asked. 3 refs
Assessing the quality of pharmacist answers to telephone drug information questions.
Woodward, C T; Stevenson, J G; Poremba, A
1990-04-01
A quality assurance (QA) program is described in which frontline pharmacists were asked test drug information questions via anonymous telephone calls. The program was instituted at a university hospital that began providing decentralized pharmaceutical services in 1985. Questions were developed on the basis of a pilot study conducted to determine the types and complexity of drug information questions received by frontline pharmacists at the hospital. Data on departmental clinical productivity were used to determine the number of questions that would be posed during each shift in the various service areas. The questions were posed during a 10-day period; the pharmacists were aware of the program, but the callers did not identify their affiliation with it. In response to 105 questions asked, 86 were judged to have been answered correctly, 13 answers were deemed incomplete, and 6 were judged incorrect. Pharmacists were more likely to respond incorrectly to complex questions and questions posed during the night shift. As a result of the audit, staff members with advanced clinical knowledge were asked to help less experienced pharmacists, the position of assistant director for drug information and staff development was created, and educational programs were instituted. The QA audit has been repeated twice. Posing test drug information questions via anonymous telephone calls is effective in assessing the quality of drug information provided by pharmacists in patient-care areas.
Directory of Open Access Journals (Sweden)
Luboš Marek
2017-12-01
Full Text Available Assessing quality of research results on an international scale is a basis for evaluating the level of scientific activities pursued in research organisations. In the past 15 years, significant changes have occurred in the Czech Republic in research management and, in particular, the methodology of assessing research results. The methodology of assessment and its modifications should always be focused on increasing quality of research results; the rules of assessment have their effects on researchers' behaviour. This paper studies a question of whether the changes applied to the methodology of assessing research results in the Czech Republic have supported higher quality research results, i.e., results published in high-quality international journals. The authors have developed their own statistical test to measure significance of such changes, as well as other statistical tests of hypotheses. The main source is represented by the results of assessing public universities in the Czech Republic according to "Methodology for assessing results of research organisations" in 2010 and 2013. Our tests have not proven any statistically significant differences in the numbers of papers published in the journals monitored in the Web of Science and Scopus databases.
Research in assessment: Consensus statement and recommendations from the Ottawa 2010 Conference
DEFF Research Database (Denmark)
Schuwirth, Lambert; Colliver, Jerry; Gruppen, Larry
2011-01-01
educational research, a plethora of methodologies is available to cater to many different research questions. This article contains consensus positions and suggestions on various elements of medical education (assessment) research. Overarching is the position that without a good theoretical underpinning...... and good knowledge of the existing literature, good research and sound conclusions are impossible to produce, and that there is no inherently superior methodology, but that the best methodology is the one most suited to answer the research question unambiguously. Although the positions should...... not be perceived as dogmas, they should be taken as very serious recommendations. Topics covered are: types of research, theoretical frameworks, designs and methodologies, instrument properties or psychometrics, costs/acceptability, ethics, infrastructure and support....
Research in assessment: consensus statement and recommendations from the Ottawa 2010 Conference.
Schuwirth, Lambert; Colliver, Jerry; Gruppen, Larry; Kreiter, Clarence; Mennin, Stewart; Onishi, Hirotaka; Pangaro, Louis; Ringsted, Charlotte; Swanson, David; Van Der Vleuten, Cees; Wagner-Menghin, Michaela
2011-01-01
Medical education research in general is a young scientific discipline which is still finding its own position in the scientific range. It is rooted in both the biomedical sciences and the social sciences, each with their own scientific language. A more unique feature of medical education (and assessment) research is that it has to be both locally and internationally relevant. This is not always easy and sometimes leads to purely ideographic descriptions of an assessment procedure with insufficient general lessons or generalised scientific knowledge being generated or vice versa. For medical educational research, a plethora of methodologies is available to cater to many different research questions. This article contains consensus positions and suggestions on various elements of medical education (assessment) research. Overarching is the position that without a good theoretical underpinning and good knowledge of the existing literature, good research and sound conclusions are impossible to produce, and that there is no inherently superior methodology, but that the best methodology is the one most suited to answer the research question unambiguously. Although the positions should not be perceived as dogmas, they should be taken as very serious recommendations. Topics covered are: types of research, theoretical frameworks, designs and methodologies, instrument properties or psychometrics, costs/acceptability, ethics, infrastructure and support.
Ten-year assessment of the 100 priority questions for global biodiversity conservation.
Jucker, Tommaso; Wintle, Bonnie; Shackelford, Gorm; Bocquillon, Pierre; Geffert, Jan Laurens; Kasoar, Tim; Kovacs, Eszter; Mumby, Hannah S; Orland, Chloé; Schleicher, Judith; Tew, Eleanor R; Zabala, Aiora; Amano, Tatsuya; Bell, Alexandra; Bongalov, Boris; Chambers, Josephine M; Corrigan, Colleen; Durán, América P; Duvic-Paoli, Leslie-Anne; Emilson, Caroline; da Silva, Jéssica Fonseca; Garnett, Emma E; Green, Elizabeth J; Guth, Miriam K; Hacket-Pain, Andrew; Hinsley, Amy; Igea, Javier; Kunz, Martina; Luke, Sarah H; Lynam, William; Martin, Philip A; Nunes, Matheus H; Ockendon, Nancy; Pavitt, Aly; Payne, Charlotte L R; Plutshack, Victoria; Rademacher, Tim T; Robertson, Rebecca J; Rose, David C; Serban, Anca; Simmons, Benno I; Emilson, Erik J S; Tayleur, Catherine; Wordley, Claire F R; Mukherjee, Nibedita
2018-06-20
In 2008, a group of conservation scientists compiled a list of 100 priority questions for the conservation of the world's biodiversity [Sutherland et al. (2009) Conservation Biology, 23, 557-567]. However, now almost a decade later, no one has yet published a study gauging how much progress has been made in addressing these 100 high-priority questions in the peer-reviewed literature. Here we take a first step toward re-examining the 100 questions and identify key knowledge gaps that still remain. Through a combination of a questionnaire and a literature review, we evaluated each of the 100 questions on the basis of two criteria: relevance and effort. We defined highly-relevant questions as those which - if answered - would have the greatest impact on global biodiversity conservation, while effort was quantified based on the number of review publications addressing a particular question, which we used as a proxy for research effort. Using this approach we identified a set of questions that, despite being perceived as highly relevant, have been the focus of relatively few review publications over the past ten years. These questions covered a broad range of topics but predominantly tackled three major themes: the conservation and management of freshwater ecosystems, the role of societal structures in shaping interactions between people and the environment, and the impacts of conservation interventions. We see these questions as important knowledge gaps that have so far received insufficient attention and may need to be prioritised in future research. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.
Questions Arising from the Assessment of EFL Narrative Writing
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…
Assessing quality in European educational research indicators and approaches
Åström, Fredrik; Hansen, Antje
2014-01-01
Competition-based models for research policy and management have an increasing influence throughout the research process, from attracting funding to publishing results. The introduction of quality control methods utilizing various forms of performance indicators is part of this development. The authors presented in this volume deal with the following questions: What counts as ‘quality’ and how can this be assessed? What are the possible side effects of current quality control systems on research conducted in the European Research Area, especially in the social sciences and the humanities?
Top 10 Research Questions Related to Teaching Games for Understanding.
Memmert, Daniel; Almond, Len; Bunker, David; Butler, Joy; Fasold, Frowin; Griffin, Linda; Hillmann, Wolfgang; Hüttermann, Stefanie; Klein-Soetebier, Timo; König, Stefan; Nopp, Stephan; Rathschlag, Marco; Schul, Karsten; Schwab, Sebastian; Thorpe, Rod; Furley, Philip
2015-01-01
In this article, we elaborate on 10 current research questions related to the "teaching games for understanding" (TGfU) approach with the objective of both developing the model itself and fostering game understanding, tactical decision making, and game-playing ability in invasion and net/wall games: (1) How can existing scientific approaches from different disciplines be used to enhance game play for beginners and proficient players? (2) How can state-of-the-art technology be integrated to game-play evaluations of beginners and proficient players by employing corresponding assessments? (4) How can complexity thinking be utilized to shape day-to-day physical education (PE) and coaching practices? (5) How can game making/designing be helpfully utilized for emergent learning? (6) How could purposeful game design create constraints that enable tactical understanding and skill development through adaptive learning and distributed cognition? (7) How can teacher/coach development programs benefit from game-centered approaches? (8) How can TGfU-related approaches be implemented in teacher or coach education with the goal of facilitating preservice and in-service teachers/coaches' learning to teach and thereby foster their professional development from novices to experienced practitioners? (9) Can the TGfU approach be considered a helpful model across different cultures? (10) Can physical/psychomotor, cognitive, affective/social, and cultural development be fostered via TGfU approaches? The answers to these questions are critical not only for the advancement of teaching and coaching in PE and sport-based clubs, but also for an in-depth discussion on new scientific avenues and technological tools.
Top 10 Research Questions Related to Teaching Games for Understanding
Memmert, Daniel; Almond, Len; Bunker, David; Butler, Joy; Fasold, Frowin; Griffin, Linda; Hillmann, Wolfgang; Hüttermann, Stefanie; Klein-Soetebier, Timo; König, Stefan; Nopp, Stephan; Rathschlag, Marco; Schul, Karsten; Schwab, Sebastian; Thorpe, Rod; Furley, Philip
2015-01-01
In this article, we elaborate on 10 current research questions related to the “teaching games for understanding” (TGfU) approach with the objective of both developing the model itself and fostering game understanding, tactical decision making, and game-playing ability in invasion and net/wall games: (1) How can existing scientific approaches from different disciplines be used to enhance game play for beginners and proficient players? (2) How can state-of-the-art technology be integrated to game-play evaluations of beginners and proficient players by employing corresponding assessments? (4) How can complexity thinking be utilized to shape day-to-day physical education (PE) and coaching practices? (5) How can game making/designing be helpfully utilized for emergent learning? (6) How could purposeful game design create constraints that enable tactical understanding and skill development through adaptive learning and distributed cognition? (7) How can teacher/coach development programs benefit from game-centered approaches? (8) How can TGfU-related approaches be implemented in teacher or coach education with the goal of facilitating preservice and in-service teachers/coaches’ learning to teach and thereby foster their professional development from novices to experienced practitioners? (9) Can the TGfU approach be considered a helpful model across different cultures? (10) Can physical/psychomotor, cognitive, affective/social, and cultural development be fostered via TGfU approaches? The answers to these questions are critical not only for the advancement of teaching and coaching in PE and sport-based clubs, but also for an in-depth discussion on new scientific avenues and technological tools. PMID:26452580
Asking the Right Questions: A Framework for Assessing Counterterrorism Actions
2016-11-21
hope to em - power policy makers to ask the right questions about countering terrorism and practitioners to answer them. Notes 1. The history of...10576100590950156. 8. Ibid., 308. 9. Michele L. Malvesti, “ Bombing bin Laden: Assessing the Effectiveness of Air Strikes as a Counter-Terrorism Strategy
DEFF Research Database (Denmark)
Elsass, Peter; Carlsson, Jessica; Jespersen, Kristian
2009-01-01
not have an influence on the level of distress. After the assessment study, eight Tibetan lamas were interviewed about their views on our methods and results. They questioned the validity of our western rating scales and explained that our results might be influenced by the Tibetan culture, which among...... to overcome their difficult situation. In addition we wanted to question the use of our western methods in an Asian context. 102 tortured refugees attended a formalised needs assessment including neuropsychological and psychological measures of Post Traumatic Stress Disorder (PTSD) and the Hopkins Symptom...
Multiple choice questiones as a tool for assessment in medical ...
African Journals Online (AJOL)
Methods For this review, a PuBMed online search was carried out for English language ... Advantages and disadvantages of MCQs in medical education are ... multiple-choice question meets many of the educational requirements for an assessment method. The use of automation for grading and low costs makes it a viable ...
Biesta, Gert; Allan, Julie; Edwards, Richard
2011-01-01
The question of capacity building in education has predominantly been approached with regard to the methods and methodologies of educational research. Far less attention has been given to capacity building in relation to theory. In many ways the latter is as pressing an issue as the former, given that good research depends on a combination of high…
Top 10 Research Questions Related to Youth Aerobic Fitness.
Armstrong, Neil
2017-06-01
Peak oxygen uptake ([Formula: see text] 2 ) is internationally recognized as the criterion measure of youth aerobic fitness, but despite pediatric data being available for almost 80 years, its measurement and interpretation in relation to growth, maturation, and health remain controversial. The trainability of youth aerobic fitness continues to be hotly debated, and causal mechanisms of training-induced changes and their modulation by chronological age, biological maturation, and sex are still to be resolved. The daily physical activity of youth is characterized by intermittent bouts and rapid changes in intensity, but physical activity of the intensity and duration required to determine peak [Formula: see text] 2 is rarely (if ever) experienced by most youth. In this context, it may therefore be the transient kinetics of pulmonary [Formula: see text] 2 that best reflect youth aerobic fitness. There are remarkably few rigorous studies of youth pulmonary [Formula: see text] 2 kinetics at the onset of exercise in different intensity domains, and the influence of chronological age, biological maturation, and sex during step changes in exercise intensity are not confidently documented. Understanding the trainability of the parameters of youth pulmonary [Formula: see text] 2 kinetics is primarily based on a few comparative studies of athletes and nonathletes. The underlying mechanisms of changes due to training require further exploration. The aims of the present article are therefore to provide a brief overview of aerobic fitness during growth and maturation, increase awareness of current controversies in its assessment and interpretation, identify gaps in knowledge, raise 10 relevant research questions, and indicate potential areas for future research.
Web-Based Collaborative Learning: An Assessment of a Question-Generation Approach
National Research Council Canada - National Science Library
Belanich, James
2003-01-01
.... In research reported here, students used a learning aid for collaborative question generation called Army TEAMThink, a commercial program modified for Army use under a TRADOC Delivery Order contract...
Storytelling as an Instructional Method: Descriptions and Research Questions
2009-01-01
computational brain . Cambridge, MA: Bradford/ MIT Press. Cianciolo, A. T., Prevou, M., Cianciolo, D., & Morris, R. (2007). Using digital storytelling to...volume 3, no. 2 (Fall 2009) 6–23 Storytelling as an Instructional Method: Descriptions and Research Questions Dee H. Andrews, Thomas D. Hull, and...Jennifer A. Donahue Abstract This paper discusses the theoretical and empirical foundations of the use of storytelling in instruction. The defi nition
Evaluating the assessment of essay type questions in the basic ...
African Journals Online (AJOL)
Methodology: We examined the merits and demerits of the closed and open systems of assessment of essay type questions and viva voce in professional exams in the Basic Medical Sciences together with the challenges of present day Medical Education. Result: The result showed that the closed system of marking in its ...
Beyond Mere Debate: Research Questions Related to the Debate over the SED Definition.
Center, David B.
This paper addresses research implications of proposed modifications of the definition of "severe emotional disturbance" to include students with conduct disorders. Research questions focus on understanding the nature of antisocial, aggressive behavior in children and youth and identifying what services they need. Research is cited suggesting that…
Developmental regression in autism: research and conceptual questions
Directory of Open Access Journals (Sweden)
Carolina Lampreia
2013-11-01
Full Text Available The subject of developmental regression in autism has gained importance and a growing number of studies have been conducted in recent years. It is a major issue indicating that there is not a unique form of autism onset. However the phenomenon itself and the concept of regression have been the subject of some debate: there is no consensus on the existence of regression, as there is no consensus on its definition. The aim of this paper is to review the research literature in this area and to introduce some conceptual questions about its existence and its definition.
Brewer, Shannon K.; Worthington, Thomas; Mollenhauer, Robert; Stewart, David; McManamay, Ryan; Guertault, Lucie; Moore, Desiree
2018-01-01
Ecohydrology combines empiricism, data analytics, and the integration of models to characterize linkages between ecological and hydrological processes. A challenge for practitioners is determining which models best generalizes heterogeneity in hydrological behaviour, including water fluxes across spatial and temporal scales, integrating environmental and socio‐economic activities to determine best watershed management practices and data requirements. We conducted a literature review and synthesis of hydrologic, hydraulic, water quality, and ecological models designed for solving interdisciplinary questions. We reviewed 1,275 papers and identified 178 models that have the capacity to answer an array of research questions about ecohydrology or ecohydraulics. Of these models, 43 were commonly applied due to their versatility, accessibility, user‐friendliness, and excellent user‐support. Forty‐one of 43 reviewed models were linked to at least 1 other model especially: Water Quality Analysis Simulation Program (linked to 21 other models), Soil and Water Assessment Tool (19), and Hydrologic Engineering Center's River Analysis System (15). However, model integration was still relatively infrequent. There was substantial variation in model applications, possibly an artefact of the regional focus of research questions, simplicity of use, quality of user‐support efforts, or a limited understanding of model applicability. Simply increasing the interoperability of model platforms, transformation of models to user‐friendly forms, increasing user‐support, defining the reliability and risk associated with model results, and increasing awareness of model applicability may promote increased use of models across subdisciplines. Nonetheless, the current availability of models allows an array of interdisciplinary questions to be addressed, and model choice relates to several factors including research objective, model complexity, ability to link to other models, and
Antimicrobial activity of fluoride and its in vivo importance: identification of research questions.
Van Loveren, C
2001-01-01
This manuscript discusses the antimicrobial activity of fluoride and its in vivo importance in order to identify research questions. There is a lot of information on mechanisms by which fluoride may interfere with bacterial metabolism and dental plaque acidogenicity. The antimicrobial activity of fluoride products is enhanced when fluoride is associated with antimicrobial cations like Sn(2+) and amine. It is not clear whether the antimicrobial mechanisms of fluoride are operating in vivo or even to what extent antimicrobial activity can contribute to caries prevention. This latter question may be the most important one in research. Copyright 2001 S. Karger AG, Basel.
Pollination ecology in the 21st century: Key Questions for future research
STOUT, JANE CATHERINE
2011-01-01
PUBLISHED To inspire new ideas in research on pollination ecology, we list the most important unanswered questions in the field. This list was drawn up by contacting 170 scientists from different areas of pollination ecology and asking them to contribute their opinion on the greatest knowledge gaps that need to be addressed. Almost 40% of them took part in our email poll and we received more than 650 questions and comments, which we classified into different categories repr...
Hift, Richard J
2014-11-28
Written assessments fall into two classes: constructed-response or open-ended questions, such as the essay and a number of variants of the short-answer question, and selected-response or closed-ended questions; typically in the form of multiple-choice. It is widely believed that constructed response written questions test higher order cognitive processes in a manner that multiple-choice questions cannot, and consequently have higher validity. An extensive review of the literature suggests that in summative assessment neither premise is evidence-based. Well-structured open-ended and multiple-choice questions appear equivalent in their ability to assess higher cognitive functions, and performance in multiple-choice assessments may correlate more highly than the open-ended format with competence demonstrated in clinical practice following graduation. Studies of construct validity suggest that both formats measure essentially the same dimension, at least in mathematics, the physical sciences, biology and medicine. The persistence of the open-ended format in summative assessment may be due to the intuitive appeal of the belief that synthesising an answer to an open-ended question must be both more cognitively taxing and similar to actual experience than is selecting a correct response. I suggest that cognitive-constructivist learning theory would predict that a well-constructed context-rich multiple-choice item represents a complex problem-solving exercise which activates a sequence of cognitive processes which closely parallel those required in clinical practice, hence explaining the high validity of the multiple-choice format. The evidence does not support the proposition that the open-ended assessment format is superior to the multiple-choice format, at least in exit-level summative assessment, in terms of either its ability to test higher-order cognitive functioning or its validity. This is explicable using a theory of mental models, which might predict that the
Pollination ecology in the 21st century:key questions for future research
Mayer, Caroline; Adler, Lynn; Armbruster, W. Scott; Dafni, Amots; Eardley, Connal; Huang, Shuang-Quan; Kevan, Peter; Ollerton, Jeff; Packer, Laurence; Ssymank, Axel; Stout, Jane C.; Potts, Simon G.
2011-01-01
To inspire new ideas in research on pollination ecology, we list the most important unanswered questions in the field. This list was drawn up by contacting 170 scientists from different areas of pollination ecology and asking them to contribute their opinion on the greatest knowledge gaps that need to be addressed. Almost 40% of them took part in our email poll and we received more than 650 questions and comments, which we classified into different categories representing various aspects of p...
Biggers, Mandy
2018-02-01
Questioning is a central practice in science classrooms. However, not every question translates into a "good" science investigation. Questions that drive science investigations can be provided by many sources including the teacher, the curriculum, or the student. The variations in the source of investigation questions were explored in this study. A dataset of 120 elementary science classroom videos and associated lesson plans from 40 elementary teachers (K-5) across 21 elementary school campuses were scored on an instrument measuring the amount of teacher-direction or student-direction of the lessons' investigation questions. Results indicated that the investigation questions were overwhelmingly teacher directed in nature, with no opportunities for students to develop their own questions for investigation. This study has implications for researchers and practitioners alike, calling attention to the teacher-directed nature of investigation questions in existing science curriculum materials, and the need for teacher training in instructional strategies to adapt their existing curriculum materials across the continuum of teacher-directed and student-directed investigation questions. Teachers need strategies for adapting the teacher-directed questions provided in their existing curriculum materials in order to allow students the opportunity to engage in this essential scientific practice.
Analysis of students’ generated questions in laboratory learning environments
Directory of Open Access Journals (Sweden)
Juan Antonio Llorens-Molina
2012-03-01
Full Text Available In order to attain a reliable laboratory work assessment, we argue taking the Learning Environment as a core concept and a research paradigm that considers the factors affecting the laboratory as a particularly complex educational context. With regard to Laboratory Learning Environments (LLEs, a well known approach is the SLEI (Science Laboratory Environment Inventory. The aim of this research is to design and apply an alternative and qualitative assessment tool to characterize Laboratory Learning Environments in an introductory course of organic chemistry. An alternative and qualitative assessment tool would be useful for providing feed-back for experimental learning improvement; serving as a complementary triangulation tool in educational research on LLEs; and generating meaningful categories in order to design quantitative research instruments. Toward this end, spontaneous questions by students have been chosen as a reliable source of information. To process these questions, a methodology based on the Grounded Theory has been developed to provide a framework for characterizing LLEs. This methodology has been applied in two case studies. The conclusions lead us to argue for using more holistic assessment tools in both everyday practice and research. Likewise, a greater attention should be paid to metacognition to achieve suitable self-perception concerning students’ previous knowledge and manipulative skills.
100 key research questions for the post-2015 development agenda
Oldekop, J. A.; Fontana, L. B.; Grugel, J.; Roughton, N.; Adu-Ampong, E. A.; Bird, G. K.; Dorgan, A.; Vera Espinoza, M. A.; Wallin, S.; Hammett, D.; Agbarakwe, E.; Agrawal, A.; Asylbekova, N.; Azkoul, C.; Bardsley, C.
2016-01-01
The Sustainable Development Goals (SDGs) herald a new phase for international development. This article presents the results of a consultative exercise to collaboratively identify 100 research questions of critical importance for the post-2015 international development agenda. The final shortlist is grouped into nine thematic areas and was selected by 21 representatives of international and non-governmental organisations and consultancies, and 14 academics with diverse disciplinary expertise ...
International Nuclear Information System (INIS)
2015-09-01
Japan Atomic Energy Agency (hereinafter referred to as 'JAEA') consulted an assessment committee, 'Evaluation Committee of Research Activities for Advanced Science Research' (hereinafter referred to as 'Committee') for final evaluation and prior assessment of 'Advanced Science Research,' in accordance with 'General Guideline for the Evaluation of Government Research and Development (R and D) Activities' by Cabinet Office, Government of Japan, 'Guideline for Evaluation of R and D in Ministry of Education, Culture, Sports, Science and Technology' and 'Regulation on Conduct for Evaluation of R and D Activities' by JAEA. In response to the JAEA's request, the Committee assessed the research programs and activities of the Advanced Science Research Center (hereinafter referred to as 'ASRC') for the period of five years from April 2010 and the research programs from April 2015. The Committee evaluated the management and the research programs of the ASRC based on the explanatory documents prepared by the ASRC and the oral presentations with questions-and-answers by the Director and the research group leaders. This report summarizes the results of the assessment by the Committee with the Committee report attached. (author)
Mosavel, Maghboeba; Simon, Christian; van Stade, Debbie; Buchbinder, Mara
2005-12-01
Community engagement is an on-going, arduous, and necessary process for developing effective health promotion programs. The challenges are amplified when the particular health issue or research question is not prominent in the consciousness of the targeted community. In this paper, we explore the community-based participatory research (CBPR) model as a means to negotiate a mutual agenda between communities and researchers. The paper is focused on the (perceived) need for cervical cancer screening in an under-resourced community in Cape Town, South Africa. Cervical cancer is a significant health problem in this community and elsewhere in South Africa. Unlike HIV-AIDS, however, many Black South Africans have not been educated about cervical cancer and the importance of obtaining screening. Many may not consider screening a priority in their lives. Our research included extensive consultations and informal interviews with diverse community and regional stakeholders. Following these, we conducted 27 focus groups and 106 demographic surveys with randomly selected youth, parents, local health care personnel, educators and school staff. Focus group data were summarized and analyzed cross-sectionally. Community stakeholders were involved throughout this research. Our consultations, interviews, and focus group data were key in identifying the concerns and priorities of the community. By engaging community stakeholders, we developed a research framework that incorporated the community's concerns and priorities, and stressed the intersecting roles of poverty, violence, and other cultural forces in shaping community members' health and wellbeing. Community members helped to refocus our research from cervical cancer to 'cervical health,' a concept that acknowledged the impact on women's bodies and lives of HIV-AIDS and STDs, sexual violence, poverty, and multiple social problems. We conclude that the research agenda and questions in community-based health research should not be
International Nuclear Information System (INIS)
Syarip; Hauptmanns, U.
2000-01-01
The safety culture status of nuclear power plant is usually assessed through interview and/or discussions with personnel and management in plant, and an assessment of the pertinent documentation. The approach for safety culture assessment described in IAEA Safety Series, make uses of a questionnaire composed of questions which require 'Yes' or 'No' as an answer. Hence, it is basically a check-list approach which is quite common for safety assessments in industry. Such a procedure ignores the fact that the expert answering the question usually has knowledge which goes far beyond a mere binary answer. Additionally, many situations cannot readily be described in such restricted terms. Therefore, it was developed a checklist consisting of questions which are formulated such that they require more than a simple 'yes' or 'no' as an answer. This allows one to exploit the expert knowledge of the analyst appropriately by asking him to qualify the degree of compliance of each of the topics examined. The method presented has proved useful in assessing the safety culture and quality of safety management of the research reactor. The safety culture status and the quality of safety management of Kartini research reactor is rated as 'average'. The method is also flexible and allows one to add questions to existing areas or to introduce new areas covering related topics
Can multiple-choice questions simulate free-response questions?
Lin, Shih-Yin; Singh, Chandralekha
2016-01-01
We discuss a study to evaluate the extent to which free-response questions could be approximated by multiple-choice equivalents. Two carefully designed research-based multiple-choice questions were transformed into a free-response format and administered on the final exam in a calculus-based introductory physics course. The original multiple-choice questions were administered in another similar introductory physics course on final exam. Findings suggest that carefully designed multiple-choice...
Animal Encounters in Environmental Education Research: Responding to the "Question of the Animal"
Oakley, Jan; Watson, Gavan P. L.; Russell, Constance L.; Cutter-Mackenzie, Amy; Fawcett, Leesa; Kuhl, Gail; Russell, Joshua; van der Waal, Marlon; Warkentin, Traci
2010-01-01
The "question of the animal" represents an area of emergent interest in the environmental education field, as researchers critically consider human-animal relations and animal advocacy in their work. Following a group discussion at the 10th Seminar in Health and Environmental Education Research, the authors of this paper share experiences,…
Psychotherapy Outcome Research: Issues and Questions.
Shean, Glenn
2016-03-01
Emphasis on identifying evidence-based therapies (EBTs) has increased markedly. Lists of EBTs are the rationale for recommendations for how psychotherapy provider training programs should be evaluated, professional competence assessed, and licensure and reimbursement policies structured. There are however methodological concerns that limit the external validity of EBTs. Among the most salient is the circularity inherent in randomized control trials (RCTs) of psychotherapy that constrains the manner in which the psychological problems are defined, psychotherapy can be practiced, and change evaluated. RCT studies favor therapies that focus of specific symptoms and can be described in a manual, administered reliably across patients, completed in relatively few sessions, and involve short-term evaluations of outcome. The epistemological assumptions of a natural science approach to psychotherapy research limit how studies are conducted and assessed in ways that that advantage symptom-focused approaches and disadvantage those approaches that seek to bring broad recovery-based changes. Research methods that are not limited to RCTs and include methodology to minimize the effects of "therapist allegiance" are necessary for valid evaluations of therapeutic approaches that seek to facilitate changes that are broader than symptom reduction. Recent proposals to adopt policies that dictate training, credentialing, and reimbursement based on lists of EBTs unduly limit how psychotherapy can be conceptualized and practiced, and are not in the best interests of the profession or of individuals seeking psychotherapy services.
International Nuclear Information System (INIS)
2013-11-01
Japan Atomic Energy Agency (hereinafter referred to as 'JAEA') consults an assessment committee, 'Evaluation Committee of Research Activities for Nuclear Science and Engineering' (hereinafter referred to as 'Committee') for interim assessment of 'Nuclear Science and Engineering,' in accordance with 'General Guideline for the Evaluation of Government Research and Development (R and D) Activities' by Cabinet Office, Government of Japan, 'Guideline for Evaluation of R and D in Ministry of Education, Culture, Sports, Science and Technology' and 'Regulation on Conduct for Evaluation of R and D Activities' by the JAEA. In response to the JAEA's request, the Committee assessed the research program of the Nuclear Science and Engineering Directorate (hereinafter referred to as 'NSED') and Center for Computational Science and e-Systems (hereinafter referred to as 'CCSE') during the period of about four years from September 2008 to September 2012. The Committee evaluated the management and research activities of the NSED and the CCSE based on explanatory documents prepared by the NSED and the CCSE, and oral presentations with questions-and-answers by unit managers etc. A CD-ROM is attached as an appendix. (J.P.N.)
Directory of Open Access Journals (Sweden)
Fischer Martin R
2006-10-01
Full Text Available Abstract Background Long-menu questions (LMQs are viewed as an alternative method for answering open-ended questions (OEQs in computerized assessment. So far this question type and its influence on examination scores have not been studied sufficiently. However, the increasing use of computerized assessments will also lead to an increasing use of this question type. Using a summative online key feature (KF examination we evaluated whether LMQs can be compared with OEQs in regard to the level of difficulty, performance and response times. We also evaluated the content for its suitability for LMQs. Methods We randomized 146 fourth year medical students into two groups. For the purpose of this study we created 7 peer-reviewed KF-cases with a total of 25 questions. All questions had the same content in both groups, but nine questions had a different answer type. Group A answered 9 questions with an LM type, group B with an OE type. In addition to the LM answer, group A could give an OE answer if the appropriate answer was not included in the list. Results The average number of correct answers for LMQs and OEQs showed no significant difference (p = 0.93. Among all 630 LM answers only one correct term (0.32% was not included in the list of answers. The response time for LMQs did not significantly differ from that of OEQs (p = 0.65. Conclusion LMQs and OEQs do not differ significantly. Compared to standard multiple-choice questions (MCQs, the response time for LMQs and OEQs is longer. This is probably due to the fact that they require active problem solving skills and more practice. LMQs correspond more suitable to Short answer questions (SAQ then to OEQ and should only be used when the answers can be clearly phrased, using only a few, precise synonyms. LMQs can decrease cueing effects and significantly simplify the scoring in computerized assessment.
Advice and Frequently Asked Questions (FAQs) for Citizen-Science Environmental Health Assessments.
Barzyk, Timothy M; Huang, Hongtai; Williams, Ronald; Kaufman, Amanda; Essoka, Jonathan
2018-05-11
Citizen science provides quantitative results to support environmental health assessments (EHAs), but standardized approaches do not currently exist to translate findings into actionable solutions. The emergence of low-cost portable sensor technologies and proliferation of publicly available datasets provides unparalleled access to supporting evidence; yet data collection, analysis, interpretation, visualization, and communication are subjective approaches that must be tailored to a decision-making audience capable of improving environmental health. A decade of collaborative efforts and two citizen science projects contributed to three lessons learned and a set of frequently asked questions (FAQs) that address the complexities of environmental health and interpersonal relations often encountered in citizen science EHAs. Each project followed a structured step-by-step process in order to compare and contrast methods and approaches. These lessons and FAQs provide advice to translate citizen science research into actionable solutions in the context of a diverse range of environmental health issues and local stakeholders.
The science and art of asking questions in cognitive therapy.
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.
Pollination ecology in the 21st Century: key questions for future research\\ud
Mayer, Carolin; Adler, Lynn; Armbruster, W Scott; Dafni, Amots; Eardley, Connal; Huang, Shuang-Quan; Kevan, Peter G; Ollerton, Jeff; Packer, Laurence; Ssymank, Axel; Stout, Jane C; Potts, Simon G
2011-01-01
To inspire new ideas in research on pollination ecology, we list the most important unanswered questions in the field. This list was drawn up by contacting 170 scientists from different areas of pollination ecology and asking them to contribute their opinion on the greatest knowledge gaps that need to be addressed. Almost 40% of them took part in our email poll and we received more than 650 questions and comments, which we classified into different categories representing various aspects of p...
Energy Technology Data Exchange (ETDEWEB)
Mendell, Mark J. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Computational Cosmology Center
2015-05-28
This report briefly summarizes, based on recent review articles and selected more recent research reports, current scientific knowledge on two topics: assessing unhealthy levels of indoor D/M in homes and remediating home dampness-related problems to protect health. Based on a comparison of current scientific knowledge to that required to support effective, evidence-based, health-protective policies on home D/M, gaps in knowledge are highlighted, prior questions and research questions specified, and necessary research activities and approaches recommended.
Energy Technology Data Exchange (ETDEWEB)
Mendell, Mark J. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States)
2015-06-01
This report briefly summarizes, based on recent review articles and selected more recent research reports, current scientific knowledge on two topics: assessing unhealthy levels of indoor D/M in homes and remediating home dampness-related problems to protect health. Based on a comparison of current scientific knowledge to that required to support effective, evidence-based, health-protective policies on home D/M, gaps in knowledge are highlighted, prior questions and research questions specified, and necessary research activities and approaches recommended.
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....
Feasibility of using of a simplified question in assessing diet quality of adolescents.
Rodrigues, Paulo Rogério Melo; Gonçalves-Silva, Regina Maria Veras; Ferreira, Márcia Gonçalves; Pereira, Rosangela Alves
2017-05-01
This study aims to analyze the applicability of a simplified question in assessing diet quality of adolescents in a cross-sectional school-based study carried out in a sample of high school students. Diet quality self-perception was obtained when the participant was inquired about own diet considering "excellent", "good", "fair" or "poor" responses. We evaluated meals habits and food intake through food frequency questionnaire. The revised version of the Brazilian Healthy Eating Index (BHEI-R) was estimated and we identified three dietary patterns using factor analysis. "Good" self-perceived diet quality was reported by 56% of adolescents and was associated with regular consumption of fruits and vegetables, meal profile and high healthy eating index scores. However, consumption of foods harmful to health was not perceived as characteristic that affects diet quality. The evaluated question showed sensitivity of 28% to detect good quality diets and specificity of 79% to identify low nutritional value diets. The use of a simplified question to assess dietary habits of adolescents is limited, since the consumption of high-fat, high-sugar and high-sodium food was not recognized as an indicator of low quality diet.
Research Quality Assessment and Planning Journals. The Italian Perspective.
Directory of Open Access Journals (Sweden)
Bruno Zanon
2014-02-01
Full Text Available Assessment of research products is a crucial issue for universities and research institutions faced with internationalization and competition. Disciplines are reacting differently to this challenge, and planning, in its various forms – from urban design to processoriented sectors – is under strain because the increasingly common assessment procedures based on the number of articles published in ranked journals and on citation data are not generally accepted. The reputation of journals, the impact of publications, and the profiles of scholars are increasingly defined by means of indexes such as impact factor and citations counts, but these metrics are questioned because they do not take account of all journals and magazines – in particular those published in languages other than English – and they do not consider teaching and other activities typical of academics and which have a real impact on planning practices at the local level. In Italy the discussion is particularly heated because assessment procedures are recent, the disciplinary community is not used to publishing in ranked international journals, and the Italian literature is not attuned to the international quality criteria. The paper reviews the recent debate on planning journals and research assessment. It focuses on the Italian case from the perspective of improving current practices.
Freeman, Adrian; Nicholls, Anthony; Ricketts, Chris; Coombes, Lee
2010-01-01
To use progress testing, a large bank of questions is required, particularly when planning to deliver tests over a long period of time. The questions need not only to be of good quality but also balanced in subject coverage across the curriculum to allow appropriate sampling. Hence as well as creating its own questions, an institution could share questions. Both methods allow ownership and structuring of the test appropriate to the educational requirements of the institution. Peninsula Medical School (PMS) has developed a mechanism to validate questions written in house. That mechanism can be adapted to utilise questions from an International question bank International Digital Electronic Access Library (IDEAL) and another UK-based question bank Universities Medical Assessment Partnership (UMAP). These questions have been used in our progress tests and analysed for relative performance. Data are presented to show that questions from differing sources can have comparable performance in a progress testing format. There are difficulties in transferring questions from one institution to another. These include problems of curricula and cultural differences. Whilst many of these difficulties exist, our experience suggests that it only requires a relatively small amount of work to adapt questions from external question banks for effective use. The longitudinal aspect of progress testing (albeit summatively) may allow more flexibility in question usage than single high stakes exams.
Implementing Computer Algebra Enabled Questions for the Assessment and Learning of Mathematics
Sangwin, Christopher J.; Naismith, Laura
2008-01-01
We present principles for the design of an online system to support computer algebra enabled questions for use within the teaching and learning of mathematics in higher education. The introduction of a computer algebra system (CAS) into a computer aided assessment (CAA) system affords sophisticated response processing of student provided answers.…
Beginning EFL Teachers' Beliefs about Quality Questions and Their Questioning Practices
Pham, Ly Ngoc Khanh; Hamid, M. Obaidul
2013-01-01
Motivated by the scarcity of research that examines the impact of teacher beliefs on their actual practices in Vietnam, this study investigated the relationship between teachers' beliefs about quality questions and their questioning behaviours in terms of questioning purposes, content focus, students' cognitive level, wording and syntax. Thirteen…
Directory of Open Access Journals (Sweden)
Christina Donnelly
2014-06-01
Full Text Available The practice of assessments in third level education is extremely important and a rarely disputed part of the university curriculum as a method to demonstrate a student’s learning. However, assessments to test a student’s knowledge and level of understanding are challenging to apply given recent trends which are showing that student numbers are increasing, student demographics are wide ranging and resources are being stretched. As a result of these emerging challenges, lecturers are required to develop a comprehensive assessment to effectively demonstrate student learning, whilst efficiently managing large class sizes. One form of assessment which has been used for efficient assessment is multiple choice questions (MCQs; however this method has been criticised for encouraging surface learning, in comparison to other methods such as essays or case studies. This research explores the impact of blended assessment methods on student learning. This study adopts a rigorous three-staged qualitative methodology to capture third level lecturers’ and students’ perception to (1 the level of learning when using MCQs; (2 the level of learning when blended assessment in the form of case based MCQs are used. The findings illuminate the positive impact of cased based MCQs as students and lecturers suggest that it leads to a higher level of learning and deeper information processing over that of MCQs without case studies. 2 The implications of this research is that this type of assessment contributes to the current thinking within literature on the use of assessments methods, as well as the blending of assessment methods to reach a higher level of learning. It further serves to reinforce the belief that assessments are the greatest influence on students’ learning, and the requirement for both universities and lecturers to reflect on the best form of assessment to test students’ level of understanding, whilst also balancing the real challenges of
Transforming Assessment Research
DEFF Research Database (Denmark)
Nielsen, Jan Alexis; Dolin, Jens; Tidemand, Sofie
2018-01-01
This chapter will identify and outline current gaps in research into assessment practice and tie the results of the ASSIST-ME project onto this outline. In this way, the chapter will present concrete research vistas that are still needed in international assessment research. The chapter concludes...... with a key theme that appears across many of the chapters in this volume, namely, issues concerning the operationalisation of complex learning goals into teaching and assessment activities....
Work-related stress assessed by a text message single-item stress question.
Arapovic-Johansson, B; Wåhlin, C; Kwak, L; Björklund, C; Jensen, I
2017-12-02
Given the prevalence of work stress-related ill-health in the Western world, it is important to find cost-effective, easy-to-use and valid measures which can be used both in research and in practice. To examine the validity and reliability of the single-item stress question (SISQ), distributed weekly by short message service (SMS) and used for measurement of work-related stress. The convergent validity was assessed through associations between the SISQ and subscales of the Job Demand-Control-Support model, the Effort-Reward Imbalance model and scales measuring depression, exhaustion and sleep. The predictive validity was assessed using SISQ data collected through SMS. The reliability was analysed by the test-retest procedure. Correlations between the SISQ and all the subscales except for job strain and esteem reward were significant, ranging from -0.186 to 0.627. The SISQ could also predict sick leave, depression and exhaustion at 12-month follow-up. The analysis on reliability revealed a satisfactory stability with a weighted kappa between 0.804 and 0.868. The SISQ, administered through SMS, can be used for the screening of stress levels in a working population. © The Author 2017. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com
Aydin, Miraç
2016-01-01
An important stage in any research inquiry is the development of research questions that need to be answered. The strategies to develop research questions should be defined and described, but few studies have considered this process in greater detail. This study explores pre-service science teachers' research questions and the strategies they can…
Werner, Thomas P.; Rogers, Katrina S.
2013-01-01
"Scholar-Craftsmanship" (SC) is a quadrant methodological framework created to help social science doctoral students construct first-time dissertation research. The framework brackets and predicts how epistemological domains, cultures of inquiries, personality indicators, and research question--types can be correlated in dissertation…
Deeming, Simon; Reeves, Penny; Ramanathan, Shanthi; Attia, John; Nilsson, Michael; Searles, Andrew
2018-03-16
The question of how to measure, assess and optimise the returns from investment in health and medical research (HMR) is a highly policy-relevant issue. Research Impact Assessment Frameworks (RIAFs) provide a conceptual measurement framework to assess the impact from HMR. The aims of this study were (1) to elicit the views of Medical Research Institutes (MRIs) regarding objectives, definitions, methods, barriers, potential scope and attitudes towards RIAFs, and (2) to investigate whether an assessment framework should represent a retrospective reflection of research impact or a prospective approach integrated into the research process. The wider objective was to inform the development of a draft RIAF for Australia's MRIs. Purposive sampling to derive a heterogeneous sample of Australian MRIs was used alongside semi-structured interviews with senior executives responsible for research translation or senior researchers affected by research impact initiatives. Thematic analysis of the interview transcriptions using the framework approach was then performed. Interviews were conducted with senior representatives from 15 MRIs. Participants understood the need for greater research translation/impact, but varied in their comprehension and implementation of RIAFs. Common concerns included the time lag to the generation of societal impacts from basic or discovery science, and whether impact reflected a narrow commercialisation agenda. Broad support emerged for the use of metrics, case study and economic methods. Support was also provided for the rationale of both standardised and customised metrics. Engendering cultural change in the approach to research translation was acknowledged as both a barrier to greater impact and a critical objective for the assessment process. Participants perceived that the existing research environment incentivised the generation of academic publications and track records, and often conflicted with the generation of wider impacts. The potential to
Exploring the assessment of geological observation with design research
Baek, John Y.
The purpose of this study was to investigate the assessment of geological observation through the development and field testing of performance tasks. The study addressed a central challenge in geoscience education: for students to observe the world around them and make real-world connections. Yet, there existed no cohesive research approach for the study of observation in geoscience education. The research goal was to understand the assessment of geological observation. The design research of geological observation encountered the situation where few performance assessments existed and few domain-specific learning theories were available. Design research is suited to inquiries in which a domain of learning is unexplored and the phenomena needs to be supported in the classroom in order to study it. This dissertation addressed one general research question and four subquestions: (RQ) How should geological observation be assessed? (S1) What role did perception play in assessing students' geological observations? (S2) What role did explanation play in assessing students' geological observations? (S3) What role did gestures play in assessing students' geological observations? (S4) Were there performance differences between the first and second trial of the GO Inquire prototype with fourth graders? Students were supported in making geological observations with three performance tasks: GO Inquire stamp task, Cutting task, and Fieldguide task. The data set for this study consisted of student response data, videorecordings, and participant observations from seven field tests across one fourth and one fifth grade class. Three data-analytic methods, qualitative coding, item-difficulty analysis, and non-parametric comparisons, were utilized based on four mixed-method data analysis strategies: typology development, data transformation, extreme case analysis, and data consolidation. Analysis revealed that assessment should take into account the separation of visual from verbal
McCarroll, Pamela R
2015-12-01
As the foremost journal in spiritual care and counseling (SCC), Journal of Pastoral Care & Counseling (JPCC) functions as a barometer for the discipline's research and interests. This article presents the findings of a review of the research literature in JPCC between 2010 and 2014. It examines research articles by asking the following questions: What are the quantity and types of research published? What are the dominant themes in this research? What are the quantity and methodologies of qualitative research? Findings are presented, discussed and recommendations are made in an effort to assess and further build the research base of the discipline. © The Author(s) 2015.
Walsh, Jason L; Harris, Benjamin H L; Denny, Paul; Smith, Phil
2018-02-01
There are few studies on the value of authoring questions as a study method, the quality of the questions produced by students and student perceptions of student-authored question banks. Here we evaluate PeerWise, a widely used and free online resource that allows students to author, answer and discuss multiple-choice questions. We introduced two undergraduate medical student cohorts to PeerWise (n=603). We looked at their patterns of PeerWise usage; identified associations between student engagement and summative exam performance; and used focus groups to assess student perceptions of the value of PeerWise for learning. We undertook item analysis to assess question difficulty and quality. Over two academic years, the two cohorts wrote 4671 questions, answered questions 606 658 times and posted 7735 comments. Question writing frequency correlated most strongly with summative performance (Spearman's rank: 0.24, p=<0.001). Student focus groups found that: (1) students valued curriculum specificity; and (2) students were concerned about student-authored question quality. Only two questions of the 300 'most-answered' questions analysed had an unacceptable discriminatory value (point-biserial correlation <0.2). Item analysis suggested acceptable question quality despite student concerns. Quantitative and qualitative methods indicated that PeerWise is a valuable study tool. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.
Rudd, Murray A; Beazley, Karen F; Cooke, Steven J; Fleishman, Erica; Lane, Daniel E; Mascia, Michael B; Roth, Robin; Tabor, Gary; Bakker, Jiselle A; Bellefontaine, Teresa; Berteaux, Dominique; Cantin, Bernard; Chaulk, Keith G; Cunningham, Kathryn; Dobell, Rod; Fast, Eleanor; Ferrara, Nadia; Findlay, C Scott; Hallstrom, Lars K; Hammond, Thomas; Hermanutz, Luise; Hutchings, Jeffrey A; Lindsay, Kathryn E; Marta, Tim J; Nguyen, Vivian M; Northey, Greg; Prior, Kent; Ramirez-Sanchez, Saudiel; Rice, Jake; Sleep, Darren J H; Szabo, Nora D; Trottier, Geneviève; Toussaint, Jean-Patrick; Veilleux, Jean-Philippe
2011-06-01
Integrating knowledge from across the natural and social sciences is necessary to effectively address societal tradeoffs between human use of biological diversity and its preservation. Collaborative processes can change the ways decision makers think about scientific evidence, enhance levels of mutual trust and credibility, and advance the conservation policy discourse. Canada has responsibility for a large fraction of some major ecosystems, such as boreal forests, Arctic tundra, wetlands, and temperate and Arctic oceans. Stressors to biological diversity within these ecosystems arise from activities of the country's resource-based economy, as well as external drivers of environmental change. Effective management is complicated by incongruence between ecological and political boundaries and conflicting perspectives on social and economic goals. Many knowledge gaps about stressors and their management might be reduced through targeted, timely research. We identify 40 questions that, if addressed or answered, would advance research that has a high probability of supporting development of effective policies and management strategies for species, ecosystems, and ecological processes in Canada. A total of 396 candidate questions drawn from natural and social science disciplines were contributed by individuals with diverse organizational affiliations. These were collaboratively winnowed to 40 by our team of collaborators. The questions emphasize understanding ecosystems, the effects and mitigation of climate change, coordinating governance and management efforts across multiple jurisdictions, and examining relations between conservation policy and the social and economic well-being of Aboriginal peoples. The questions we identified provide potential links between evidence from the conservation sciences and formulation of policies for conservation and resource management. Our collaborative process of communication and engagement between scientists and decision makers for
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....
Vancampfort, Davy; Rosenbaum, Simon; Probst, Michel; Connaughton, Joanne; du Plessis, Christy; Yamamoto, Taisei; Stubbs, Brendon
2016-05-01
Research has only recently started to consider the importance and applicability of physical activity (PA) for people with bipolar disorder (BD). The aim of the current study is to highlight 10 pertinent PA research questions in people with BD. The International Organization of Physical Therapy in Mental Health executed a consultation with all National organizations (n=13) to identify the most salient questions to guide future research on PA in BD. We identified the following 10 questions: (1) What are the benefits of PA for people with BD? (2) What are the most prominent safety issues for PA prescription in BD? (3) What is the optimal PA prescription for people with BD? (4) What are the key barriers to PA among people with BD? (5) What are the most effective motivational strategies for ensuring PA adoption and maintenance in BD? (6) How do we translate PA research into community practice? (7) If one treatment goal is increased physical activity, what type of professionals are needed as part of a multidisciplinary team? (8) How do we incorporate PA as a vital sign in clinical practice? (9) How can we prevent sedentary behavior in BD? (10) What is the most appropriate PA assessment method? We did not consult people with BD. Addressing these questions is critical for developing evidence-based approaches for promoting and sustaining an active lifestyle in BD. Ultimately, achieving this will reduce the burden of cardiovascular disease and improve the quality of life of this population. Copyright © 2016 Elsevier B.V. All rights reserved.
A two-question method for assessing gender categories in the social and medical sciences.
Tate, Charlotte Chuck; Ledbetter, Jay N; Youssef, Cris P
2013-01-01
Three studies (N = 990) assessed the statistical reliability of two methods of determining gender identity that can capture transgender spectrum identities (i.e., current gender identities different from birth-assigned gender categories). Study 1 evaluated a single question with four response options (female, male, transgender, other) on university students. The missing data rate was higher than the valid response rates for transgender and other options using this method. Study 2 evaluated a method of asking two separate questions (i.e., one for current identity and another for birth-assigned category), with response options specific to each. Results showed no missing data and two times the transgender spectrum response rate compared to Study 1. Study 3 showed that the two-question method also worked in community samples, producing near-zero missing data. The two-question method also identified cisgender identities (same birth-assigned and current gender identity), making it a dynamic and desirable measurement tool for the social and medical sciences.
Robustness Analysis of Visual Question Answering Models by Basic Questions
Huang, Jia-Hong
2017-11-01
Visual Question Answering (VQA) models should have both high robustness and accuracy. Unfortunately, most of the current VQA research only focuses on accuracy because there is a lack of proper methods to measure the robustness of VQA models. 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 ranked basic questions, with similarity scores, 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 about the given image. We claim that a robust VQA model is one, whose performance is not changed much when related basic questions as also made available to it as input. We formulate the basic questions generation problem as a LASSO optimization, and also propose a large scale Basic Question Dataset (BQD) and Rscore (novel robustness measure), for analyzing the robustness of VQA models. We hope our BQD will be used as a benchmark for to evaluate the robustness of VQA models, so as to help the community build more robust and accurate VQA models.
Robustness Analysis of Visual Question Answering Models by Basic Questions
Huang, Jia-Hong
2017-01-01
Visual Question Answering (VQA) models should have both high robustness and accuracy. Unfortunately, most of the current VQA research only focuses on accuracy because there is a lack of proper methods to measure the robustness of VQA models. 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 ranked basic questions, with similarity scores, 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 about the given image. We claim that a robust VQA model is one, whose performance is not changed much when related basic questions as also made available to it as input. We formulate the basic questions generation problem as a LASSO optimization, and also propose a large scale Basic Question Dataset (BQD) and Rscore (novel robustness measure), for analyzing the robustness of VQA models. We hope our BQD will be used as a benchmark for to evaluate the robustness of VQA models, so as to help the community build more robust and accurate VQA models.
Teacher's Questions in Reading Classes
Directory of Open Access Journals (Sweden)
Zuliati Rohmah
2002-01-01
Full Text Available Abstract: The present paper discusses an English teacher's questions in Reading classes at MAN Malang III. Types of questions, functions of teacher's questions, question levels and the strategies applied by the teacher were put as the research problems. Non-participant observaÂtion was applied to collect the data with the researcher as the main inÂstrument aided by field-notes and a tape recorder. It was found that the distribution of the questions did not allow the students to talk longer and to think more analytically. Meanwhile, the strategies applied by the teacher helped the students to respond to the questions previously unanswered. The teacher is suggested to produce more open and referÂential question as well as inference and evaluation questions as to give more chances for the students to think aloud more.
ACT-CCREC Core Research Program: Study Questions and Design. ACT Working Paper Series. WP-2015-01
Cruce, Ty M.
2015-01-01
This report provides a non-technical overview of the guiding research questions and research design for the ACT-led core research program conducted on behalf of the GEAR UP College and Career Readiness Evaluation Consortium (CCREC). The core research program is a longitudinal study of the effectiveness of 14 GEAR UP state grants on the academic…
Automatic Generation of Analogy Questions for Student Assessment: An Ontology-Based Approach
Alsubait, Tahani; Parsia, Bijan; Sattler, Uli
2012-01-01
Different computational models for generating analogies of the form "A is to B as C is to D" have been proposed over the past 35 years. However, analogy generation is a challenging problem that requires further research. In this article, we present a new approach for generating analogies in Multiple Choice Question (MCQ) format that can be used…
Probing the Question Order Effect While Developing a Chemistry Concept Inventory
Undersander, Molly A.; Lund, Travis J.; Langdon, Laurie S.; Stains, Marilyne
2017-01-01
The design of assessment tools is critical to accurately evaluate students' understanding of chemistry. Although extensive research has been conducted on various aspects of assessment tool design, few studies in chemistry have focused on the impact of the order in which questions are presented to students on the measurement of students'…
DEFF Research Database (Denmark)
Rees, Colin J; Ngu, Wee Sing; Regula, Jaroslaw
2016-01-01
Background and study aim: Gastrointestinal endoscopy is a rapidly evolving research field. The European Society of Gastrointestinal Endoscopy (ESGE) plays a key role in shaping opinion and endoscopy activity throughout Europe and further afield. Establishing key unanswered questions within the fi...
Bourgault, Patricia; Gallagher, Frances; Michaud, Cécile; Saint-Cyr-Tribble, Denise
2010-12-01
The use of a mixed method research design raises many questions, especially regarding the paradigmatic position. With this paradigm, we may consider the mixed method design as the best way of answering a research question and the latter orients to one of the different subtypes of mixed method design. To illustrate the use of this kind of design, we propose a study such as conducted in nursing sciences. In this article, the challenges raised by the mixed method design, and the place of this type of research in nursing sciences is discussed.
Assessing self-reported use of new psychoactive substances: The impact of gate questions.
Palamar, Joseph J; Acosta, Patricia; Calderón, Fermín Fernández; Sherman, Scott; Cleland, Charles M
2017-09-01
New psychoactive substances (NPS) continue to emerge; however, few surveys of substance use ask about NPS use. Research is needed to determine how to most effectively query use of NPS and other uncommon drugs. To determine whether prevalence of self-reported lifetime and past-year use differs depending on whether or not queries about NPS use are preceded by "gate questions." Gate questions utilize skip-logic, such that only a "yes" response to the use of specific drug class is followed by more extensive queries of drug use in that drug class. We surveyed 1,048 nightclub and dance festival attendees (42.6% female) entering randomly selected venues in New York City in 2016. Participants were randomized to gate vs. no gate question before each drug category. Analyses focus on eight categories classifying 145 compounds: NBOMe, 2C, DOx, "bath salts" (synthetic cathinones), other stimulants, tryptamines, dissociatives, and non-phenethylamine psychedelics. Participants, however, were asked about specific "bath salts" regardless of their response to the gate question to test reliability. We examined whether prevalence of use of each category differed by gate condition and whether gate effects were moderated by participant demographics. Prevalence of use of DOx, other stimulants, and non-phenethylamine psychedelics was higher without a gate question. Gate effects for other stimulants and non-phenethylamine psychedelics were larger among white participants and those attending parties less frequently. Almost one in ten (9.3%) participants reporting no "bath salt" use via the gate question later reported use of a "bath salt" such as mephedrone, methedrone, or methylone. Omitting gate questions may improve accuracy of data collected via self-report.
Three Key Questions on Measuring Learning
McTighe, Jay
2018-01-01
The author examines three essential questions on educational assessment: What really matters in a contemporary education? How should we assess those things that matter? How might our assessments enhance learning that matters, not just measure it? In answering these question, he argues that schools need a broader collection of measures, with a…
Directory of Open Access Journals (Sweden)
Jim McCambridge
Full Text Available Participant reports of their own behaviour are critical for the provision and evaluation of behavioural interventions. Recent developments in brief alcohol intervention trials provide an opportunity to evaluate longstanding concerns that answering questions on behaviour as part of research assessments may inadvertently influence it and produce bias. The study objective was to evaluate the size and nature of effects observed in randomized manipulations of the effects of answering questions on drinking behaviour in brief intervention trials.Multiple methods were used to identify primary studies. Between-group differences in total weekly alcohol consumption, quantity per drinking day and AUDIT scores were evaluated in random effects meta-analyses. Ten trials were included in this review, of which two did not provide findings for quantitative study, in which three outcomes were evaluated. Between-group differences were of the magnitude of 13.7 (-0.17 to 27.6 grams of alcohol per week (approximately 1.5 U.K. units or 1 standard U.S. drink and 1 point (0.1 to 1.9 in AUDIT score. There was no difference in quantity per drinking day.Answering questions on drinking in brief intervention trials appears to alter subsequent self-reported behaviour. This potentially generates bias by exposing non-intervention control groups to an integral component of the intervention. The effects of brief alcohol interventions may thus have been consistently under-estimated. These findings are relevant to evaluations of any interventions to alter behaviours which involve participant self-report.
Phrasal Paraphrase Based Question Reformulation for Archived Question Retrieval.
Directory of Open Access Journals (Sweden)
Yu Zhang
Full Text Available Lexical gap in cQA search, resulted by the variability of languages, has been recognized as an important and widespread phenomenon. To address the problem, this paper presents a question reformulation scheme to enhance the question retrieval model by fully exploring the intelligence of paraphrase in phrase-level. It compensates for the existing paraphrasing research in a suitable granularity, which either falls into fine-grained lexical-level or coarse-grained sentence-level. Given a question in natural language, our scheme first detects the involved key-phrases by jointly integrating the corpus-dependent knowledge and question-aware cues. Next, it automatically extracts the paraphrases for each identified key-phrase utilizing multiple online translation engines, and then selects the most relevant reformulations from a large group of question rewrites, which is formed by full permutation and combination of the generated paraphrases. Extensive evaluations on a real world data set demonstrate that our model is able to characterize the complex questions and achieves promising performance as compared to the state-of-the-art methods.
Key Questions in Marine Megafauna Movement Ecology.
Hays, Graeme C; Ferreira, Luciana C; Sequeira, Ana M M; Meekan, Mark G; Duarte, Carlos M; Bailey, Helen; Bailleul, Fred; Bowen, W Don; Caley, M Julian; Costa, Daniel P; Eguíluz, Victor M; Fossette, Sabrina; Friedlaender, Ari S; Gales, Nick; Gleiss, Adrian C; Gunn, John; Harcourt, Rob; Hazen, Elliott L; Heithaus, Michael R; Heupel, Michelle; Holland, Kim; Horning, Markus; Jonsen, Ian; Kooyman, Gerald L; Lowe, Christopher G; Madsen, Peter T; Marsh, Helene; Phillips, Richard A; Righton, David; Ropert-Coudert, Yan; Sato, Katsufumi; Shaffer, Scott A; Simpfendorfer, Colin A; Sims, David W; Skomal, Gregory; Takahashi, Akinori; Trathan, Philip N; Wikelski, Martin; Womble, Jamie N; Thums, Michele
2016-06-01
It is a golden age for animal movement studies and so an opportune time to assess priorities for future work. We assembled 40 experts to identify key questions in this field, focussing on marine megafauna, which include a broad range of birds, mammals, reptiles, and fish. Research on these taxa has both underpinned many of the recent technical developments and led to fundamental discoveries in the field. We show that the questions have broad applicability to other taxa, including terrestrial animals, flying insects, and swimming invertebrates, and, as such, this exercise provides a useful roadmap for targeted deployments and data syntheses that should advance the field of movement ecology. Copyright © 2016 Elsevier Ltd. All rights reserved.
Electric Power Lines : Questions and Answers on Research into Health Effects.
Energy Technology Data Exchange (ETDEWEB)
United States. Bonneville Power Administration.
1995-06-01
Most people know that electric power lines, like the wiring in our homes, can cause serious electric shocks if we`re not careful. Many people also want to know whether the EMF (electric and magnetic fields) produced by power lines and other electrical devices affect our health. Although no adverse health effects of electric power EMF have been confirmed, there is continued scientific uncertainty about this issue. Research on EMF is ongoing throughout the world. The purpose of this booklet is to answer some common questions that the BPA (Bonneville Power Administration) receives about the possible effects of power lines on health. First, some basic electrical terms are defined, and electric and magnetic fields are debed. Next, answers are given to several questions about recent scientific studies. Some important information about electrical safety follows. We then describe how BPA is addressing public concerns about potential health effects of power lines. The last section tells you how to obtain more detailed information about the health and safety issues summarized in this booklet.
Risk assessment research and technology assessment
International Nuclear Information System (INIS)
Albach, H.; Schade, D.; Sinn, H.
1991-01-01
The concepts and approaches for technology assessment, the targets and scientific principles, as well as recognizable deficits and recommendations concerning purposeful strategies for the promotion of this research field require a dialog between those concerned. Conception, deficits, and the necessary measures for risk assessment research and technology assessment were discussed as well as ethical aspects. The problematic nature of using organisms altered through genetic engineering in the open land, traffic and transport, site restoration, nuclear energy, and isotope applications were subjects particularly dealt with. (DG) [de
Nutritional assessment in vegetarians and vegans: questions clinicians should ask.
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.
Alting, D.; Dückers, M.L.; Yzermans, J.
2017-01-01
Study/Objective: The aim of this study is (1) to examine developments in the research questions, submitted to the Expert Group Health Research and Care after Disasters and Environmental Crises between 2006 and 2016, and (2) to explore implications of the research questions for the nature of advice
A questions-based investigation of consumer mental-health information
Kart, Joyce Brothers
2015-01-01
Despite the wealth of mental-health information available online to consumers, research has shown that the mental-health information needs of consumers are not being met. This study contributes to that research by soliciting consumer questions directly, categorizing them, analyzing their form, and assessing the extent to which they can be answered from a trusted and vetted source of online information, namely the website of the US National Institute of Mental Health (NIMH). As an alternative to surveys and analyses of online activity, this study shows how consumer questions provide new insight into what consumers do not know and how they express their information needs. The study crowdsourced 100 consumer questions through Amazon Inc.’s Mechanical Turk. Categorization of the questions shows broad agreement with earlier studies in terms of the content of consumer questions. It also suggests that consumers’ grasp of mental health issues may be low compared to other health topics. The majority of the questions (74%) were simple in form, with the remainder being multi-part, multifaceted or narrative. Even simple-form questions could, however, have complex interpretations. Fifty four questions were submitted to the search box at the NIMH website. For 32 questions, no answer could be found in the top one to three documents returned. Inadequacies in the search and retrieval technology deployed at websites account for some of the failure to find answers. The nature of consumer questions in mental health also plays a role. A question that has a false presupposition is less likely to have an answer in trusted and vetted sources of information. Consumer questions are also expressed with a degree of specificity that makes the retrieval of relevant information difficult. The significance of this study is that it shows what an analysis of consumer mental-health questions can tell us about consumer information needs and it provides new insight into the difficulties facing
The EPA's human exposure research program for assessing cumulative risk in communities.
Zartarian, Valerie G; Schultz, Bradley D
2010-06-01
Communities are faced with challenges in identifying and prioritizing environmental issues, taking actions to reduce their exposures, and determining their effectiveness for reducing human health risks. Additional challenges include determining what scientific tools are available and most relevant, and understanding how to use those tools; given these barriers, community groups tend to rely more on risk perception than science. The U.S. Environmental Protection Agency's Office of Research and Development, National Exposure Research Laboratory (NERL) and collaborators are developing and applying tools (models, data, methods) for enhancing cumulative risk assessments. The NERL's "Cumulative Communities Research Program" focuses on key science questions: (1) How to systematically identify and prioritize key chemical stressors within a given community?; (2) How to develop estimates of exposure to multiple stressors for individuals in epidemiologic studies?; and (3) What tools can be used to assess community-level distributions of exposures for the development and evaluation of the effectiveness of risk reduction strategies? This paper provides community partners and scientific researchers with an understanding of the NERL research program and other efforts to address cumulative community risks; and key research needs and opportunities. Some initial findings include the following: (1) Many useful tools exist for components of risk assessment, but need to be developed collaboratively with end users and made more comprehensive and user-friendly for practical application; (2) Tools for quantifying cumulative risks and impact of community risk reduction activities are also needed; (3) More data are needed to assess community- and individual-level exposures, and to link exposure-related information with health effects; and (4) Additional research is needed to incorporate risk-modifying factors ("non-chemical stressors") into cumulative risk assessments. The products of this
Towards answering the "so what" question in marine renewables environmental impact assessment.
Degraer, Steven; Birchenough, Silvana N. R.; Braeckman, Ulrike; Coolen, Joop W. P.; Dannheim, Jennifer; De Mesel, Ilse; Grégoire, Marilaure; Kerckhof, Francis; Lacroix, Geneviève; Lindeboom, Han; Moens, Tom; Soetaert, Karline; Vanaverbeke, Jan; Van Hoey, Gert
2016-04-01
Marine renewable energy (MRE) projects are increasingly occupying the European North-Atlantic coasts and this is clearly observed in the North Sea. Given the expected impacts on the marine environment, each individual project is accompanied by a legally mandatory, environmental monitoring programme. These programmes are focused on the resultant effects on ecosystem component structure (e.g. species composition, numbers and densities) of single industrial projects. To date, there is a tendency to further narrow down to only a selection of ecosystem components (e.g. marine mammals and birds). While a wide knowledge-based understanding of structural impacts on (a selection of) ecosystem components exists, this evidence is largely lacking when undertaking impact assessments at the ecosystem functioning level (e.g. trophic interactions, dispersal and nutrient cycling). This critical knowledge gap compromises a scientifically-underpinned answer to the "so what" question of environmental impacts, i.e. whether the observed impacts are considered to be good or bad, or acceptable or unacceptable. The importance of ecosystem functioning is further acknowledged in the descriptors 4 and 6 of the Marine Strategy Framework Directive (EU MSFD) and is at the heart of a sustainable use and management of our marine resources. There hence is a fundamental need to focus on ecosystem functioning at the spatial scales at which marine ecosystems function when assessing MRE impacts. Here, we make a plea for an increased investment in a large (spatial) scale impact assessment of MRE projects focused on ecosystem functioning. This presentation will cover a selection of examples from North Sea MRE monitoring programmes, where the current knowledge has limited conclusions on the "so what" question. We will demonstrate how an ecosystem functioning-focused approach at an appropriate spatial scale could advance our current understanding, whilst assessing these issues. These examples will cover
Directory of Open Access Journals (Sweden)
Albert Chetcuti
2014-02-01
Full Text Available Despite neuroblastoma being the most common extracranial solid cancer in childhood, it is still a rare disease. Consequently, the unavailability of tissue for research limits the statistical power of studies. Pathology archives are possible sources of rare tissue, which, if proven to remain consistent over time, could prove useful to research of rare disease types. We applied immunohistochemistry to investigate whether long term storage caused any changes to antigens used diagnostically for neuroblastoma. We constructed and quantitatively assessed a tissue microarray containing neuroblastoma archival material dating between 1950 and 2007. A total of 119 neuroblastoma tissue cores were included spanning 6 decades. Fourteen antibodies were screened across the tissue microarray (TMA. These included seven positive neuroblastoma diagnosis markers (NB84, Chromogranin A, NSE, Ki-67, INI1, Neurofilament Protein, Synaptophysin, two anticipated to be negative (S100A, CD99, and five research antibodies (IL-7, IL-7R, JAK1, JAK3, STAT5. The staining of these antibodies was evaluated using Aperio ImageScope software along with novel pattern recognition and quantification algorithms. This analysis demonstrated that marker signal intensity did not decrease over time and that storage for 60 years had little effect on antigenicity. The construction and assessment of this neuroblastoma TMA has demonstrated the feasibility of using archival samples for research.
Good questions require good answers. Critics on current climate research contradicted
International Nuclear Information System (INIS)
Vellinga, P.; Van Dorland, R.; Kabat, P.
2008-01-01
In some of the previous issues of this magazine (Spil 2007, issue 4 and 5-6, and Spil 2008, issue 1) the authors Labohm, Roersch and Thoenes started a frontal attack of the greenhouse theory and the researchers who report on the state of science in the framework of the IPCC. The author of this article addresses two main questions arising from the above-mentioned authors: (1) Does the use of fossil fuels affect global climate?; and (2) Is the warming of the last 30 years related to the increasing concentrations of greenhouse gases in the atmosphere? [mk] [nl
Halbesleben, Jonathon R B; Whitman, Marilyn V
2013-06-01
To address the issue of nonresponse as problematic and offer appropriate strategies for assessing nonresponse bias. A review of current strategies used to assess the quality of survey data and the challenges associated with these strategies is provided along with appropriate post-data collection techniques that researchers should consider. Response rates are an incomplete assessment of survey data quality, and quick reactions to response rate should be avoided. Based on a five-question decision making framework, we offer potential ways to assess nonresponse bias, along with a description of the advantages and disadvantages to each. It is important that the quality of survey data be considered to assess the relative contribution to the literature of a given study. Authors and funding agencies should consider the potential effects of nonresponse bias both before and after survey administration and report the results of assessments of nonresponse bias in addition to response rates. © Health Research and Educational Trust.
Answering the Questions of Rape Prevention Research: A Response to Tharp et al. (2011)
Foubert, John D.
2011-01-01
Rape prevention programmers and researchers have long struggled to select the most appropriate theoretical models to frame their work. Questions abound regarding appropriate standards of evidence for success of program interventions. The present article provides an alternative point of view to the one put forward by seven staff members from the…
Guidance for addressing the Australian Weed Risk Assessment questions
Czech Academy of Sciences Publication Activity Database
Gordon, D. R.; Mitterdorfer, B.; Pheloung, P. C.; Ansari, S.; Buddehagen, C.; Chimera, C.; Daehler, C. C.; Dawson, G.; Denslow, J. S.; La Rosa, A. M.; Nishida, T.; Onderdonk, D. A.; Panetta, F. D.; Pyšek, Petr; Randall, R. P.; Richardson, D. M.; Tshidada, N. J.; Virtue, J. G.; Williams, P. A.
2010-01-01
Roč. 25, č. 2 (2010), s. 56-74 ISSN 0815-2195 R&D Projects: GA MŠk 7E09053 Institutional research plan: CEZ:AV0Z60050516 Keywords : plant invasions * risk assessment * prevention Subject RIV: EF - Botanics
Infectious disease research investments follow colonial ties: questionable ethics.
Fitchett, Joseph R; Head, Michael G; Atun, Rifat
2014-03-01
International funding for global health research is not systematically documented. We have assessed the level of research funding awarded by UK funders of international research to low- and middle-income countries or research institutions in these countries. We analysed 6165 studies; from these we selected 522 that matched our criteria and used them to evaluate research funding by pathogen, disease, research and development value chain, funding organisation and country. Investment in infectious disease research in the countries studied totalled £264 million. Distribution of research investments closely mirrored that of the UK's former colonial territories; the top five countries, and eight of the top 10, have historical links with the UK, being current or former members of the Commonwealth of Nations. HIV, malaria and neglected tropical diseases attracted the greatest investment (£219 million; 82.8%), with most studies focussing on operational and epidemiological research (£109 million; 41.3%). International financing of infectious disease research by UK funding organisations follows former colonial ties. Funding institutions should review their funding policies to ensure that they also assist low- and middle-income countries without colonial ties to address their disease burden. A global investment surveillance system is needed to map and monitor funding for international research and guide the allocation of scarce resources to reduce the global disease burden.
Charise, Andrea; Witteman, Holly; Whyte, Sarah; Sutton, Erica J.; Bender, Jacqueline L.; Massimi, Michael; Stephens, Lindsay; Evans, Joshua; Logie, Carmen; Mirza, Raza M.; Elf, Marie
2011-01-01
Abstract Objective To combine insights from multiple disciplines into a set of questions that can be used to investigate contextual factors affecting health decision making. Background Decision‐making processes and outcomes may be shaped by a range of non‐medical or ‘contextual’ factors particular to an individual including social, economic, political, geographical and institutional conditions. Research concerning contextual factors occurs across many disciplines and theoretical domains, but few conceptual tools have attempted to integrate and translate this wide‐ranging research for health decision‐making purposes. Methods To formulate this tool we employed an iterative, collaborative process of scenario development and question generation. Five hypothetical health decision‐making scenarios (preventative, screening, curative, supportive and palliative) were developed and used to generate a set of exploratory questions that aim to highlight potential contextual factors across a range of health decisions. Findings We present an exploratory tool consisting of questions organized into four thematic domains – Bodies, Technologies, Place and Work (BTPW) – articulating wide‐ranging contextual factors relevant to health decision making. The BTPW tool encompasses health‐related scholarship and research from a range of disciplines pertinent to health decision making, and identifies concrete points of intersection between its four thematic domains. Examples of the practical application of the questions are also provided. Conclusions These exploratory questions provide an interdisciplinary toolkit for identifying the complex contextual factors affecting decision making. The set of questions comprised by the BTPW tool may be applied wholly or partially in the context of clinical practice, policy development and health‐related research. PMID:21029277
Directory of Open Access Journals (Sweden)
Kushwanth Koya
Full Text Available There is a general inquisition regarding the monetary value of a research output, as a substantial amount of funding in modern academia is essentially awarded to good research presented in the form of journal articles, conferences papers, performances, compositions, exhibitions, books and book chapters etc., which, eventually leads to another question if the value varies across different disciplines. Answers to these questions will not only assist academics and researchers, but will also help higher education institutions (HEIs make informed decisions in their administrative and research policies.To examine both the questions, we applied the United Kingdom's recently concluded national research assessment exercise known as the Research Excellence Framework (REF 2014 as a case study. All the data for this study is sourced from the openly available publications which arose from the digital repositories of REF's results and HEFCE's funding allocations.A world leading output earns between £7504 and £14,639 per year within the REF cycle, whereas an internationally excellent output earns between £1876 and £3659, varying according to their area of research. Secondly, an investigation into the impact rating of 25315 journal articles submitted in five areas of research by UK HEIs and their awarded funding revealed a linear relationship between the percentage of quartile-one journal publications and percentage of 4* outputs in Clinical Medicine, Physics and Psychology/Psychiatry/Neuroscience UoAs, and no relationship was found in the Classics and Anthropology/Development Studies UoAs, due to the fact that most publications in the latter two disciplines are not journal articles.The findings provide an indication of the monetary value of a research output, from the perspectives of government funding for research, and also what makes a good output, i.e. whether a relationship exists between good quality output and the source of its publication. The
Koya, Kushwanth; Chowdhury, Gobinda
2017-01-01
There is a general inquisition regarding the monetary value of a research output, as a substantial amount of funding in modern academia is essentially awarded to good research presented in the form of journal articles, conferences papers, performances, compositions, exhibitions, books and book chapters etc., which, eventually leads to another question if the value varies across different disciplines. Answers to these questions will not only assist academics and researchers, but will also help higher education institutions (HEIs) make informed decisions in their administrative and research policies. To examine both the questions, we applied the United Kingdom's recently concluded national research assessment exercise known as the Research Excellence Framework (REF) 2014 as a case study. All the data for this study is sourced from the openly available publications which arose from the digital repositories of REF's results and HEFCE's funding allocations. A world leading output earns between £7504 and £14,639 per year within the REF cycle, whereas an internationally excellent output earns between £1876 and £3659, varying according to their area of research. Secondly, an investigation into the impact rating of 25315 journal articles submitted in five areas of research by UK HEIs and their awarded funding revealed a linear relationship between the percentage of quartile-one journal publications and percentage of 4* outputs in Clinical Medicine, Physics and Psychology/Psychiatry/Neuroscience UoAs, and no relationship was found in the Classics and Anthropology/Development Studies UoAs, due to the fact that most publications in the latter two disciplines are not journal articles. The findings provide an indication of the monetary value of a research output, from the perspectives of government funding for research, and also what makes a good output, i.e. whether a relationship exists between good quality output and the source of its publication. The findings may also
Odone, Anna; Matteelli, Alberto; Chiesa, Valentina; Cella, Paola; Ferrari, Antonio; Pezzetti, Federica; Signorelli, Carlo; Getahun, Haileyesus
2016-11-01
In 2010, the WHO issued 77 priority research questions (PRQs) to address HIV-associated TB. Objective of the this study was to assess the impact of defining the research agenda in stimulating and directing research around priority research questions. We used number and type of scientific publications as a proxy to quantitatively assess the impact of research agenda setting. We conducted 77 single systematic reviews - one for every PRQ - building 77 different search strategies using PRQs' keywords. Multivariate logistic regression models were applied to assess the quantity and quality of research produced over time and accounting for selected covariates. In 2009-2015, PRQs were addressed by 1631 publications (median: 11 studies published per PRQ, range 1-96). The most published area was 'Intensified TB case finding' (median: 23 studies/PRQ, range: 2-74). The majority (62.1%, n = 1013) were published as original studies, and more than half (58%, n = 585) were conducted in the African region. Original studies' publication increased over the study period (P trend = <0.001). They focused more on the 'Intensified TB case finding' (OR = 2.17, 95% CI: 1.56-2.93) and 'Drug-resistant TB and HIV infection' (OR = 2.12, 95% CI: 1.47-3.06) areas than non-original studies. Original studies were published in journals of lower impact factor and received a smaller number of citations than non-original studies (OR = 0.54, 95% CI: 0.42-0.69). The generation of evidence to address PRQs has increased over time particularly in selected fields. Setting a priority research agenda for HIV-associated TB might have positively influenced the direction and the conduct of research and contributed to the global response to such a major threat to health. © 2016 John Wiley & Sons Ltd.
Big Questions Facing Vocational Psychology: A Cognitive Information Processing Perspective
Reardon, Robert C.; Lenz, Janet G.; Sampson, James P., Jr.; Peterson, Gary W.
2011-01-01
This article draws upon the authors' experience in developing cognitive information processing theory in order to examine three important questions facing vocational psychology and assessment: (a) Where should new knowledge for vocational psychology come from? (b) How do career theories and research find their way into practice? and (c) What is…
DEFF Research Database (Denmark)
Riley, Joseph L; Qvist, Vebeke; Fellows, Jeffrey L
2010-01-01
This study surveyed Dental Practice-Based Research Network (DPBRN) member dentists (from four regions in the U.S. and Scandinavia) who perform restorative dentistry in their practices. The survey asked a range of questions about caries risk assessment in patients aged 6 to 18. Among respondents, 73...
Weston, Michele; Haudek, Kevin C.; Prevost, Luanna; Urban-Lurain, Mark; Merrill, John
2015-01-01
One challenge in science education assessment is that students often focus on surface features of questions rather than the underlying scientific principles. We investigated how student written responses to constructed-response questions about photosynthesis vary based on two surface features of the question: the species of plant and the order of…
Key Questions in Marine Megafauna Movement Ecology
Hays, Graeme C.; Ferreira, Luciana C.; Sequeira, Ana M.M.; Meekan, Mark G.; Duarte, Carlos M.; Bailey, Helen; Bailleul, Fred; Bowen, W. Don; Caley, M. Julian; Costa, Daniel P.; Eguí luz, Victor M.; Fossette, Sabrina; Friedlaender, Ari S.; Gales, Nick; Gleiss, Adrian C.; Gunn, John; Harcourt, Rob; Hazen, Elliott L.; Heithaus, Michael R.; Heupel, Michelle; Holland, Kim; Horning, Markus; Jonsen, Ian; Kooyman, Gerald L.; Lowe, Christopher G.; Madsen, Peter T.; Marsh, Helene; Phillips, Richard A.; Righton, David; Ropert-Coudert, Yan; Sato, Katsufumi; Shaffer, Scott A.; Simpfendorfer, Colin A.; Sims, David W.; Skomal, Gregory; Takahashi, Akinori; Trathan, Philip N.; Wikelski, Martin; Womble, Jamie N.; Thums, Michele
2016-01-01
It is a golden age for animal movement studies and so an opportune time to assess priorities for future work. We assembled 40 experts to identify key questions in this field, focussing on marine megafauna, which include a broad range of birds, mammals, reptiles, and fish. Research on these taxa has both underpinned many of the recent technical developments and led to fundamental discoveries in the field. We show that the questions have broad applicability to other taxa, including terrestrial animals, flying insects, and swimming invertebrates, and, as such, this exercise provides a useful roadmap for targeted deployments and data syntheses that should advance the field of movement ecology. Technical advances make this an exciting time for animal movement studies, with a range of small, reliable data-loggers and transmitters that can record horizontal and vertical movements as well as aspects of physiology and reproductive biology.Forty experts identified key questions in the field of movement ecology.Questions have broad applicability across species, habitats, and spatial scales, and apply to animals in both marine and terrestrial habitats as well as both vertebrates and invertebrates, including birds, mammals, reptiles, fish, insects, and plankton. © 2016 Elsevier Ltd.
Key Questions in Marine Megafauna Movement Ecology
Hays, Graeme C.
2016-03-12
It is a golden age for animal movement studies and so an opportune time to assess priorities for future work. We assembled 40 experts to identify key questions in this field, focussing on marine megafauna, which include a broad range of birds, mammals, reptiles, and fish. Research on these taxa has both underpinned many of the recent technical developments and led to fundamental discoveries in the field. We show that the questions have broad applicability to other taxa, including terrestrial animals, flying insects, and swimming invertebrates, and, as such, this exercise provides a useful roadmap for targeted deployments and data syntheses that should advance the field of movement ecology. Technical advances make this an exciting time for animal movement studies, with a range of small, reliable data-loggers and transmitters that can record horizontal and vertical movements as well as aspects of physiology and reproductive biology.Forty experts identified key questions in the field of movement ecology.Questions have broad applicability across species, habitats, and spatial scales, and apply to animals in both marine and terrestrial habitats as well as both vertebrates and invertebrates, including birds, mammals, reptiles, fish, insects, and plankton. © 2016 Elsevier Ltd.
Blackwell, Simon E; Woud, Marcella L; MacLeod, Colin
2017-10-26
While control conditions are vitally important in research, selecting the optimal control condition can be challenging. Problems are likely to arise when the choice of control condition is not tightly guided by the specific question that a given study aims to address. Such problems have become increasingly apparent in experimental psychopathology research investigating the experimental modification of cognitive biases, particularly as the focus of this research has shifted from theoretical questions concerning mechanistic aspects of the association between cognitive bias and emotional vulnerability, to questions that instead concern the clinical efficacy of 'cognitive bias modification' (CBM) procedures. We discuss the kinds of control conditions that have typically been employed in CBM research, illustrating how difficulties can arise when changes in the types of research questions asked are not accompanied by changes in the control conditions employed. Crucially, claims made on the basis of comparing active and control conditions within CBM studies should be restricted to those conclusions allowed by the specific control condition employed. CBM studies aiming to establish clinical utility are likely to require quite different control conditions from CBM studies aiming to illuminate mechanisms. Further, conclusions concerning the clinical utility of CBM interventions cannot necessarily be drawn from studies in which the control condition has been chosen to answer questions concerning mechanisms. Appreciating the need to appropriately alter control conditions in the transition from basic mechanisms-focussed investigations to applied clinical research could greatly facilitate the translational process.
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....
Assessing excellence in translational cancer research: a consensus based framework.
Rajan, Abinaya; Caldas, Carlos; van Luenen, Henri; Saghatchian, Mahasti; van Harten, Wim H
2013-10-29
It takes several years on average to translate basic research findings into clinical research and eventually deliver patient benefits. An expert-based excellence assessment can help improve this process by: identifying high performing Comprehensive Cancer Centres; best practices in translational cancer research; improving the quality and efficiency of the translational cancer research process. This can help build networks of excellent Centres by aiding focused partnerships. In this paper we report on a consensus building exercise that was undertaken to construct an excellence assessment framework for translational cancer research in Europe. We used mixed methods to reach consensus: a systematic review of existing translational research models critically appraised for suitability in performance assessment of Cancer Centres; a survey among European stakeholders (researchers, clinicians, patient representatives and managers) to score a list of potential excellence criteria, a focus group with selected representatives of survey participants to review and rescore the excellence criteria; an expert group meeting to refine the list; an open validation round with stakeholders and a critical review of the emerging framework by an independent body: a committee formed by the European Academy of Cancer Sciences. The resulting excellence assessment framework has 18 criteria categorized in 6 themes. Each criterion has a number of questions/sub-criteria. Stakeholders favoured using qualitative excellence criteria to evaluate the translational research "process" rather than quantitative criteria or judging only the outputs. Examples of criteria include checking if the Centre has mechanisms that can be rated as excellent for: involvement of basic researchers and clinicians in translational research (quality of supervision and incentives provided to clinicians to do a PhD in translational research) and well designed clinical trials based on ground-breaking concepts (innovative
Research in thermal biology: Burning questions for coldwater stream fishes
McCullough, D.A.; Bartholow, J.M.; Jager, H.I.; Beschta, R.L.; Cheslak, E.F.; Deas, M.L.; Ebersole, J.L.; Foott, J.S.; Johnson, S.L.; Marine, K.R.; Mesa, M.G.; Petersen, J.H.; Souchon, Y.; Tiffan, K.F.; Wurtsbaugh, W.A.
2009-01-01
With the increasing appreciation of global warming impacts on ecological systems, in addition to the myriad of land management effects on water quality, the number of literature citations dealing with the effects of water temperature on freshwater fish has escalated in the past decade. Given the many biological scales at which water temperature effects have been studied, and the growing need to integrate knowledge from multiple disciplines of thermal biology to fully protect beneficial uses, we held that a survey of the most promising recent developments and an expression of some of the remaining unanswered questions with significant management implications would best be approached collectively by a diverse research community. We have identified five specific topic areas of renewed research where new techniques and critical thought could benefit coldwater stream fishes (particularly salmonids): molecular, organism, population/species, community and ecosystem, and policy issues in water quality. Our hope is that information gained through examination of recent research fronts linking knowledge at various scales will prove useful in managing water quality at a basin level to protect fish populations and whole ecosystems. Standards of the past were based largely on incipient lethal and optimum growth rate temperatures for fish species, while future standards should consider all integrated thermal impacts to the organism and ecosystem. ?? Taylor and Francis Group, LLC.
Nguyen, Hanh Thi
2013-01-01
Although the 3 prime questions ("What did your doctor tell you the medication is for?" "How did your doctor tell you to take the medication?," and "What did your doctor tell you to expect?") have been recommended as a way to implement an interactive approach to patient's counseling in pharmacy, research examining how these questions are actually used in practice is relatively sparse. Qualitative approaches might assist to inform pertinent questions that might challenge prevailing paradigms. This commentary calls for a close look at how novice pharmacists in training manage these questions in real-life patient's consultations. These examples are aimed to provide preliminary observations about (1) how the prime questions in their original and modified forms are treated by pharmacists in training and patients, and (2) the interactional functions that the prime questions and similar questions may serve. Preliminary observations based on a conversation analysis of these examples show that the open-ended nature of the original prime questions sometimes leads to interactional problems such as delays in patients' responses and pharmacists' revision of the questions. Modified question formats that involve the use of specific knowledge expected to be possessed by a pharmacist, such as declarative questions and Q-word questions with concrete information, may lead to smoother interaction. Finally, questions about the purpose of the therapy may also be used to create opportunities to express empathy toward the patient or to shift the zone of expertise to the doctor. These initial findings suggest a more context sensitive and adaptive approach to communication in pharmacy. Copyright © 2013 Elsevier Inc. All rights reserved.
The influence of question design on the response to self-assessment in www.elearnSCI.org
DEFF Research Database (Denmark)
Liu, N; Li, X-W; Zhou, M-W
2015-01-01
STUDY DESIGN: This is an interventional training session. OBJECTIVE: The objective of this study was to investigate the difference in response to self-assessment questions in the original and an adjusted version for a submodule of www.elearnSCI.org for student nurses. SETTING: The study was condu......STUDY DESIGN: This is an interventional training session. OBJECTIVE: The objective of this study was to investigate the difference in response to self-assessment questions in the original and an adjusted version for a submodule of www.elearnSCI.org for student nurses. SETTING: The study...... was conducted in a teaching hospital affiliated to Peking University, China. METHODS: In all, 28 student nurses divided into two groups (groups A and B; 14 in each) received a print-out of a Chinese translation of the slides from the 'Maintaining skin integrity following spinal cord injury' submodule in www.elearnSCI...... be avoided because it would increase the number of correct answers arrived at by guessing. When using multiple-answer MCQs, it is recommended that the questions asked should be in accordance with the content within the www.elearnSCI.org....
Research in education and concepts of knowledge: the production of knowledge in question
Directory of Open Access Journals (Sweden)
Almeida, Natalia Regina
2014-04-01
Full Text Available In the field of knowledge in education, discussion about the treatment given to its definition as a field, investigative object and different possibilities theoretical-methodological, epistemological, was frequent in the last decades of the twentieth century. In this perspective, the aspects that relate to the process of construction and production of research in the field of education and knowledge of different theoretical and methodological possibilities deserve more theoretical and conceptual investment. Thus, this paper, from the literature, aims to present a brief discussion of the different conceptions of knowledge in the construction of research in the field of knowledge in education and two theoretical and methodological positions the practice of educational research. As a final consideration, the intention of this article is not to exhaust the issue in question, for there are many issues that permeate the practice of educational research.
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
The Priority of the Question: Focus Questions for Sustained Reasoning in Science
Lustick, David
2010-08-01
Science education standards place a high priority on promoting the skills and dispositions associated with inquiry at all levels of learning. Yet, the questions teachers employ to foster sustained reasoning are most likely borrowed from a textbook, lab manual, or worksheet. Such generic questions generated for a mass audience, lack authenticity and contextual cues that allow learners to immediately appreciate a question’s relevance. Teacher queries intended to motivate, guide, and foster learning through inquiry are known as focus questions. This theoretical article draws upon science education research to present a typology and conceptual framework intended to support science teacher educators as they identify, develop, and evaluate focus questions with their students.
A tool to assess sex-gender when selecting health research projects.
Tomás, Concepción; Yago, Teresa; Eguiluz, Mercedes; Samitier, M A Luisa; Oliveros, Teresa; Palacios, Gemma
2015-04-01
To validate the questionnaire "Gender Perspective in Health Research" (GPIHR) to assess the inclusion of gender perspective in research projects. Validation study in two stages. Feasibility was analysed in the first, and reliability, internal consistence and validity in the second. Aragón Institute of Health Science, Aragón, Spain. GPIHR was applied to 118 research projects funded in national and international competitive tenders from 2003 to 2012. Analysis of inter- and intra-observer reliability with Kappa index and internal consistency with Cronbach's alpha. Content validity analysed through literature review and construct validity with an exploratory factor analysis. Validated GPIHR has 10 questions: 3 in the introduction, 1 for objectives, 3 for methodology and 3 for research purpose. Average time of application was 13min Inter-observer reliability (Kappa) varied between 0.35 and 0.94 and intra-observer between 0.40 and 0.94. Theoretical construct is supported in the literature. Factor analysis identifies three levels of GP inclusion: "difference by sex", "gender sensitive" and "feminist research" with an internal consistency of 0.64, 0.87 and 0.81, respectively, which explain 74.78% of variance. GPIHR questionnaire is a valid tool to assess GP and useful for those researchers who would like to include GP in their projects. Copyright © 2014 Elsevier España, S.L.U. All rights reserved.
Mobile phones. Up-to-date knowledge and actual questions
International Nuclear Information System (INIS)
Asmuss, Monika; Dehos, Anne; Geschwentner, Dirk; Kreuzer, Michaela; Matthes, Ruediger; Poelzl, Christiane; Pophof, Blanka
2010-01-01
Starting point of the German Mobile Phone Research Project (DMF) were reported health effects from low level exposure. In mostly interdisciplinary projects, these effects were followed up. In addition the actual everyday exposure was evaluated and the risk perception within the society and possibilities for risk communication were investigated. Although there are still scientific questions unsolved, the DMF contributed significantly to an improvement of the risk assessment and the public communication. Overall, the results from DMF and other research projects do not give reason to doubt the effectiveness of the radiation protection limits. (orig.)
Tienken, Christopher H.; Goldberg, Stephanie; DiRocco, Dominic
2010-01-01
Historical accounts of questioning used in the education process trace back to Socrates. One of the best examples of his use of questioning is found in Plato's "The Republic." Socrates used a series of strategic questions to help his student Glaucon come to understand the concept of justice. Socrates purposefully posed a series of…
Shrivastava, Manisha; Shah, Nehal; Navaid, Seema
2018-01-01
In an era of evidence based medicine research is an essential part of medical profession whether clinical or academic. A research methodology workshop intends to help participants, those who are newer to research field or those who are already doing empirical research. The present study was conducted to assess the changes in knowledge of the participants of a research methodology workshop through a structured questionnaire. With administrative and ethical approval, a four day research methodology workshop was planned. The participants were subjected to a structured questionnaire (pre-test) containing 20 multiple choice questions (Q1-Q 20) related to the topics to be covered in research methodology workshop before the commencement of the workshop and then subjected to similar posttest questionnaire after the completion of workshop. The mean values of pre and post-test scores were calculated and the results were analyzed and compared. Out of the total 153 delegates, 45(29 %) were males and 108 were (71 %) females. 92 (60%) participants consented to fill the pre-test questionnaire and 68 (44%) filled the post-test questionnaire. The mean Pre-test and post-test scores at 95% Confidence Interval were 07.62 (SD ±3.220) and 09.66 (SD ±2.477) respectively. The differences were found to be significant using Paired Sample T test ( P research methodology workshops. Participatory research methodology workshops are good methods of imparting knowledge, also the long term effects needs to be evaluated.
Pisa Question and Reasoning Skill
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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.
Children's questions about interparent conflict and violence: what's a mother to say?
McDonald, Renee; Jouriles, Ernest N; Rosenfield, David; Leahy, Matthew M
2012-02-01
This research examined the relation between mothers' responses to children's questions about interparent conflict and children's adjustment. Participants were 134 mothers and their children (70 boys, 64 girls), aged 7 to 10. In each family, an act of intimate-partner violence (IPV) had recently occurred. Mothers' responses to children's questions about interparent conflict were assessed via a semistructured interview coded to reflect the extent to which the mothers' responses addressed the content of the children's questions. Mothers and children reported on physical IPV. Mothers also reported on interparent conflict, parent-child aggression, and maternal warmth. Children's adjustment was assessed via mothers' and children's reports at two time points 6 months apart. The extent to which mothers' responses addressed the content of the children's questions about interparent conflict was negatively associated with children's adjustment problems, after accounting for the frequency of physical IPV, frequency of interparent conflict, parent-child aggression, and maternal warmth. These associations emerged cross-sectionally and prospectively. However, in those prospective analyses that accounted for children's baseline levels of adjustment, maternal responsiveness was not associated with later children's adjustment problems.
Categorization of questions posed before and after inquiry-based learning
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Sandra Milena García González
2014-07-01
Full Text Available Posing research questions is the central ability of the scientific thought. This article examines the ability of sixth grade children to pose researchable questions before and after a three months’ work on a didactic sequence based on the inquiry school model. According to their purpose, the questions asked by children, after reading a text, were classified into researchable questions -susceptible to be empirically explored-, questions about a cause, and questions on a piece of data. The results show that the amount and the type of questions the students were able to pose during the intervention changed, from most of questions on data or information, to most of researchable questions, subsequently, the importance of designing teaching approaches to foster this ability was proved.
Berson, Eric Bruckner
2012-01-01
This dissertation introduces the construct of "worthwhileness" as an important aspect of students' "practical" epistemologies of science (Sandoval, 2005). Specifically, it examines how students conceptualize what makes a scientific research question worthwhile, through a close analysis of the criteria they use for…
Sloan Work and Family Research Network, 2009
2009-01-01
The Sloan Work and Family Research Network has prepared Fact Sheets that provide statistical answers to some important questions about work-family and work-life issues. This Fact Sheet includes statistics about Children in Self-Care, and answers the following questions about school-age children in self-care: (1) How many school-age children are in…
Webster, Joseph B
2009-03-01
To determine the performance and change over time when incorporating questions in the core competency domains of practice-based learning and improvement (PBLI), systems-based practice (SBP), and professionalism (PROF) into the national PM&R Self-Assessment Examination for Residents (SAER). Prospective, longitudinal analysis. The national Self-Assessment Examination for Residents (SAER) in Physical Medicine and Rehabilitation, which is administered annually. Approximately 1100 PM&R residents who take the examination annually. Inclusion of progressively more challenging questions in the core competency domains of PBLI, SBP, and PROF. Individual test item level of difficulty (P value) and discrimination (point biserial index). Compared with the overall test, questions in the subtopic areas of PBLI, SBP, and PROF were relatively easier and less discriminating (correlation of resident performance on these domains compared with that on the total test). These differences became smaller during the 3-year time period. The difficulty level of the questions in each of the subtopic domains was raised during the 3 year period to a level close to the overall exam. Discrimination of the test items improved or remained stable. This study demonstrates that, with careful item writing and review, multiple-choice items in the PBLI, SBP, and PROF domains can be successfully incorporated into an annual, national self-assessment examination for residents. The addition of these questions had value in assessing competency while not compromising the overall validity and reliability of the exam. It is yet to be determined if resident performance on these questions corresponds to performance on other measures of competency in the areas of PBLI, SBP, and PROF.
Stakeholder assessment of comparative effectiveness research needs for Medicaid populations
Fischer, Michael A; Allen-Coleman, Cora; Farrell, Stephen F; Schneeweiss, Sebastian
2015-01-01
Patients, providers and policy-makers rely heavily on comparative effectiveness research (CER) when making complex, real-world medical decisions. In particular, Medicaid providers and policy-makers face unique challenges in decision-making because their program cares for traditionally underserved populations, especially children, pregnant women and people with mental illness. Because these patient populations have generally been underrepresented in research discussions, CER questions for these groups may be understudied. To address this problem, the Agency for Healthcare Research and Quality commissioned our team to work with Medicaid Medical Directors and other stakeholders to identify relevant CER questions. Through an iterative process of topic identification and refinement, we developed relevant, feasible and actionable questions based on issues affecting Medicaid programs nationwide. We describe challenges and limitations and provide recommendations for future stakeholder engagement. PMID:26388438
Westen, D
1997-07-01
The purpose of this study was to examine the extent to which instruments for assessing axis II diverge from clinical diagnostic processes. Subjects in the first study were 52 clinicians with experience in assessment and treatment of patients with personality disorders, who were surveyed about the methods they use in clinical practice to make diagnoses and other aspects of the diagnostic process. A second study replicated the major findings with a random national sample of 1,901 experienced psychiatrists and psychologists. Whereas current instruments rely primarily on direct questions derived from DSM-IV, clinicians of every theoretical persuasion found direct questions useful for assessing axis I disorders but only marginally so for axis II. They made axis II diagnoses, instead, by listening to patients describe interpersonal interactions and observing their behavior with the interviewer. In contrast to findings with current research instruments, most patients with personality disorders in clinical practice receive only one axis II diagnosis, and if they receive more than one, one is considered primary. Clinicians reported treating a substantial number of patients for enduring personality patterns that current axis II instruments do not assess, many of which meet neither axis I nor axis II criteria, notably problems with relatedness, work, self-esteem, and chronic subclinical depressive traits. Measurements of axis II were constructed by using a model derived from axis I instruments that diverges from clinical diagnostic procedures in a way that may be problematic for the assessment of personality disorders and the development of a more clinically and empirically sound taxonomy.
Assessment of the Assessment Tool: Analysis of Items in a Non-MCQ Mathematics Exam
Khoshaim, Heba Bakr; Rashid, Saima
2016-01-01
Assessment is one of the vital steps in the teaching and learning process. The reported action research examines the effectiveness of an assessment process and inspects the validity of exam questions used for the assessment purpose. The instructors of a college-level mathematics course studied questions used in the final exams during the academic…
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…
Needs assessment for collaborative network in pediatric clinical research and education.
Ishiguro, Akira; Sasaki, Hatoko; Yahagi, Naohisa; Kato, Hitoshi; Kure, Shigeo; Mori, Rintaro
2017-01-01
A collaborative network for pediatric research has not been fully established in Japan. To identify the network infrastructure, we conducted a survey on the support and education for clinical research currently available in children's hospitals. In November 2014, a 27-question survey was distributed to 31 hospitals belonging to the Japanese Association of Children's Hospitals and Related Institutions (JACHRI) to assess clinical research support, research education, research achievements, and their expectations. All the hospitals responded to the survey. Overall, 74.2% of hospitals had clinical research support divisions. Although all hospitals had ethics committees, manager, intellectual property management unit, biostatistician, and English-language editor. Seven hospitals had education programs for clinical research. The number of seminars and workshops for clinical research had significant correlations with the number of physicians (r = 0.927), pediatricians (r = 0.922), and clinical trial management physicians (r = 0.962). There was a significant difference in the number of clinical trials initiated by physicians between hospitals with research education programs and those without (P leader to establish a collaborative network for clinical research. Important factors for creating a collaborative system for pediatric research in Japan were identified. Human resources to support clinical research are a key factor to improve clinical research education and research achievements. © 2016 Japan Pediatric Society.
A diaper bank and home visiting partnership: Initial exploration of research and policy questions.
Sadler, Lois S; Condon, Eileen M; Deng, Shirley Z; Ordway, Monica Roosa; Marchesseault, Crista; Miller, Andrea; Alfano, Janet Stolfi; Weir, Alison M
2018-03-01
The cost of diapering an infant can place a significant financial strain on families living in poverty. Partnerships between diaper banks and home visiting programs for young families may offer an innovative solution to expanding the reach and impact of diaper banks in low-income communities. The purpose of this pilot study was to uncover preliminary information about the functions of diaper distribution through home visiting programs, and to inform future research and policy questions regarding diaper distribution to families in need. In this descriptive qualitative pilot study, semi-structured interviews were conducted with 6 home visitors from Minding the Baby ® (MTB), a home visiting intervention for young parents. MTB clinicians routinely distribute diapers in partnership with The Diaper Bank in Connecticut. We used directed content analysis to code and analyze interview transcripts. These preliminary findings indicate that partnerships between home visiting programs and diaper banks may benefit families by improving diaper access, reducing stigma, and fostering trusting relationships with home visitors. Home visiting program benefits including engagement or re-engagement with families may need to be balanced with potential effects on clinical and therapeutic relationships. Recommendations for next steps in research and related policy questions are discussed. © 2017 Wiley Periodicals, Inc.
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Emily Leppenwell
2013-05-01
Full Text Available Background Clinical data are collected for routine care in family practice; there are also a growing number of genetic and cancer registry data repositories. The Translational Research and Patient Safety in Europe (TRANSFoRm project seeks to facilitate research using linked data from more than one source. We performed a requirements analysis which identified a wide range of data and business process requirements that need to be met before linking primary care and either genetic or disease registry data.Objectives To develop a survey to assess the readiness of data repositories to participate in linked research – the Transform International Research Readiness (TIRRE survey.Method We develop the questionnaire based on our requirement analysis; with questions at micro-, meso- and macro levels of granularity, study-specific questions about diabetes and gastro-oesophageal reflux disease (GORD, and research track record. The scope of the data required was extensive. We piloted this instrument, conducting ten preliminary telephone interviews to evaluate the response to the questionnaire.Results Using feedback gained from these interviews we revised the questionnaire; clarifying questions that were difficult to answer and utilising skip logic to create different series of questions for the various types of data repository. We simplified the questionnaire replacing free-text responses with yes/no or picking list options, wherever possible. We placed the final questionnaire online and encouraged its use (www.clininf.eu/jointirre/info.html.Conclusion Limited field testing suggests that TIRRE is capable of collecting comprehensive and relevant data about the suitability and readiness of data repositories to participate in linked data research.
Tillema, Harm; Leenknecht, Martijn; Segers, Mien
2011-01-01
The interest in "assessment for learning" (AfL) has resulted in a search for new modes of assessment that are better aligned to students' learning how to learn. However, with the introduction of new assessment tools, also questions arose with respect to the quality of its measurement. On the one hand, the appropriateness of traditional,…
Recommending Education Materials for Diabetic Questions Using Information Retrieval Approaches.
Zeng, Yuqun; Liu, Xusheng; Wang, Yanshan; Shen, Feichen; Liu, Sijia; Rastegar-Mojarad, Majid; Wang, Liwei; Liu, Hongfang
2017-10-16
Self-management is crucial to diabetes care and providing expert-vetted content for answering patients' questions is crucial in facilitating patient self-management. The aim is to investigate the use of information retrieval techniques in recommending patient education materials for diabetic questions of patients. We compared two retrieval algorithms, one based on Latent Dirichlet Allocation topic modeling (topic modeling-based model) and one based on semantic group (semantic group-based model), with the baseline retrieval models, vector space model (VSM), in recommending diabetic patient education materials to diabetic questions posted on the TuDiabetes forum. The evaluation was based on a gold standard dataset consisting of 50 randomly selected diabetic questions where the relevancy of diabetic education materials to the questions was manually assigned by two experts. The performance was assessed using precision of top-ranked documents. We retrieved 7510 diabetic questions on the forum and 144 diabetic patient educational materials from the patient education database at Mayo Clinic. The mapping rate of words in each corpus mapped to the Unified Medical Language System (UMLS) was significantly different (Pretrieval algorithms. For example, for the top-retrieved document, the precision of the topic modeling-based, semantic group-based, and VSM models was 67.0%, 62.8%, and 54.3%, respectively. This study demonstrated that topic modeling can mitigate the vocabulary difference and it achieved the best performance in recommending education materials for answering patients' questions. One direction for future work is to assess the generalizability of our findings and to extend our study to other disease areas, other patient education material resources, and online forums. ©Yuqun Zeng, Xusheng Liu, Yanshan Wang, Feichen Shen, Sijia Liu, Majid Rastegar Mojarad, Liwei Wang, Hongfang Liu. Originally published in the Journal of Medical Internet Research (http
"While we are questioning we are progressing"—A Reply to the Ancestors of Qualitative Research
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Monika Götsch
2009-07-01
Full Text Available REICHERTZ' reflections on the development of qualitative research during the Berlin Meeting on Qualitative Research Methods in 2009 (http://www.berliner-methodentreffen.de/ have led to the following central questions: Are we facing the end of critical social research? Is this possible end correlated with an uncritical mass of young scientists? In their reply to the ancestors of qualitative research the present authors advocate the abolition of a bipolar thinking about the issues and support a hybrid turn, standing the test through a fundamentally open-minded, reflexive, and deconstructive researcher`s attitude. Using the example of ethnography and gender studies we show that there are indeed opportunities for the future of critical social research: This approach would take place beyond the slaves of market-controlled contract research and ahead of the characters of the eternal hall of fame of social research. URN: urn:nbn:de:0114-fqs0903306
KEMAMPUAN MAHASISWA DALAM MEMBUAT COMPREHENSION QUESTIONS
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Pudiyono Pudiyono
2016-10-01
Full Text Available The aims of the research were to find out (a the level of the students’ ability in making comprehension questions, (b the students’ map of problems in making comprehension questions. The population of the research was all students joining Reading 4 academic year 2016, totaling to 30 students, while the sample was taken from all students. The result of data analysis showed that the average ability of the students, with score more than 70 reached 66.66%. In details, only 4 of the samples (13.33% got no wrong answers or an A. Those who got good achievement (B, considered as majority, amounted to 16 students (53.33%. The participants achieving enough grades (C reached 7 students or 23.33%. The last level achieved in this research was D with the number reaching 3 (10%. The map of problems laid on their inability in identifying between yes/no and WH questions, inverted sentence, choosing the right auxiliary and verbs and their spelling ability. Keyword: comprehension, questions, inversion, problem map, ability
Question, answer, compare: a cross-category comparison of answers on question and answer websites
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.
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Pamela Runestad
2016-03-01
Full Text Available I was an inpatient at a small maternity clinic in Japan in 2012–13 and found it impossible to separate the way I experienced medical care and my training as a medical anthropologist. As I was encouraged to eat and monitor my weight so that I would “grow” a healthy baby, I recalled how interviewees from my HIV/AIDS project described nourishing their bodies so they could fight disease. Because of my experience in the healthcare system in Japan, I ended up reframing my data to add questions about the role of hospital food in patient care. Meanwhile, I developed the social networks necessary to execute a new project, which I would later undertake. In this essay I argue that medical anthropologists working from a phenomenological perspective may regard their own bodies as assets rather than hindrances in research, and that because bodies are gendered, focusing on this facet of habitus can be particularly informative. I also illustrate how systematic reflection on personal experience in the field (autoethnography aids in the development of research questions and reframing data. Finally, I discuss how highlighting these steps in research methods courses can demystify the research process for students.
Liu, N; Li, X-W; Zhou, M-W; Biering-Sørensen, F
2015-08-01
This is an interventional training session. The objective of this study was to investigate the difference in response to self-assessment questions in the original and an adjusted version for a submodule of www.elearnSCI.org for student nurses. The study was conducted in a teaching hospital affiliated to Peking University, China. In all, 28 student nurses divided into two groups (groups A and B; 14 in each) received a print-out of a Chinese translation of the slides from the 'Maintaining skin integrity following spinal cord injury' submodule in www.elearnSCI.org for self-study. Both groups were then tested using the 10 self-assessment multiple-choice questions (MCQs) related to the same submodule. Group A used the original questions, whereas group B received an adjusted questionnaire. The responses to four conventional single-answer MCQs were nearly all correct in both groups. However, in three questions, group A, with the option 'All of the above', had a higher number of correct answers than group B, with multiple-answer MCQs. In addition, in another three questions, group A, using the original multiple-answer MCQs, had fewer correct answers than group B, where it was only necessary to tick a single incorrect answer. Variations in design influence the response to questions. The use of conventional single-answer MCQs should be reconsidered, as they only examine the recall of isolated knowledge facts. The 'All of the above' option should be avoided because it would increase the number of correct answers arrived at by guessing. When using multiple-answer MCQs, it is recommended that the questions asked should be in accordance with the content within the www.elearnSCI.org.
VQABQ: Visual Question Answering by Basic Questions
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.
VQABQ: Visual Question Answering by Basic Questions
Huang, Jia-Hong; Alfadly, Modar; Ghanem, Bernard
2017-01-01
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.
Top 10 Research Questions Related to Preventing Sudden Death in Sport and Physical Activity.
Katch, Rachel K; Scarneo, Samantha E; Adams, William M; Armstrong, Lawrence E; Belval, Luke N; Stamm, Julie M; Casa, Douglas J
2017-09-01
Participation in organized sport and recreational activities presents an innate risk for serious morbidity and mortality. Although death during sport or physical activity has many causes, advancements in sports medicine and evidence-based standards of care have allowed clinicians to prevent, recognize, and treat potentially fatal injuries more effectively. With the continual progress of research and technology, current standards of care are evolving to enhance patient outcomes. In this article, we provided 10 key questions related to the leading causes and treatment of sudden death in sport and physical activity, where future research will support safer participation for athletes and recreational enthusiasts. The current evidence indicates that most deaths can be avoided when proper strategies are in place to prevent occurrence or provide optimal care.
Weston, Michele; Haudek, Kevin C.; Prevost, Luanna; Urban-Lurain, Mark; Merrill, John
2015-01-01
One challenge in science education assessment is that students often focus on surface features of questions rather than the underlying scientific principles. We investigated how student written responses to constructed-response questions about photosynthesis vary based on two surface features of the question: the species of plant and the order of two question prompts. We asked four versions of the question with different combinations of the two plant species and order of prompts in an introductory cell biology course. We found that there was not a significant difference in the content of student responses to versions of the question stem with different species or order of prompts, using both computerized lexical analysis and expert scoring. We conducted 20 face-to-face interviews with students to further probe the effects of question wording on student responses. During the interviews, we found that students thought that the plant species was neither relevant nor confusing when answering the question. Students identified the prompts as both relevant and confusing. However, this confusion was not specific to a single version. PMID:25999312
Powers, Christina M; Grieger, Khara; Meacham, Connie A; Gooding, Meredith Lassiter; Gift, Jeffrey S; Lehmann, Geniece M; Hendren, Christine O; Davis, J Michael; Burgoon, Lyle
2016-01-01
Risk assessments and risk management efforts to protect human health and the environment can benefit from early, coordinated research planning by researchers, risk assessors, and risk managers. However, approaches for engaging these and other stakeholders in research planning have not received much attention in the environmental scientific literature. The Comprehensive Environmental Assessment (CEA) approach under development by the United States Environmental Protection Agency (USEPA) is a means to manage complex information and input from diverse stakeholder perspectives on research planning that will ultimately support environmental and human health decision making. The objectives of this article are to 1) describe the outcomes of applying lessons learned from previous CEA applications to planning research on engineered nanomaterial, multiwalled carbon nanotubes (MWCNTs) and 2) discuss new insights and refinements for future efforts to engage stakeholders in research planning for risk assessment and risk management of environmental issues. Although framed in terms of MWCNTs, this discussion is intended to enhance research planning to support assessments for other environmental issues as well. Key insights for research planning include the potential benefits of 1) ensuring that participants have research, risk assessment, and risk management expertise in addition to diverse disciplinary backgrounds; 2) including an early scoping step before rounds of formal ratings; 3) using a familiar numeric scale (e.g., US dollars) versus ordinal rating scales of "importance"; 4) applying virtual communication tools to supplement face-to-face interaction between participants; and 5) refining criteria to guide development of specific, actionable research questions. © 2015 SETAC.
Will Veterans Answer Sexual Orientation and Gender Identity Questions?
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.
Maassen, Nathalie Anthonia Maria; Hopster-den Otter, Dorothea; Wools, S.; Hemker, B.T.; Straetmans, G.J.J.M.; Eggen, Theodorus Johannes Hendrikus Maria
2015-01-01
Educational tests and assessments are important instruments to measure a student’s knowledge and skills. The question that is addressed in this review study is: “which aspects are currently considered as important to the quality of educational assessments?” Furthermore, it is explored how this
Commonly asked questions by critically ill patients relatives in Arabic countries
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Tayseer Zaytoun
2017-04-01
Full Text Available Background: Relatives often lack important information about intensive care unit patients. Research on ways to improve family satisfaction in the ICU has become a crucial point in ICU quality improvement research. Objective: The aim of this study is to develop and analyze a list of commonly asked questions from relatives of patients in the intensive care unit in Arabic countries. This list might help families to determine which questions they want to ask and help them in decision-making process in emergency situations of their critically ill relatives. Methods: This study was a prospective double center study. It took place in the ICUs of two hospitals in Arabic countries: Egypt and Kingdom of Saudi Arabia. Alexandria University Main Hospital in Egypt and the ICU of King Fahad specialist Hospital in Dammam in Saudi Arabia. Data collection was done by reporting of Questions asked by the relatives of ICU patients during daily interview. The list of questions generated was checked to identify questions that could be eliminated. The remaining questions were categorized into 9 different groups: diagnosis, treatment, prognosis, comfort, patient interaction, family, mortality, post-ICU management and other questions. WE ranked the questions in the preliminary list through ICU staff, patients families and the patient themselves. Results: 115 Health care professional (34 physicians and 81 nurses participated in the data collection, the questions recorded were 2240 questions. It was found that about 1750 questions (78.12% were duplicated or not clear. The remaining 490 questions were classified into different categories. The same 115 Health care professional (34 physicians and 81 nurses who shared in the collection of data also shared in the ranking of the questions. 128 first degree relatives shared in the evaluation of the relevance of questions as well as 62 patients after they have been cured and before their discharge from ICU.A list was created
HTA and synthesis of qualitative research
DEFF Research Database (Denmark)
Draborg, Eva Ulriksen; Hansen, Helle Ploug
2007-01-01
Introduction: Health technology assessment is no longer simply a question of efficacy and economics. Internationally there is growing interest in patient-related and organisational aspects and questions of why and how the technologies work. Qualitative research has established a role in answering...... these kinds of questions. Key challenges using qualitative research in HTA are related to the interpretive and small scale nature of qualitative research and how to synthesise qualitative research. Objective: The objective of this study is to examine and discuss the relevance of synthesis of qualitative...... research (SQR) in HTAs and to address its possibilities and limitations. Methods: SQR is described and discussed focusing on definition of synthesis and of qualitative versus quantitative methods, on questions of evidence and on the relevance for HTA. SQR is understood as an umbrella term for different...
Critical research needs for identifying future changes in Gulf coral reef ecosystems
Feary, David A.
2013-07-01
Expert opinion was assessed to identify current knowledge gaps in determining future changes in Arabian/Persian Gulf (thereafter \\'Gulf\\') coral reefs. Thirty-one participants submitted 71 research questions that were peer-assessed in terms of scientific importance (i.e., filled a knowledge gap and was a research priority) and efficiency in resource use (i.e., was highly feasible and ecologically broad). Ten research questions, in six major research areas, were highly important for both understanding Gulf coral reef ecosystems and also an efficient use of limited research resources. These questions mirrored global evaluations of the importance of understanding and evaluating biodiversity, determining the potential impacts of climate change, the role of anthropogenic impacts in structuring coral reef communities, and economically evaluating coral reef communities. These questions provide guidance for future research on coral reef ecosystems within the Gulf, and enhance the potential for assessment and management of future changes in this globally significant region. © 2013 Elsevier Ltd.
Critical research needs for identifying future changes in Gulf coral reef ecosystems
Feary, David A.; Burt, John A.; Bauman, Andrew G.; Al Hazeem, Shaker; Abdel-Moati, Mohamed A.; Al-Khalifa, Khalifa A.; Anderson, Donald M.; Amos, Carl; Baker, Andrew; Bartholomew, Aaron; Bento, Rita; Cavalcante, Geórgenes H.; Chen, Chaolun Allen; Coles, Steve L.; Dab, Koosha; Fowler, Ashley M.; George, David; Grandcourt, Edwin; Hill, Ross; John, David M.; Jones, David A.; Keshavmurthy, Shashank; Mahmoud, Huda; Moradi Och Tapeh, Mahdi; Mostafavi, Pargol Ghavam; Naser, Humood; Pichon, Michel; Purkis, Sam; Riegl, Bernhard; Samimi-Namin, Kaveh; Sheppard, Charles; Vajed Samiei, Jahangir; Voolstra, Christian R.; Wiedenmann, Joerg
2014-01-01
Expert opinion was assessed to identify current knowledge gaps in determining future changes in Arabian/ Persian Gulf (thereafter ‘Gulf’) coral reefs. Thirty-one participants submitted 71 research questions that were peer-assessed in terms of scientific importance (i.e., filled a knowledge gap and was a research priority) and efficiency in resource use (i.e., was highly feasible and ecologically broad). Ten research questions, in six major research areas, were highly important for both understanding Gulf coral reef ecosystems and also an efficient use of limited research resources. These questions mirrored global evaluations of the importance of understanding and evaluating biodiversity, determining the potential impacts of climate change, the role of anthropogenic impacts in structuring coral reef communities, and economically evaluating coral reef communities. These questions provide guidance for future research on coral reef ecosystems within the Gulf, and enhance the potential for assessment and management of future changes in this globally significant region. PMID:23643407
Critical research needs for identifying future changes in Gulf coral reef ecosystems
Feary, David A.; Burt, John A.; Bauman, Andrew G.; Al Hazeem, Shaker; Abdel-Moati, Mohamed A R; Al-Khalifa, Khalifa A.; Anderson, Donald M.; Amos, Carl L.; Baker, Andrew C.; Bartholomew, Aaron; Bento, Rita; Cavalcante, Geó rgenes H.; Chen, Chaolun Allen; Coles, Steve L.; Dab, Koosha; Fowler, Ashley M.; George, David Glen; Grandcourt, Edwin Mark; Hill, Ross; John, David Michael; Jones, David Alan; Keshavmurthy, Shashank; Mahmoud, Huda M A; Moradi Och Tapeh, Mahdi; Mostafavi, Pargol Ghavam; Naser, Humood A.; Pichon, Michel; Purkis, Sam J.; Riegl, Bernhard M.; Samimi-Namin, Kaveh; Sheppard, Charles R C; Vajed Samiei, Jahangir; Voolstra, Christian R.; Wiedenmann, Jö rg
2013-01-01
Expert opinion was assessed to identify current knowledge gaps in determining future changes in Arabian/Persian Gulf (thereafter 'Gulf') coral reefs. Thirty-one participants submitted 71 research questions that were peer-assessed in terms of scientific importance (i.e., filled a knowledge gap and was a research priority) and efficiency in resource use (i.e., was highly feasible and ecologically broad). Ten research questions, in six major research areas, were highly important for both understanding Gulf coral reef ecosystems and also an efficient use of limited research resources. These questions mirrored global evaluations of the importance of understanding and evaluating biodiversity, determining the potential impacts of climate change, the role of anthropogenic impacts in structuring coral reef communities, and economically evaluating coral reef communities. These questions provide guidance for future research on coral reef ecosystems within the Gulf, and enhance the potential for assessment and management of future changes in this globally significant region. © 2013 Elsevier Ltd.
Akl, Elie A; Fadlallah, Racha; Ghandour, Lilian; Kdouh, Ola; Langlois, Etienne; Lavis, John N; Schünemann, Holger; El-Jardali, Fadi
2017-09-04
Groups or institutions funding or conducting systematic reviews in health policy and systems research (HPSR) should prioritise topics according to the needs of policymakers and stakeholders. The aim of this study was to develop and validate a tool to prioritise questions for systematic reviews in HPSR. We developed the tool following a four-step approach consisting of (1) the definition of the purpose and scope of tool, (2) item generation and reduction, (3) testing for content and face validity, (4) and pilot testing of the tool. The research team involved international experts in HPSR, systematic review methodology and tool development, led by the Center for Systematic Reviews on Health Policy and Systems Research (SPARK). We followed an inclusive approach in determining the final selection of items to allow customisation to the user's needs. The purpose of the SPARK tool was to prioritise questions in HPSR in order to address them in systematic reviews. In the item generation and reduction phase, an extensive literature search yielded 40 relevant articles, which were reviewed by the research team to create a preliminary list of 19 candidate items for inclusion in the tool. As part of testing for content and face validity, input from international experts led to the refining, changing, merging and addition of new items, and to organisation of the tool into two modules. Following pilot testing, we finalised the tool, with 22 items organised in two modules - the first module including 13 items to be rated by policymakers and stakeholders, and the second including 9 items to be rated by systematic review teams. Users can customise the tool to their needs, by omitting items that may not be applicable to their settings. We also developed a user manual that provides guidance on how to use the SPARK tool, along with signaling questions. We have developed and conducted initial validation of the SPARK tool to prioritise questions for systematic reviews in HPSR, along with
How Tom Moon's research highlighted the question of glucose tolerance in carnivorous fish.
Polakof, S; Panserat, S
2016-09-01
Fifteen years ago, Tom Moon wrote a review on this journal in order to propose some explanations to the exacerbated glycaemic response after a glucose load or a carbohydrate meal intake observed in fish, the so-called intolerance to glucose. Before, but in most of cases after this paper, several laboratories worldwide started to make important efforts in order to better understand this strange phenotype observed in fish and that so far seemed to belong to diabetic humans only. Tom had been worked on fish metabolism for at least 30years when he proposed that mini-review and the paths opened by him in 2001 were followed by tens of fish researchers, making this paper a breaking point on the field. Fifteen years later, we propose not only to have a look to the answers given to the questions rose in that paper, but also to summarize how his career over all these years impacted the domain of glucose metabolism in fish. In the review, we will show how Tom Moon analysed at different levels (from genes up to the whole organism), using distinct experimental tools (cells, hormone or glucose injection, pumps, drugs) the questions of glucose metabolism, tolerance and nutrition in fish species. Copyright © 2015 Elsevier Inc. All rights reserved.
Reliability assessments in qualitative health promotion research.
Cook, Kay E
2012-03-01
This article contributes to the debate about the use of reliability assessments in qualitative research in general, and health promotion research in particular. In this article, I examine the use of reliability assessments in qualitative health promotion research in response to health promotion researchers' commonly held misconception that reliability assessments improve the rigor of qualitative research. All qualitative articles published in the journal Health Promotion International from 2003 to 2009 employing reliability assessments were examined. In total, 31.3% (20/64) articles employed some form of reliability assessment. The use of reliability assessments increased over the study period, ranging from qualitative articles decreased. The articles were then classified into four types of reliability assessments, including the verification of thematic codes, the use of inter-rater reliability statistics, congruence in team coding and congruence in coding across sites. The merits of each type were discussed, with the subsequent discussion focusing on the deductive nature of reliable thematic coding, the limited depth of immediately verifiable data and the usefulness of such studies to health promotion and the advancement of the qualitative paradigm.
Using Multiple-Choice Questions to Evaluate In-Depth Learning of Economics
Buckles, Stephen; Siegfried, John J.
2006-01-01
Multiple-choice questions are the basis of a significant portion of assessment in introductory economics courses. However, these questions, as found in course assessments, test banks, and textbooks, often fail to evaluate students' abilities to use and apply economic analysis. The authors conclude that multiple-choice questions can be used to…
The Research Assessment Exercise
Directory of Open Access Journals (Sweden)
Lee-Anne Broadhead
1998-04-01
Full Text Available In this article it is argued that the recent Research Assessment Exercise (RAE--undertaken by the United Kingdom's Higher Education Funding Councils (HEFC--is part of a much larger process of assessment in education generally. By taking the RAE as its focus, this article uses a Foucaultian analysis to amplify the nature and practice of disciplinary power in the setting of Higher Education. Foucault's notion of an "integrated system" of control and production, with its routine operation of surveillance and assessment--and its dependence on coercion and consent--is directly applied to the RAE. The impact on research and teaching is discussed. The critical response of academics to the exercise has failed to challenge the process in any fundamental way. it is argued here that this failure is a reflection of the degree to which disciplinary logic is embedded in the academic system.
Stone, E R; Dodrill, C L; Johnson, N
2001-11-01
This research is an examination of whether cognition in depressed individuals incorporates a realistic view of the world or a general tendency toward negativity. Participants provided two types of probability judgments of the likelihood that they correctly answered general knowledge questions: the probability that they correctly answered each of the individual questions and an aggregate judgment, after completing the questionnaire, of the percentage of all the questions they thought they had correctly answered. These tasks generally elicit overconfidence and accuracy in nondepressives. In accord with theories of both depressive realism and general negativity, in their item-by-item assessments of their answers to the individual questions, depressed participants demonstrated less overconfidence than nondepressed participants. In accord with the theory of general negativity but not with the theory of depressive realism, however, depressed participants demonstrated underconfidence in their aggregate judgments. The implications of these findings on theories of depressive cognition are discussed.
Mason-McCaffrey, Deborah
2011-04-01
At Salem State, we offer a Physics minor, but most of our teaching load is support courses for other science majors and a lab sequence which satisfies the University's core education requirement. In three years of using assessments and ILDs in small-enrollment calculus-based Physics classes, there has been a significant implementation learning curve, there are encouraging results, a few cautions, and still some open questions to report. ILDs can be highly effective teaching tools. They do require significant advance preparation as well as a safe environment for student participation. Motivating students to do their best on assessment pre- and post-tests can also be difficult. Strategies for motivating assessment performance, experiments using clickers to encourage participation in ILDs, and modifying and developing home-grown ILDs are discussed.
Probability of climatic change. Identification of key questions
International Nuclear Information System (INIS)
Fransen, W.
1995-01-01
Addressing the question what the probability is of an anthropogenically induced change in the climate, leads to a number of other, underlying questions. These questions, which deal with the characteristics of climate, of climatic change, and of probabilistic statements on climatic change, should be addressed first. The long-term objective of the underlying study, i.e. a quantitative assessment of the risks and opportunities of the predicted climatic change, sets the context against which of those questions should be answered. In addition, this context induces extra questions, i.e. about the characteristics of risk
Cormier, S.; Prather, E.; Brissenden, G.
2011-09-01
We are developing a national archive of multiple-choice questions for use in the Astronomy 101 classroom. These questions are intended to supplement an instructor's implementation of Think-Pair-Share or for their assessment purposes (i.e., exams and homework). We are also developing the Question Complexity Rubric (QCR) to guide members of the Astro 101 teaching and learning community in assisting us with hierarchically ranking questions in this archive based on their conceptual complexity. Using the QCR, a score is assigned to differentiate each question based on the cognitive steps necessary to comprehensively explain the reasoning pathway to the correct answer. The lowest QCR score is given to questions with a reasoning pathway requiring only declarative knowledge. The highest QCR score is given to questions with a reasoning pathway that requires multiple connected cognitive steps. When completed, the online question archive will provide users with the utility to 1) use the QCR to score questions 2) search for and download questions based on topic and/or QCR score, and 3) add their own questions to the archive. Stop by our poster to test your skills at determining question complexity by trying out the QCR with our sample questions.
D-linking or set-restriction? Processing Which-questions in Dutch
Donkers, Jantien; Hoeks, John C. J.; Stowe, Laurie A.
2013-01-01
Research on Wh-questions suggests that Which questions are harder to process than Who questions (e.g., Who/Which athlete won the competition?). According to the Discourse (D)-linking Hypothesis, Which-questions differ from Who-questions in that Which questions need a link to a preceding discourse,
Needs assessment for developing a program to help train advanced-practice pharmacists for research.
Bulkley, Christina F; Miller, Michael J; Bush, Colleen G; Nussbaum, Barbara B; Draugalis, JoLaine R
2017-12-01
Results of a needs assessment to determine priority topics and preferred formats for research training in pharmacy residency programs are reported. For pharmacists seeking advanced-practice positions in academia, the ability to conduct practice-based research is expected. Pharmacy residency programs are a primary recruitment source for these positions, but research training varies by residency site and available expertise. To help define the optimal content and format of resident research training, ASHP and the ASHP Research and Education Foundation conducted a needs assessment targeting postgraduate year 1 (PGY1) pharmacy residency directors (RPDs). The response rate was 36.5% (271 of 743 invitees); the information obtained was used to guide development of a Web-based training series. Only 12% of the RPDs who participated in the survey indicated that currently available research training resources within their residency programs were sufficient. Sixty-seven percent of surveyed RPDs agreed that a Web-based training program would be a useful resource, and 81% agreed that the target audience should be pharmacy residents. Training topics of greatest interest to RPDs included (1) components of a resident research plan, (2) identifying research questions, (3) study design and sample selection, (4) project management, (5) data acquisition, cleaning, management, and analysis, and (6) presenting and publishing project results. This needs assessment clearly identified opportunities for improving the infrastructure and content of PGY1 residency research training. At a minimum, training programs should focus on practice-based research concepts using readily accessible health-system data systems and provide universal accessibility and sufficient flexibility to allow residency programs to integrate the training in a manner that works best for the program. Copyright © 2017 by the American Society of Health-System Pharmacists, Inc. All rights reserved.
O'Connor, A M; Anderson, K M; Goodell, C K; Sargeant, J M
2014-06-01
This article is the fourth of six articles addressing systematic reviews in animal agriculture and veterinary medicine. Previous articles in the series have introduced systematic reviews, discussed study designs and hierarchies of evidence, and provided details on conducting randomized controlled trials, a common design for use in systematic reviews. This article describes development of a review protocol and the first two steps in a systematic review: formulating a review question, and searching the literature for relevant research. The emphasis is on systematic reviews of questions related to interventions. The review protocol is developed prior to conducting the review and specifies the plan for the conduct of the review, identifies the roles and responsibilities of the review team and provides structured definitions related to the review question. For intervention questions, the review question should be defined by the PICO components: population, intervention, comparison and outcome(s). The literature search is designed to identify all potentially relevant original research that may address the question. Search terms related to some or all of the PICO components are entered into literature databases, and searches for unpublished literature also are conducted. All steps of the literature search are documented to provide transparent reporting of the process. © 2014 Blackwell Verlag GmbH.
Davíd-Chavez, D. M.; Gavin, M. C.
2017-12-01
Indigenous communities worldwide have maintained their own knowledge systems for millennia informed through careful observation of dynamics of environmental changes. Withstanding centuries of challenges to their rights to maintain and practice these knowledge systems, Indigenous peoples continually speak to a need for quality standards for research in their communities. Although, international and Indigenous peoples' working groups emphasize Indigenous knowledge systems and the communities who hold them as critical resources for understanding and adapting to climate change, there has yet to be a comprehensive, evidence based analysis into how diverse knowledge systems are integrated in scientific studies. Do current research practices challenge or support Indigenous communities in their efforts to maintain and appropriately apply their knowledge systems? This study addresses this question using a systematic literature review and meta-analysis assessing levels of Indigenous community participation and decision-making in all stages of the research process (initiation, design, implementation, analysis, dissemination). Assessment is based on reported quality indicators such as: outputs that serve the community, ethical guidelines in practice (free, prior, and informed consent and intellectual property rights), and community access to findings. These indicators serve to identify patterns between levels of community participation and quality standards in practice. Meta-analysis indicates most climate studies practice an extractive model in which Indigenous knowledge systems are co-opted with minimal participation or decision-making authority from communities who hold them. Few studies report outputs that directly serve Indigenous communities, ethical guidelines in practice, or community access to findings. Studies reporting the most quality indicators were initiated in mutual agreement between Indigenous communities and outside researchers or by communities themselves
Verschuur, Rianne; Huskens, Bibi; Verhoeven, Ludo; Didden, Robert
2017-02-01
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 opportunities and self-initiated questions of school-aged children with ASD. Generalization and maintenance were also assessed. Participants were 14 staff members and children with ASD attending an inpatient treatment facility. Data showed that PRT resulted in significant increases in both staff member-created opportunities and child-initiated questions. Generalization to group situations and collateral changes in children's language, pragmatic, and adaptive skills, and maladaptive behaviors did not occur. Implications for clinical practice and directions for future research are discussed.
Directory of Open Access Journals (Sweden)
Hannah F. Norton
2016-04-01
Full Text Available Objective and Setting: As universities and libraries grapple with data management and “big data,” the need for data management solutions across disciplines is particularly relevant in clinical and translational science (CTS research, which is designed to traverse disciplinary and institutional boundaries. At the University of Florida Health Science Center Library, a team of librarians undertook an assessment of the research data management needs of CTS researchers, including an online assessment and follow-up one-on-one interviews. Design and Methods: The 20-question online assessment was distributed to all investigators affiliated with UF’s Clinical and Translational Science Institute (CTSI and 59 investigators responded. Follow-up in-depth interviews were conducted with nine faculty and staff members. Results: Results indicate that UF’s CTS researchers have diverse data management needs that are often specific to their discipline or current research project and span the data lifecycle. A common theme in responses was the need for consistent data management training, particularly for graduate students; this led to localized training within the Health Science Center and CTSI, as well as campus-wide training. Another campus-wide outcome was the creation of an action-oriented Data Management/Curation Task Force, led by the libraries and with participation from Research Computing and the Office of Research. Conclusions: Initiating conversations with affected stakeholders and campus leadership about best practices in data management and implications for institutional policy shows the library’s proactive leadership and furthers our goal to provide concrete guidance to our users in this area.
Weidman, Aaron C; Steckler, Conor M; Tracy, Jessica L
2017-03-01
Although affective science has seen an explosion of interest in measuring subjectively experienced distinct emotional states, most existing self-report measures tap broad affect dimensions and dispositional emotional tendencies, rather than momentary distinct emotions. This raises the question of how emotion researchers are measuring momentary distinct emotions in their studies. To address this question, we reviewed the self-report measurement practices regularly used for the purpose of assessing momentary distinct emotions, by coding these practices as observed in a representative sample of articles published in Emotion from 2001-2011 (n = 467 articles; 751 studies; 356 measurement instances). This quantitative review produced several noteworthy findings. First, researchers assess many purportedly distinct emotions (n = 65), a number that differs substantially from previously developed emotion taxonomies. Second, researchers frequently use scales that were not systematically developed, and that include items also used to measure at least 1 other emotion on a separate scale in a separate study. Third, the majority of scales used include only a single item, and had unknown reliability. Together, these tactics may create ambiguity regarding which emotions are being measured in empirical studies, and conceptual inconsistency among measures of purportedly identical emotions across studies. We discuss the implications of these problematic practices, and conclude with recommendations for how the field might improve the way it measures emotions. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
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…
Directory of Open Access Journals (Sweden)
Dick J Bierman
Full Text Available We describe a method of quantifying the effect of Questionable Research Practices (QRPs on the results of meta-analyses. As an example we simulated a meta-analysis of a controversial telepathy protocol to assess the extent to which these experimental results could be explained by QRPs. Our simulations used the same numbers of studies and trials as the original meta-analysis and the frequencies with which various QRPs were applied in the simulated experiments were based on surveys of experimental psychologists. Results of both the meta-analysis and simulations were characterized by 4 metrics, two describing the trial and mean experiment hit rates (HR of around 31%, where 25% is expected by chance, one the correlation between sample-size and hit-rate, and one the complete P-value distribution of the database. A genetic algorithm optimized the parameters describing the QRPs, and the fitness of the simulated meta-analysis was defined as the sum of the squares of Z-scores for the 4 metrics. Assuming no anomalous effect a good fit to the empirical meta-analysis was found only by using QRPs with unrealistic parameter-values. Restricting the parameter space to ranges observed in studies of QRP occurrence, under the untested assumption that parapsychologists use comparable QRPs, the fit to the published Ganzfeld meta-analysis with no anomalous effect was poor. We allowed for a real anomalous effect, be it unidentified QRPs or a paranormal effect, where the HR ranged from 25% (chance to 31%. With an anomalous HR of 27% the fitness became F = 1.8 (p = 0.47 where F = 0 is a perfect fit. We conclude that the very significant probability cited by the Ganzfeld meta-analysis is likely inflated by QRPs, though results are still significant (p = 0.003 with QRPs. Our study demonstrates that quantitative simulations of QRPs can assess their impact. Since meta-analyses in general might be polluted by QRPs, this method has wide applicability outside the domain of
Bierman, Dick J; Spottiswoode, James P; Bijl, Aron
2016-01-01
We describe a method of quantifying the effect of Questionable Research Practices (QRPs) on the results of meta-analyses. As an example we simulated a meta-analysis of a controversial telepathy protocol to assess the extent to which these experimental results could be explained by QRPs. Our simulations used the same numbers of studies and trials as the original meta-analysis and the frequencies with which various QRPs were applied in the simulated experiments were based on surveys of experimental psychologists. Results of both the meta-analysis and simulations were characterized by 4 metrics, two describing the trial and mean experiment hit rates (HR) of around 31%, where 25% is expected by chance, one the correlation between sample-size and hit-rate, and one the complete P-value distribution of the database. A genetic algorithm optimized the parameters describing the QRPs, and the fitness of the simulated meta-analysis was defined as the sum of the squares of Z-scores for the 4 metrics. Assuming no anomalous effect a good fit to the empirical meta-analysis was found only by using QRPs with unrealistic parameter-values. Restricting the parameter space to ranges observed in studies of QRP occurrence, under the untested assumption that parapsychologists use comparable QRPs, the fit to the published Ganzfeld meta-analysis with no anomalous effect was poor. We allowed for a real anomalous effect, be it unidentified QRPs or a paranormal effect, where the HR ranged from 25% (chance) to 31%. With an anomalous HR of 27% the fitness became F = 1.8 (p = 0.47 where F = 0 is a perfect fit). We conclude that the very significant probability cited by the Ganzfeld meta-analysis is likely inflated by QRPs, though results are still significant (p = 0.003) with QRPs. Our study demonstrates that quantitative simulations of QRPs can assess their impact. Since meta-analyses in general might be polluted by QRPs, this method has wide applicability outside the domain of experimental
On the comprehensibility and perceived privacy protection of indirect questioning techniques.
Hoffmann, Adrian; Waubert de Puiseau, Berenike; Schmidt, Alexander F; Musch, Jochen
2017-08-01
On surveys that assess sensitive personal attributes, indirect questioning aims at increasing respondents' willingness to answer truthfully by protecting confidentiality. However, the assumption that subjects understand questioning procedures fully and trust them to protect their privacy is rarely tested. In a scenario-based design, we compared four indirect questioning procedures in terms of their comprehensibility and perceived privacy protection. All indirect questioning techniques were found to be less comprehensible by respondents than a conventional direct question used for comparison. Less-educated respondents experienced more difficulties when confronted with any indirect questioning technique. Regardless of education, the crosswise model was found to be the most comprehensible among the four indirect methods. Indirect questioning in general was perceived to increase privacy protection in comparison to a direct question. Unexpectedly, comprehension and perceived privacy protection did not correlate. We recommend assessing these factors separately in future evaluations of indirect questioning.
Nuclear medicine board review. Questions and answers for self-assessment. 2. ed.
International Nuclear Information System (INIS)
Goldfarb, C.R.; Ongseng, F.; Zuckier, L.S.; Karam, M.; Cooper, J.A.
2007-01-01
This book provides thorough preparation for certification examinations by the American Board of Radiology (Nuclear Medicine section and Special Competency), the American Board of Nuclear Medicine, and the America Board of Nuclear Cardiology. More than 1,780 questions test the reader's knowledge of the diagnostic and therapeutic uses of radionuclides, single-photon applications, and positron emission tomography (PET). Features: - A convenient question and answer format, in which questions appear on the left and answers on the right, allowing the reader to rapidly quiz and review. - New chapters addressing the emergence of PET/CT. - Measurements provided in both American standard and SI metric units. Ideal for board exam preparation, this concise text is an up-to-date question and answer review for the most important topics in nuclear medicine. (orig.)
Research-Driven Reading Assessment: Drilling to the Core
Hempenstall, Kerry
2009-01-01
There is considerable interest and controversy in the community concerning how our students are faring in the task of mastering reading. Broad scale assessment, formerly at a State level and now at a National level (NAPLAN), is potentially valuable in helping answer this question in a broad sense. However, there are limitations to the value of…
"I didn't write the questions!" - Negotiating telephone-survey questions on birth timing
Directory of Open Access Journals (Sweden)
Marian May
2008-06-01
Full Text Available This paper examines interviewer-respondent interaction in the collection of demographic data. Conversation analysis (CA makes transparent the interaction between an interviewer and 25 respondents on a question about pregnancy and birth timing in an Australian telephone survey, Negotiating the Life Course. The analysis focuses on the troubles that occur and the work interviewers do to fit respondents' answers to the survey researcher's categories. Interviewers are shown to act as mediators in difficult interaction, with responses often distorted by question format, the imperative of achieving an allowed response, and the need to keep the respondent in the survey.
Michaelis' hundred Questions and the Royal Instructions
DEFF Research Database (Denmark)
Friis, Ib
2017-01-01
Michaelis' 100 questions for the expedition is a remarkable document. It provides insight into the sources and methods of biblical research anno 1762, at the same time as highlighting the challenges the members of the expedition faced. As the scholarly foundation of the expedition, the questions ...
Michaelis' Hundred Questions and the Royal Instruction
DEFF Research Database (Denmark)
Friis, Ib
2015-01-01
Michaelis' 100 questions for the expedition is a remarkable document. It provides insight into the sources and methods of biblical research anno 1762, at the same time as highlighting the challenges the members of the expedition faced. As the scholarly foundation of the expedition, the questions ...
Power dynamics and questioning in elementary science lessons
Reinsvold, Lori Ann
Discourse interactions between a teacher and students in an inquiry-based fourth-grade science classroom were analyzed to investigate how power dynamics and questioning strategies within elementary science lessons help support students in building their science understanding. Five inquiry-based classroom sessions were observed; verbal interactions were audio- and video-recorded. Research data consisted of observation transcripts, teacher interviews, student work, and instructional materials. Analyses were conducted on the frequencies of utterances, participation roles, power categories, and questioning categories. Results revealed that when students used more frequent power, (a) no significant differences were noted between frequencies of teacher and student talk, (b) the teacher posed more questions than did the students, and (c) students explained what they knew and asked questions to clarify their understanding. When the teacher used more frequent power, she asked questions to provide students opportunities to negotiate investigative processes and explain what they knew and how they knew it. Evidence of student understanding of the science concepts was found in how students used subject matter to discuss what they knew and how they knew it. Pre-service and in-service teachers should be encouraged to consider how their use of power and questioning strategies can engage students to reflect on how they build understanding of science concepts. Teachers can use Professional Learning Communities to reflect on how their practice engages students. Future research should be employed to observe classrooms across an entire school year to determine how power and questioning dynamics flow among students and teachers and change over time. Research can also be used to understand the influence of gender and culture on power and questioning dynamics in classroom settings.
Rhetorical questions or rhetorical uses of questions?
Directory of Open Access Journals (Sweden)
Špago Džemal
2016-12-01
Full Text Available This paper aims to explore whether some rhetorical questions contain certain linguistic elements or forms which would differentiate them from answer-eliciting and action-eliciting questions, and thereby hint at their rhetorical nature even outside the context. Namely, despite the fact that the same questions can be rhetorical in one context, and answer-eliciting in another, some of them are more likely to be associated with rhetorical or non-rhetorical use. The analysis is based on extensive data (over 1200 examples of rhetorical questions taken from 30 plays by two British and two American writers, and the results are expected to give an insight into whether we can talk about rhetorical questions or just a rhetorical use of questions.
What Children Learn from Questioning
Harris, Paul
2015-01-01
Research shows that young children ask a multitude of why and how questions. And when they do, they're not simply trying to get adult attention; instead, they're actively seeking information. In this article, Paul Harris describes the findings of a number of research analyses based on extensive transcripts of children's natural speech. Some of the…
Marks-Maran, Diane
2015-11-01
The author, who has had previous experience as a nurse researcher, has been engaged in helping nurse lecturers to undertake evaluation research studies into innovations in their teaching, learning and assessment methods. In order to undertake this work successfully, it was important to move from thinking like a nurse researcher to thinking like an educational researcher and developing the role of the nursing lecturer as researcher of their teaching. This article explores the difference between evaluation and evaluation research and argues for the need to use educational research methods when undertaking evaluation research into innovations in teaching, learning and assessment. A new model for educational evaluation research is presented together with two case examples of the model in use. The model has been tested on over 30 research studies into innovations in teaching, learning and assessment over the past 8 years. Copyright © 2015 Elsevier Ltd. All rights reserved.
A research agenda for data and scale issues in Strategic Environmental Assessment (SEA)
International Nuclear Information System (INIS)
Joao, Elsa
2007-01-01
The way in which Strategic Environmental Assessment (SEA) succeeds in its key aim - to integrate the environment into strategic decision-making - is affected by the choice of both data and scale. The data and scale used within SEA fundamentally shape the process. However, in the past, these issues were often not discussed in an explicit or in-depth way. This article proposes a research agenda, and recommendations for future practice, on data and scale issues in SEA. Future research on data issues, spatial and temporal scales (both in terms of detail and extent), tiering, data quality and links to decision-making are recommended. The article concludes that questions of data and scale in SEA are not just technical, they are essential to identifying and understanding the issues that SEA should be addressing, and therefore are a core element of SEA
Water-energy-food nexus: concepts, questions and methodologies
Li, Y.; Chen, X.; Ding, W.; Zhang, C.; Fu, G.
2017-12-01
The term of water-energy -food nexus has gained increasing attention in the research and policy making communities as the security of water, energy and food becomes severe under changing environment. Ignorance of their closely interlinkages accompanied by their availability and service may result in unforeseeable, adverse consequences. This paper comprehensively reviews the state-of-the-art in the field of water-energy-food, with a focus on concepts, research questions and methodologies. First, two types of nexus definition are compared and discussed to understand the essence of nexus research issues. Then, three kinds of nexus research questions are presented, including internal relationship analysis, external impact analysis, and evaluation of the nexus system. Five nexus modelling approaches are discussed in terms of their advantages, disadvantages and application, with an aim to identify research gaps in current nexus methods. Finally, future research areas and challenges are discussed, including system boundary, data uncertainty and modelling, underlying mechanism of nexus issues and system performance evaluation. This study helps bring research efforts together to address the challenging questions in the nexus and develop the consensus on building resilient water, energy and food systems.
Phenomenology of the innovative question when based on wonderment
DEFF Research Database (Denmark)
Herholdt-Lomholdt, Sine Maria; Hansen, Finn Thorbjørn
This paper questions, how we, from a phenomenological point of view, can describe and understand the phenomenology of innovative questions and processes of questioning when based in a wonderdriven approach to innovation and entrepreneurship. Approach: In our research we take on a phenomenological...
Interview Questions with Bentham Scientific
Mather, John C.
2013-01-01
John Mather answers questions for an interview for the Bentham Science Newsletter. He covers topics ranging from his childhood, his professional career and his thoughts on research, technology and today's scientists and engineers.
Biology Question Generation from a Semantic Network
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
Directory of Open Access Journals (Sweden)
A. Galushkin
2016-01-01
Full Text Available In this article, author discusses model of analysis assessing the financial condition of the educational organization of higher education. Author analyzes the sequence (algorithm analysis of fi nancial and economic activity of the educational organization of higher education in the process of separating the analysis of questions of the analysis of the state educational institutions of higher education and non-state educational institutions of higher education. Author also deals with the determination of the average annual values of indicators of educational institution of higher education. In conclusion, the author makes a scientifi cally-based own conclusions and gives a number of suggestions.Goal / task. Aim of the article is to identify further ways of optimizing the financial condition of the educational organization of higher education.Methodology. Author started his research with the setting and the formulation of research objectives. The author defined the subject of the study, prepared by the empirical basis of the study.Results. According to the results of the study produced five research-based fi ndings presented in the article.Conclusions / signifi cance. 1. Analysis of the financial condition of the educational institutions of higher education can be defi ned as a complex and complex economic studies to identify patterns of the system factors in the financial well-being, the subject of analysis of educational, teaching, research and related activities.2. Integral assessment of the conditions of the financial analysis of the educational institution of higher education leads to the conclusion that it should include a number of stages.3. Analysis of the financial condition of the educational institution of higher education should be characterized as a specific type of analytical work. However, it is obvious that it can not be a simple kind of financial analysis of its object, and is a special form of research. The most significant
Student questions in urban middle school science communities of practice
Groome, Meghan
This dissertation examines student questions within three Communities of Practice (CoP), all urban middle school science environments. The study analyzed student questions from a sociocultural perspective and used ethnographic research techniques to detail how the CoP's shaped questions in the classroom. In the first study, two case study girls attempted to navigate questioning events that required them to negotiation participation. Their access to participation was blocked by participation frameworks that elevated some students as "gatekeepers" while suppressing the participation of others. The next two studies detail the introduction of written questioning opportunities, one into a public middle school classroom and the other into an informal classroom. In both studies, students responded to the interventions differently, most notable the adoption of the opportunity by female students who do not participate orally. Dissertation-wide findings indicate all students were able to ask questions, but varied in level of cognitive complexity, and the diagnostic interventions were able to identify students who were not known to be "target students", students who asked a high number of questions and were considered "interested in science". Some students' roles were as "gatekeepers" to participation of their peers. Two out of three teachers in the studies reported major shifts in their teaching practice due to the focus on questions and the methods used here have been found to be effective in producing educational research as well as supporting high-need classrooms in prior research. In conclusion, these studies indicate that social factors, including participation frameworks, gender dynamics, and the availability of alternative participation methods, play an important role in how students ask science-related questions. It is recommended that researchers continue to examine social factors that reduce student questions and modify their teaching strategies to facilitate
Using Cognitive Interviewing to Better Assess Young Adult E-cigarette Use.
Hinds, Josephine T; Loukas, Alexandra; Chow, Sherman; Pasch, Keryn E; Harrell, Melissa B; Perry, Cheryl L; Delnevo, Cristine; Wackowski, Olivia A
2016-10-01
Characteristics of electronic nicotine delivery systems (ENDS) make assessment of their use a challenge for researchers. Cognitive interviews are a way of gaining insight into participants' interpretations of survey questions and the methods they use in answering them, to improve survey tools. We used cognitive interviews to modify a young adult survey and improve assessment of quantity and frequency of ENDS use, as well as reasons for initiation and use of ENDS products. Twenty-five college students between the ages of 18 and 32 participated in individual cognitive interviews, which assessed question comprehension, answer estimation, retrieval processes, and answer response processes. Comprehension issues arose discerning between ENDS device types (eg, cigalikes vs. vape pens), and answer estimation issues arose regarding ENDS use as drug delivery systems. These issues appeared to improve when pictures were added specifying the device in question, as well as when specific language naming nicotine as the ENDS product content was added to survey questions. Regarding answer retrieval, this sample of users had problems reporting their frequency of ENDS use, as well as quantifying the amount of ENDS products consumed (eg, volume of e-juice, number of cartridges, nicotine concentration). Accurate assessment of ENDS products proved challenging, but cognitive interviews provided valuable insight into survey interpretation that was otherwise inaccessible to researchers. Future research that explores how to assess the wide array of ENDS devices, as well as possible population differences among specific device-type users would be valuable to public health researchers and professionals. This study extends the current literature by using cognitive interviews to test ENDS assessment questions in a sample of young adults, a population at elevated risk for ENDS use. Problems encountered when answering ENDS use questions underscore the need to develop easily understood ENDS
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
Washburn, D. A.; Rumbaugh, D. M.; Richardson, W. K.
1992-01-01
In the spring of 1987, we undertook to provide environmental enrichment to nonhuman primate subjects in ways that would complement and even contribute to the bio-behaviorial science that justified the monkeys' captivity. Of course, the psychological well-being of captive primates--and indeed all research species-- has been an area of intense research activity since the 1985 amendment of the Animal Welfare Act. This mandate for researchers to ensure the psychological, as well as physical, fitness of experimental animals catalyzed the humane and scientific interests of the research community. The contemporary literature is replete with proposed means both of assaying and of providing enrichment and well-being. Notwithstanding, consensus on either assessment or intervention has yet to be reached. The paradigm we employed was modelled after successful efforts with chimpanzees. An automated test system was constructed in which subjects responded to computer tasks by manipulating a joystick. The tasks, interactive game-like versions of many of the classic testing paradigms of cognitive and comparative psychology, permitted the controlled presentation of stimuli and demands without the required presence of a human experimenter. Despite significant barriers to the success, rhesus monkeys (Macaca mulatta) and a variety of other primate species (including, of course, humans) have mastered the skills necessary for testing in this paradigm. Previous experiments have illustrated the utility of the test system for addressing questions of learning, memory, attention, perception, and motivation. Additional data have been reported to support the contention that the Language Research Center's Computerized Test System (LRC-CTS) serves its other raison d'etre--providing environmental enrichment and assessing psychological well-being. This paper is designed to augment previous descriptions of the technology and the paradigm for scientists and caretakers interested in environmental
Directory of Open Access Journals (Sweden)
Naomi Kamoen
2013-12-01
Full Text Available For decades, survey researchers have known that respondents give different answers to attitude questions worded positively (X is good. Agree-Disagree, negatively (X is bad. Agree-Disagree or on a bipolar scale (X is bad-good. This makes survey answers hard to interpret, especially since findings on exactly how the answers are affected are conflicting. In the current paper, we present twelve studies in which the effect of question polarity was measured for a set of thirteen contrastive adjectives. In each study, the same adjectives were used so the generalizability of wording effects across studies could be examined for each word pair. Results show that for five of the word pairs an effect of question wording can be generalized. The direction of these effects are largely consistent: respondents generally give the same answers to positive and bipolar questions, but they are more likely to disagree with negative questions than to agree with positive questions or to choose the positive side of the bipolar scale. In other words, respondents express their opinions more positively when the question is worded negatively. Even though answers to the three wording alternatives sometimes differ, results also show that reliable answers can be obtained with all three wording alternatives. So, for survey practice, these results suggest that all three wording alternatives may be used for attitude measurement.
Covell, Christine L; Sidani, Souraya; Ritchie, Judith A
2012-06-01
The sequence used for collecting quantitative and qualitative data in concurrent mixed-methods research may influence participants' responses. Empirical evidence is needed to determine if the order of data collection in concurrent mixed methods research biases participants' responses to closed and open-ended questions. To examine the influence of the quantitative-qualitative sequence on responses to closed and open-ended questions when assessing the same variables or aspects of a phenomenon simultaneously within the same study phase. A descriptive cross-sectional, concurrent mixed-methods design was used to collect quantitative (survey) and qualitative (interview) data. The setting was a large multi-site health care centre in Canada. A convenience sample of 50 registered nurses was selected and participated in the study. Participants were randomly assigned to one of two sequences for data collection, quantitative-qualitative or qualitative-quantitative. Independent t-tests were performed to compare the two groups' responses to the survey items. Directed content analysis was used to compare the participants' responses to the interview questions. The sequence of data collection did not greatly affect the participants' responses to the closed-ended questions (survey items) or the open-ended questions (interview questions). The sequencing of data collection, when using both survey and semi-structured interviews, may not bias participants' responses to closed or open-ended questions. Additional research is required to confirm these findings. Copyright © 2011 Elsevier Ltd. All rights reserved.
Assessing harmful effects in systematic Reviews
Directory of Open Access Journals (Sweden)
Woolacott Nerys F
2004-07-01
Full Text Available Abstract Background Balanced decisions about health care interventions require reliable evidence on harms as well as benefits. Most systematic reviews focus on efficacy and randomised trials, for which the methodology is well established. Methods to systematically review harmful effects are less well developed and there are few sources of guidance for researchers. We present our own recent experience of conducting systematic reviews of harmful effects and make suggestions for future practice and further research. Methods We described and compared the methods used in three systematic reviews. Our evaluation focused on the review question, study designs and quality assessment. Results One review question focused on providing information on specific harmful effects to furnish an economic model, the other two addressed much broader questions. All three reviews included randomised and observational data, although each defined the inclusion criteria differently. Standard methods were used to assess study quality. Various practical problems were encountered in applying the study design inclusion criteria and assessing quality, mainly because of poor study design, inadequate reporting and the limitations of existing tools. All three reviews generated a large volume of work that did not yield much useful information for health care decision makers. The key areas for improvement we identified were focusing the review question and developing methods for quality assessment of studies of harmful effects. Conclusions Systematic reviews of harmful effects are more likely to yield information pertinent to clinical decision-making if they address a focused question. This will enable clear decisions to be made about the type of research to include in the review. The methodology for assessing the quality of harmful effects data in systematic reviews requires further development.
Cormier, Sebastien; Prather, E. E.; Brissenden, G.; Collaboration of Astronomy Teaching Scholars CATS
2011-01-01
For the last two years we have been developing an online national archive of multiple-choice questions for use in the Astro 101 classroom. These questions are intended to either supplement an instructor's implementation of Think-Pair-Share or be used for assessment purposes (i.e. exams and homework). In this talk we will describe the development, testing and implementation of the Question Complexity Rubric (QCR), which is designed to guide the ranking of questions in this archive based on their conceptual complexity. Using the QCR, a score is assigned to differentiate each question based on the cognitive steps necessary to comprehensively explain the reasoning pathway to the correct answer. The lowest QCR score is given to questions with a reasoning pathway requiring only declarative knowledge whereas the highest QCR score is given to questions that require multiple pathways of multi-step reasoning. When completed, the online question archive will provide users with the utility to 1) search for and download questions based on subject and average QCR score, 2) use the QCR to score questions, and 3) add their own questions to the archive. We will also discuss other potential applications of the QCR, such as how it informs our work in developing and testing of survey instruments by allowing us to calibrate the range of question complexity. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Comparison of integrated testlet and constructed-response question formats
Directory of Open Access Journals (Sweden)
Aaron D. Slepkov
2014-09-01
Full Text Available Constructed-response (CR questions are a mainstay of introductory physics textbooks and exams. However, because of the time, cost, and scoring reliability constraints associated with this format, CR questions are being increasingly replaced by multiple-choice (MC questions in formal exams. The integrated testlet (IT is a recently developed question structure designed to provide a proxy of the pedagogical advantages of CR questions while procedurally functioning as set of MC questions. ITs utilize an answer-until-correct response format that provides immediate confirmatory or corrective feedback, and they thus allow not only for the granting of partial credit in cases of initially incorrect reasoning, but, furthermore, the ability to build cumulative question structures. Here, we report on a study that directly compares the functionality of ITs and CR questions in introductory physics exams. To do this, CR questions were converted to concept-equivalent ITs, and both sets of questions were deployed in midterm and final exams. We find that both question types provide adequate discrimination between stronger and weaker students, with CR questions discriminating slightly better than the ITs. There is some indication that any difference in discriminatory power may result from the baseline score for guessing that is inherent in MC testing. Meanwhile, an analysis of interrater scoring of the CR questions raises serious concerns about the reliability of the granting of partial credit when this traditional assessment technique is used in a realistic (but nonoptimized setting. Furthermore, we show evidence that partial credit is granted in a valid manner in the ITs. Thus, together with consideration of the vastly reduced costs of administering IT-based examinations compared to CR-based examinations, our findings indicate that ITs are viable replacements for CR questions in formal examinations where it is desirable both to assess concept integration and to
International Nuclear Information System (INIS)
Khalil, Rah Man; Heo, Gyun Young; Son, Han Seong; Kim, Young Ki; Park, Jae Kwan
2012-01-01
Application of digital I and C has increased in nuclear industry since last two decades but lack of experience, innovative and naive nature of technology and insufficient failure information raised questions on its use. The issues has been highlighted due to the use of digital I and C which were not relevant to analog. These are the potential weakness of digital systems for Common Cause Failure, threat to system security and reliability due to inter channel communication, need for highly integrated control room and difficulty to assess the digital I and C reliability. In the existing scenario, HANARO and JRTR have hybrid I and C systems (digital plus analog) whereas OPAL is fully digitalized. In order to authenticate the choice of fully digital I and C architecture for research reactor, it is required to perform assessment from risk point of view, cyber security as well other issues. The architecture assessment method and restrictions are discussed in the next part of article
Energy Technology Data Exchange (ETDEWEB)
Khalil, Rah Man; Heo, Gyun Young [Kyung Hee Univ., Seoul (Korea, Republic of); Son, Han Seong [Joongbu Univ., Chungnam (Korea, Republic of); Kim, Young Ki; Park, Jae Kwan [KAERI, Daejeon (Korea, Republic of)
2012-10-15
Application of digital I and C has increased in nuclear industry since last two decades but lack of experience, innovative and naive nature of technology and insufficient failure information raised questions on its use. The issues has been highlighted due to the use of digital I and C which were not relevant to analog. These are the potential weakness of digital systems for Common Cause Failure, threat to system security and reliability due to inter channel communication, need for highly integrated control room and difficulty to assess the digital I and C reliability. In the existing scenario, HANARO and JRTR have hybrid I and C systems (digital plus analog) whereas OPAL is fully digitalized. In order to authenticate the choice of fully digital I and C architecture for research reactor, it is required to perform assessment from risk point of view, cyber security as well other issues. The architecture assessment method and restrictions are discussed in the next part of article.
Augmenting Fellow Education Through Spaced Multiple-Choice Questions.
Barsoumian, Alice E; Yun, Heather C
2018-01-01
The San Antonio Uniformed Services Health Education Consortium Infectious Disease Fellowship program historically included a monthly short-answer and multiple-choice quiz. The intent was to ensure medical knowledge in relevant content areas that may not be addressed through clinical rotations, such as operationally relevant infectious disease. After completion, it was discussed in a small group with faculty. Over time, faculty noted increasing dissatisfaction with the activity. Spaced interval education is useful in retention of medical knowledge and skills by medical students and residents. Its use in infectious disease fellow education has not been described. To improve the quiz experience, we assessed the introduction of spaced education curriculum in our program. A pre-intervention survey was distributed to assess the monthly quiz with Likert scale and open-ended questions. A multiple-choice question spaced education curriculum was created using the Qstream(R) platform in 2011. Faculty development on question writing was conducted. Two questions were delivered every 2 d. Incorrectly and correctly answered questions were repeated after 7 and 13 d, respectively. Questions needed to be answered correctly twice to be retired. Fellow satisfaction was assessed at semi-annual fellowship reviews over 5 yr and by a one-time repeat survey. Pre-intervention survey of six fellows indicated dissatisfaction with the time commitment of the monthly quiz (median Likert score of 2, mean 6.5 h to complete), neutral in perceived utility, but satisfaction with knowledge retention (Likert score 4). Eighteen fellows over 5 yr participated in the spaced education curriculum. Three quizzes with 20, 39, and 48 questions were designed. Seventeen percentage of questions addressed operationally relevant topics. Fifty-nine percentage of questions were answered correctly on first attempt, improving to 93% correct answer rate at the end of the analysis. Questions were attempted 2,999 times
Six questions about translational due diligence.
Selinger, Evan
2010-04-28
To maintain stable respect and support, translational research must be guided by appropriate ethical, social, legal, and political concerns and carry out culturally competent practices. Considering six key questions concerning due diligence will enable the translational research community to examine critically how it approaches these endeavors.
Herman, Joan; Osmundson, Ellen; Dai, Yunyun; Ringstaff, Cathy; Timms, Michael
2015-01-01
This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers' content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge,…
Questioning the Federal Role in Educational Research.
Florio, David H.
1981-01-01
Reviews the Reagan administration's proposed budget cuts for education, educational research, and social science research. Holds that examples used to bolster the administration's criticisms of social and behavioral research come from the late 1960s/early 1970s, and ignore federally funded work currently focusing on educational practice, policy,…
Semantic annotation of consumer health questions.
Kilicoglu, Halil; Ben Abacha, Asma; Mrabet, Yassine; Shooshan, Sonya E; Rodriguez, Laritza; Masterton, Kate; Demner-Fushman, Dina
2018-02-06
useful in estimating annotation confidence. To our knowledge, our corpus is the first focusing on annotation of uncurated consumer health questions. It is currently used to develop machine learning-based methods for question understanding. We make the corpus publicly available to stimulate further research on consumer health QA.
Healy, Olive; Brett, Denise; Leader, Geraldine
2013-01-01
We compared two functional behavioral assessment methods: the Questions About Behavioral Function (QABF; a standardized test) and experimental functional analysis (EFA) to identify behavioral functions of aggressive/destructive behavior, self-injurious behavior and stereotypy in 32 people diagnosed with autism. Both assessments found that self…
Question answer relationship strategy increases reading comprehension among Kindergarten students
Directory of Open Access Journals (Sweden)
Leena Furtado
2012-01-01
Full Text Available The Question Answer Relationship (QAR strategy equips students with tools to successfully decode and comprehend what they read. An action research project over 18 days with twenty-three kindergarteners adapted exposure to QARâs "In the Book" and "In my Head" categories with similar questions for each of two popular Aesopâs fables. The challenges and outcomes are presented with special emphasis on teacher-preparation, teacher-reflections, and a hands-on, day-by-day project-implementation. An oral pre-test, after reading The Tortoise and the Hare, served as a baseline assessment for student-comprehension levels. The QAR strategy was then explicitly taught, with opportunities to practice the comprehension skills in small and large groups with parental assistance. Students overwhelmingly scored higher on the post-test reading comprehension after the read-aloud of The Jay and the Peacock with some receiving perfect scores.
Probability and Statistics: 5 Questions
DEFF Research Database (Denmark)
Probability and Statistics: 5 Questions is a collection of short interviews based on 5 questions presented to some of the most influential and prominent scholars in probability and statistics. We hear their views on the fields, aims, scopes, the future direction of research and how their work fits...... in these respects. Interviews with Nick Bingham, Luc Bovens, Terrence L. Fine, Haim Gaifman, Donald Gillies, James Hawthorne, Carl Hoefer, James M. Joyce, Joseph B. Kadane Isaac Levi, D.H. Mellor, Patrick Suppes, Jan von Plato, Carl Wagner, Sandy Zabell...
Examinations for radiologists. 1250 examination questions, with comments
International Nuclear Information System (INIS)
Albes, G.
2007-01-01
The first section presents self-tests and learning tips for a realistic assessment and optimisation of students' learning styles. Rhetoric and communicative competences are looked into, and hints are given on how to organize ones's documents. The second section contains more than 1250 examination questions from all fields of radiology, with which examination situations can be simulated for self-studies. The student is shown how to provide structured answers to complex questions, how to solve clinical problems step by step, how to assess facts, to develop key statements, etc. (orig.)
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.
Lucan, Sean C.; Varona, Monica; Maroko, Andrew R.; Bumol, Joel; Torrens, Luis; Wylie-Rosett, Judith
2013-01-01
OBJECTIVES Mobile food vendors (also known as street food vendors) may be important sources of food, particularly in minority and low-income communities. Unfortunately, there are no good data sources on where, when, or what vendors sell. The lack of a published assessment method may contribute to the relative exclusion of mobile food vendors from existing food-environment research. A goal of this study was to develop, pilot, and troubleshoot a method to assess mobile food vendors. STUDY DESIGN Cross-sectional assessment of mobile food vendors through direct observations and brief interviews. METHODS Using printed maps, investigators canvassed all streets in Bronx County, NY (excluding highways but including entrance and exit ramps) in 2010, looking for mobile food vendors. For each vendor identified, researchers recorded a unique identifier, the vendor’s location, and direct observations. Investigators also recorded vendors answers to where, when, and what they sold. RESULTS Of 372 identified vendors, 38% did not answer brief-interview questions (19% were “in transit”, 15% refused; others were absent from their carts/trucks/stands or with customers). About 7% of vendors who ultimately answered questions were reluctant to engage with researchers. Some vendors expressed concerns about regulatory authority; only 34% of vendors had visible permits or licenses and many vendors had improvised illegitimate-appearing set-ups. The majority of vendors (75% of those responding) felt most comfortable speaking Spanish; 5% preferred other non-English languages. Nearly a third of vendors changed selling locations (streets, neighborhoods, boroughs) day-to-day or even within a given day. There was considerable variability in times (hours, days, months) in which vendors reported doing business; for 86% of vendors, weather was a deciding factor. CONCLUSIONS Mobile food vendors have a variable and fluid presence in an urban environment. Variability in hours and locations, having
Research, climate, energy : Questions of destiny for the chemical industry
Energy Technology Data Exchange (ETDEWEB)
Kastinen, A., email: aimo.kastinen@chemind.fi
2010-07-01
Registration for the first phase of Reach finishes at the end of November. Then we will see whether the standard of legislation has been set correctly in respect of the EU's operational ability. If it isn't, significant problems will result for the community's treatment of materials and the EU's competitiveness, and Reach's value as a global model will become questionable. Also, the CLP regulation concerning classification, labelling and packaging of chemicals will start to come into effect as from the beginning of December. In the first phase, the question is one of classification of substances, and gradually the requirements will be applied to mixtures too. At the same time, Safety Data Sheets shall be renewed in accordance with their own transition period. The current product legislation concerning chemicals shall be fully revised by the mid-point of the decade, but before then company safety officers will have to do lots of work to change the previous routines
Directory of Open Access Journals (Sweden)
Fleming Lora E
2011-04-01
Full Text Available Abstract Background Novel low-cost approaches for conducting rapid health assessments and health promotion interventions among underserved worker groups are needed. Recruitment and participation of construction workers is particularly challenging due to their often transient periods of work at any one construction site, and their limited time during work to participate in such studies. In the present methodology report, we discuss the experience, advantages and disadvantages of using touch screen handheld devices for the collection of field data from a largely underserved worker population. Methods In March 2010, a workplace-centered pilot study to examine the feasibility of using a handheld personal device for the rapid health assessment of construction workers in two South Florida Construction sites was undertaken. A 45-item survey instrument, including health-related questions on tobacco exposure, workplace safety practices, musculoskeletal disorders and health symptoms, was programmed onto Apple iPod Touch® devices. Language sensitive (English and Spanish recruitment scripts, verbal consent forms, and survey questions were all preloaded onto the handheld devices. The experience (time to survey administration and capital cost of the handheld administration method was recorded and compared to approaches available in the extant literature. Results Construction workers were very receptive to the recruitment, interview and assessment processes conducted through the handheld devices. Some workers even welcomed the opportunity to complete the questionnaire themselves using the touch screen handheld device. A list of advantages and disadvantages emerged from this experience that may be useful in the rapid health assessment of underserved populations working in a variety of environmental and occupational health settings. Conclusions Handheld devices, which are relatively inexpensive, minimize survey response error, and allow for easy storage of data
Caban-Martinez, Alberto J; Clarke, Tainya C; Davila, Evelyn P; Fleming, Lora E; Lee, David J
2011-04-01
Novel low-cost approaches for conducting rapid health assessments and health promotion interventions among underserved worker groups are needed. Recruitment and participation of construction workers is particularly challenging due to their often transient periods of work at any one construction site, and their limited time during work to participate in such studies. In the present methodology report, we discuss the experience, advantages and disadvantages of using touch screen handheld devices for the collection of field data from a largely underserved worker population. In March 2010, a workplace-centered pilot study to examine the feasibility of using a handheld personal device for the rapid health assessment of construction workers in two South Florida Construction sites was undertaken. A 45-item survey instrument, including health-related questions on tobacco exposure, workplace safety practices, musculoskeletal disorders and health symptoms, was programmed onto Apple iPod Touch® devices. Language sensitive (English and Spanish) recruitment scripts, verbal consent forms, and survey questions were all preloaded onto the handheld devices. The experience (time to survey administration and capital cost) of the handheld administration method was recorded and compared to approaches available in the extant literature. Construction workers were very receptive to the recruitment, interview and assessment processes conducted through the handheld devices. Some workers even welcomed the opportunity to complete the questionnaire themselves using the touch screen handheld device. A list of advantages and disadvantages emerged from this experience that may be useful in the rapid health assessment of underserved populations working in a variety of environmental and occupational health settings. Handheld devices, which are relatively inexpensive, minimize survey response error, and allow for easy storage of data. These technological research modalities are useful in the
Research Designs and Special Education Research: Different Designs Address Different Questions
Cook, Bryan G.; Cook, Lysandra
2016-01-01
The aim of this article is to provide practitioners and other nonresearchers a basic understanding of research designs to aid in appropriately interpreting and applying research findings in special education. Research design provides the blueprint for conducting a research study and shapes what kind of knowledge is generated by the study. We…
Community based needs assessment in an urban area; A participatory action research project
Directory of Open Access Journals (Sweden)
Ahari Saeid
2012-03-01
Full Text Available Abstract Background Community assessment is a core function of public health. In such assessments, a commitment to community participation and empowerment is at the heart of the WHO European Healthy Cities Network, reflecting its origins in health for all and the Ottawa Charter for Health Promotion. This study employs a participation and empowerment plan in order to conduct community assessment. Methods The method of participatory action research (PAR was used. The study was carried out in an area of high socio-economic deprivation in Ardabil, a city in the northwest of Iran, which is currently served by a branch of the Social Development Center (SDC. The steering committee of the project was formed by some university faculty members, health officials and delegates form Farhikhteh non-governmental organization and representatives from twelve blocks or districts of the community. Then, the representatives were trained and then conducted focus groups in their block. The focus group findings informed the development of the questionnaire. About six hundred households were surveyed and study questionnaires were completed either during face-to-face interviews by the research team (in case of illiteracy or via self-completion. The primary question for the residents was: 'what is the most important health problem in your community? Each health problem identified by the community was weighted based on the frequency it was selected on the survey, and steering committee perception of the problem's seriousness, urgency, solvability, and financial load. Results The main problems of the area appeared to be the asphalt problem, lack of easy access to medical centers, addiction among relatives and unemployment of youth. High participation rates of community members in the steering committee and survey suggest that the PAR approach was greatly appreciated by the community and that problems identified through this research truly reflect community opinion
Open Questions Limiting the Practice of Interorganizational Development.
Schermerhorn, John R., Jr.
1981-01-01
Summarizes the open questions that must be answered by researchers if practioners of interorganizational development are to have adequate planning-and-action guidelines. Suggests the questions should help practitioners become more sensitive to potential action considerations that may require special thought and attention until a firmer knowledge…
Biomass Assessment: A Question of Method and Expertise
International Nuclear Information System (INIS)
Thivolle-Cazat, A.; Le Net, E.; Labalette, F.; Marsac, S.
2013-01-01
Whereas the new stakes on lignocellulosic biomass are often demand-oriented (heat, electricity, biofuels, etc.) mainly through public policies, the new equilibrium will depend also on the supply-side. This supply has to be understood as socio-economic and environmental targets combining many topics: multi- resources (agriculture, forest, 'dedicated coppices', by-products and wastes), available/potential quantities and costs, localisation, replacement/substitution effects (activities, lands), and supply- side stakeholders' behaviours. Many initiatives have been launched to grasp those dimensions through projects (National Research Agency, French Environment and Energy Management Agency, etc.). Many figures exist on the biomass assessment aspect but they are not clear enough and not comparable due to differences in definitions, scopes, data, parameters, geographical levels, reporting units, time-scale, etc. Regarding the characterisation of biomass supply chains, evaluations are often incomplete and lack methodological references. This article aims to focus on methodological key points and barriers to overcome, in order to get a better evaluation and understanding of biomass mobilisation expected by potential users and public authorities. (authors)
Towards harmonised self assessment of research reactor safety status in operating organisations
International Nuclear Information System (INIS)
Kirchsteiger, C.; Boeck, H.
2006-01-01
The objective of this paper is to describe the development of a methodology and corresponding web-based tool for mapping and cross-comparing the safety approaches in European and other Research Reactor (RR) facilities in order to detect the principal similarities and differences. As an example, the performance of a Probabilistic Safety Assessment (PSA) for RRs is mapped, as follows: is PSA performed at all? (Yes/No); if so, is PSA mandatory or just recommended? (Yes/No); what is the scope of PSA?, its objective? and practical use? (set of more detailed questions), etc. In this way, information on different types of safety verification practices and requirements for RRs from Europe, Argentina, Australia, Canada, South Africa and the USA has been collected in a systematic way and included in the web-based benchmarking tool DARES (DAtabase for REsearch Reactor Safety). DARES has been developed and filled with sample data by the European Commission's Joint Research Centre (JRC) together with members of the European Research Reactors Operator Group (RROG). A systematic mapping by using DARES in parallel to an international Working Group, consisting of both operators and authorities could be the starting point towards harmonisation of RR safety verification on an international level. In addition, the availability of a user-friendly Information System on the Internet such as DARES containing this information is considered a useful mechanism to exchange international experiences and practices in the area among qualified users. This approach is currently considered to be proposed to the International Atomic Energy Agency (IAES) as one possible application of the recently adopted IAEA Code of Conduct on the Safety of Research Reactors. The resulting process would be a self-assessment of the RR safety status in regulatory bodies and operating organisations relative to the guidance in the Code, practically realised and monitored by an Information System similar to DARES. (orig.)
Planning of questions for various level of reading of textbooks for early grade students
Directory of Open Access Journals (Sweden)
Edita Haxhijaha
2015-07-01
Full Text Available During the entire history of education, questioning has been one of the usual techniques of teaching. Despite all the changes in the education theory and technology, this technique continues to be usual, because it is an efficient tool to increase learning. Questioning is an interactive relation, which enlivens the conversation, by giving continuity to the finding of final result. Questioning should be assessed as a technique, which gives high results, when it is managed successfully and with attention towards the teacher, playing meanwhile an important role during the learning of students. Through various planed activities, I tried to influence teachers in order to plan as many questions as possible, for the development of student’s critical thinking. Taking into account the development of further activities I focused in the results extracted from the data gained from the observation of teachers, target group, consultations with teachers, and took into consideration various literature which considered this issue. This research included five teachers that teach in classes 1-5, in the ELSS “Emin Duraku” in Prizren/Kosovo. Observation consisted of two periods. Results of the first period of observation showed that while preparing the teaching work, specifically planning of questions I noticed that a big number were direct questions with a low level of thinking. The research continued by maintaining the target group focused where important discussions were held about the importance of planning the questions of different levels that helped students to understand what they read and also contributed to the increasing of their interest for reading-understanding of various school texts. Then the second period of observation was conducted. Results showed that there were differences in the planning of questions by teachers, compared to the results of the first period of observation. Conclusions of this operational research showed that students can
How do 5-year-olds understand questions?
DEFF Research Database (Denmark)
Sauerland, Uli; Grohmann, Kleanthes; Teresa Guasti, Maria
2016-01-01
developing children across 19 European countries, 18 different languages, and 7 language (sub-)families. The study investigated the effects of two factors on question formation: (a) whether the question contains a simple interrogative word like ‘who’ or a complex one like ‘which princess’, and (b) whether......The comprehension of constituent questions is an important topic for language acquisition research and for applications in the diagnosis of language impairment. This article presents the results of a study investigating the comprehension of different types of questions by 5-year-old, typically...... the question word was related to the sentential subject or object position of the verb. The findings show that there is considerable variation among languages, but the two factors mentioned consistently affect children’s performance. The cross-linguistic variation shows that three linguistic factors facilitate...
Some important questions connected with non-targeted effects
International Nuclear Information System (INIS)
Baverstock, Keith; Belyakov, Oleg V.
2010-01-01
This paper briefly reviews the highlights of experimental evidence that led to the adoption of the term 'non-targeted' to describe new effects induced by ionising radiation that did not fit the classical radiobiological paradigm, principally genomic instability and bystander effect, identifying the reports that were most influential on the subsequent course of radiobiological research. The issue of appropriate terminology for the new effects is discussed. Particular emphasis is placed on the inheritance of genomic instability, where there are issues concerning which effects should be considered as transgenerational. Finally, in respect of the question as to whether these new effects are likely to have an impact on human health is addressed. It is concluded that there is a need for a clearer terminology to facilitate research progress, that real health effects cannot be ruled out and that therefore there is a need for new paradigms not only for radiobiology but also for risk assessment and radiological protection.
Scientists’ perspectives on global ocean research priorities
Directory of Open Access Journals (Sweden)
Murray Alan Rudd
2014-08-01
Full Text Available Diverse natural and social science research is needed to support policies to recover and sustain healthy oceans. While a wide variety of expert-led prioritization initiatives have identified research themes and priorities at national and regional scale, over the past several years there has also been a surge in the number of scanning exercises that have identified important environmental research questions and issues ‘from the bottom-up’. From those questions, winnowed from thousands of contributions by scientists and policy-makers around the world who participated in terrestrial, aquatic and domain-specific horizon scanning and big question exercises, I identified 657 research questions potentially important for informing decisions regarding ocean governance and sustainability. These were distilled to a short list of 67 distinctive research questions that, in an internet survey, were ranked by 2179 scientists from 94 countries. Five of the top 10 research priorities were shared by respondents globally. Despite significant differences between physical and ecological scientists’ priorities regarding specific research questions, they shared seven common priorities among their top 10. Social scientists’ priorities were, however, much different, highlighting their research focus on managerial solutions to ocean challenges and questions regarding the role of human behavior and values in attaining ocean sustainability. The results from this survey provide a comprehensive and timely assessment of current ocean research priorities among research-active scientists but highlight potential challenges in stimulating crossdisciplinary research. As ocean and coastal research necessarily becomes more transdisciplinary to address complex ocean challenges, it will be critical for scientists and research funders to understand how scientists from different disciplines and regions might collaborate and strengthen the overall evidence base for ocean
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.
Assessing Aspects of Undergraduate Research through Journaling
Mimbs, Debra
2017-01-01
It is necessary while mentoring students in undergraduate research to conduct assessments in order to determine how well the research experience is progressing. It may also be necessary to assign a grade to a student's performance at the conclusion of such a venture. Journaling may be used both as a formative assessment tool and as a summative…
Lucan, S C; Varona, M; Maroko, A R; Bumol, J; Torrens, L; Wylie-Rosett, J
2013-08-01
Mobile food vendors (also known as street food vendors) may be important sources of food, particularly in minority and low-income communities. Unfortunately, there are no good data sources on where, when, or what vendors sell. The lack of a published assessment method may contribute to the relative exclusion of mobile food vendors from existing food-environment research. A goal of this study was to develop, pilot, and refine a method to assess mobile food vendors. Cross-sectional assessment of mobile food vendors through direct observations and brief interviews. Using printed maps, investigators canvassed all streets in Bronx County, NY (excluding highways but including entrance and exit ramps) in 2010, looking for mobile food vendors. For each vendor identified, researchers recorded a unique identifier, the vendor's location, and direct observations. Investigators also recorded vendors answers to where, when, and what they sold. Of 372 identified vendors, 38% did not answer brief-interview questions (19% were 'in transit', 15% refused; others were absent from their carts/trucks/stands or with customers). About 7% of vendors who ultimately answered questions were reluctant to engage with researchers. Some vendors expressed concerns about regulatory authority; only 34% of vendors had visible permits or licenses and many vendors had improvised illegitimate-appearing set-ups. The majority of vendors (75% of those responding) felt most comfortable speaking Spanish; 5% preferred other non-English languages. Nearly a third of vendors changed selling locations (streets, neighbourhoods, boroughs) day-to-day or even within a given day. There was considerable variability in times (hours, days, months) in which vendors reported doing business; for 86% of vendors, weather was a deciding factor. Mobile food vendors have a variable and fluid presence in an urban environment. Variability in hours and locations, having most comfort with languages other than English, and reluctance
Siegers, Pascal
2013-01-01
Comparing frequency of belief in reincarnation from different international survey projects (RAMP, EVS, ISSP) reveals differences of about 15 to 20 percent depending on the specific question format. If single binary questions are used, then belief in reincarnation is more often reported than if a forced-choice question is used which offers respondents alternatives to belief in reincarnation (e.g. resurrection). One possible explanation for this result is that respondents confuse reincarnation...
Emerging Model of Questioning through the Process of Teaching and Learning Electrochemistry
Iksan, Zanaton Haji; Daniel, Esther
2015-01-01
Verbal questioning is a technique used by teachers in the teaching and learning process. Research in Malaysia related to teachers' questioning in the chemistry teaching and learning process is more focused on the level of the questions asked rather than the content to ensure that students understand. Thus, the research discussed in this paper is…
Concept mapping improves academic performance in problem solving questions in biochemistry subject.
Baig, Mukhtiar; Tariq, Saba; Rehman, Rehana; Ali, Sobia; Gazzaz, Zohair J
2016-01-01
To assess the effectiveness of concept mapping (CM) on the academic performance of medical students' in problem-solving as well as in declarative knowledge questions and their perception regarding CM. The present analytical and questionnaire-based study was carried out at Bahria University Medical and Dental College (BUMDC), Karachi, Pakistan. In this analytical study, students were assessed with problem-solving questions (A-type MCQs), and declarative knowledge questions (short essay questions), and 50% of the questions were from the topics learned by CM. Students also filled a 10-item, 3-point Likert scale questionnaire about their perception regarding the effectiveness of the CM approach, and two open-ended questions were also asked. There was a significant difference in the marks obtained in those problem-solving questions, which were learned by CM as compared to those topics which were taught by the traditional lectures (pacademic performance in problem solving but not in declarative knowledge questions. Students' perception about the effectiveness of CM was overwhelmingly positive.
Frequently Asked Questions about Clinical Research
... Care Genomic Medicine Working Group New Horizons and Research Patient Management Policy and Ethics Issues Quick Links for Patient Care Education All About the Human Genome Project Fact Sheets Genetic Education Resources for ...
Executive function impairment in community elderly subjects with questionable dementia.
Lam, Linda C W; Lui, Victor W C; Chiu, Helen F K; Chan, Sandra S M; Tam, Cindy W C
2005-01-01
The neurocognitive profile of community-dwelling Chinese subjects with 'questionable' dementia was studied. One hundred and fifty-four ambulatory Chinese subjects were recruited from local social centers for the elderly. Each subject was examined using the Clinical Dementia Rating (CDR), the Cantonese version of the Mini-Mental State Examination (CMMSE), the Chinese version of the Alzheimer's Disease Assessment Scale-Cognitive Subscale (ADAS-Cog), the Category Verbal Fluency Test (CVFT), digit and visual span tests, and the Cambridge Neurological Inventory. The neurocognitive profile of nondemented subjects (CDR 0) was compared with that of subjects with 'questionable' dementia (CDR 0.5). Subjects with 'questionable' dementia were older, and had lower educational levels and global cognitive assessment scores than the controls (CMMSE and ADAS-Cog; t tests, p < 0.001). In addition, they also had significantly lower scores in delayed recall, reverse span, verbal fluency tests and worse performance in complex motor tasks related to executive function (Mann-Whitney tests, p < 0.001). Logistic regression analysis revealed that ADAS-Cog, CVFT, and reverse visual span were significant predictors for the CDR of 'questionable' dementia. Aside from memory impairment, executive function deficits were also present in subjects with 'questionable' dementia. To identify groups cognitively at risk for dementia, concomitant assessments of memory and executive function are suggested.
Adapting to climate change in the Mediterranean: Some questions and answers
International Nuclear Information System (INIS)
Bille, R.
2008-01-01
Circe (Climate change and impact research: the Mediterranean environment (www.circeproject. eu), an EC -funded 4-year research project, aims at developing for the first time a comprehensive assessment of climate change impacts in the Mediterranean area. CIRCE's rational does not take climate impacts as direct consequences of climate changes: the causal relationship is much more complex since a given climate change leads to very contrasted impacts according to existing policies as well as to socio-economic and political responses. This paper freely draws on some findings from CIRCE 's first stakeholders meeting, organised by IDDRI in October 2007. A high level, focused dialogue among a small group of selected participants, this meeting was articulated around two key questions: 1 - Business models, sector-wide transitions and socio-economic irreversibilities: is there room for manoeuvre? 2 - Succeeding where we failed: can the climate challenge be turned into an opportunity? These questions were examined with regard to three sectors (agriculture, energy and tourism) and two themes (ecosystems protection and urban and regional planning). Important cross-cutting issues for the Mediterranean such as water management, regional security, international migrations, etc., were dealt with in the discussions along the two days. (author)
An Assessment of Educational Policy Research.
Guthrie, James W.
1980-01-01
The last 25 years of education policy research in the areas of finance, economics, and law were appraised. Effectiveness was assessed in terms of research contributions to progress on three public policy value dimensions: equality, efficiency, and liberty. (Author/RL)
A two-question tool to assess the risk of repeated falls in the elderly.
Directory of Open Access Journals (Sweden)
Alejandro Rodríguez-Molinero
Full Text Available Older adults' perception of their own risk of fall has never been included into screening tools. The goal of this study was to evaluate the predictive validity of questions on subjects' self-perception of their own risk of fall.This prospective study was conducted on a probabilistic sample of 772 Spanish community-dwelling older adults, who were followed-up for a one year period. At a baseline visit, subjects were asked about their recent history of falls (question 1: "Have you fallen in the last 6 months?", as well as on their perception of their own risk of fall by using two questions (question 2: "Do you think you may fall in the next few months?" possible answers: yes/no; question 3: "What is the probability that you fall in the next few months?" possible answers: low/intermediate/high. The follow-up consisted of quarterly telephone calls, where the number of falls occurred in that period was recorded.A short questionnaire built with questions 1 and 3 showed 70% sensitivity (95% CI: 56%-84%, 72% specificity (95% CI: 68%-76% and 0.74 area under the ROC curve (95% CI: 0.66-0.82 for prediction of repeated falls in the subsequent year.The estimation of one's own risk of fall has predictive validity for the occurrence of repeated falls in older adults. A short questionnaire including a question on perception of one's own risk of fall and a question on the recent history of falls had good predictive validity.
A two-question tool to assess the risk of repeated falls in the elderly.
Rodríguez-Molinero, Alejandro; Gálvez-Barrón, César; Narvaiza, Leire; Miñarro, Antonio; Ruiz, Jorge; Valldosera, Esther; Gonzalo, Natalia; Ng, Thalia; Sanguino, María Jesús; Yuste, Antonio
2017-01-01
Older adults' perception of their own risk of fall has never been included into screening tools. The goal of this study was to evaluate the predictive validity of questions on subjects' self-perception of their own risk of fall. This prospective study was conducted on a probabilistic sample of 772 Spanish community-dwelling older adults, who were followed-up for a one year period. At a baseline visit, subjects were asked about their recent history of falls (question 1: "Have you fallen in the last 6 months?"), as well as on their perception of their own risk of fall by using two questions (question 2: "Do you think you may fall in the next few months?" possible answers: yes/no; question 3: "What is the probability that you fall in the next few months?" possible answers: low/intermediate/high). The follow-up consisted of quarterly telephone calls, where the number of falls occurred in that period was recorded. A short questionnaire built with questions 1 and 3 showed 70% sensitivity (95% CI: 56%-84%), 72% specificity (95% CI: 68%-76%) and 0.74 area under the ROC curve (95% CI: 0.66-0.82) for prediction of repeated falls in the subsequent year. The estimation of one's own risk of fall has predictive validity for the occurrence of repeated falls in older adults. A short questionnaire including a question on perception of one's own risk of fall and a question on the recent history of falls had good predictive validity.
AN OVERVIEW OF SWEDISH RESEARCH ON IMPACT ASSESSMENT
CHARLOTTA FAITH-ELL
2015-01-01
This statement aims at giving an overview of the research on impact assessment in Sweden. It takes a point of departure at the introduction of impact assessment in 1991 describing the Swedish research until today. Since the introduction of EIA in the Swedish legislation in the 1990s, a large number of PhD dissertations have been dealing with various aspects of impact assessment. An estimation based on the literature search is that about 20 PhD theses, in which the core of the research is rela...
Identification of Conflicting Questions in the PARES System
Directory of Open Access Journals (Sweden)
Avgoustos Tsinakos
2012-06-01
Full Text Available Student testing and knowledge assessment is a significant aspect of the learning process. In a number of cases, it is expedient not to present the exact same test to all learners all the time (Pritchett, 1999. This may be desired so that cheating in the exam is made harder to carry out or so that the learners can take several practice tests on the same subject as part of the course.This study presents an e-testing platform, namely PARES, which aims to provide assessment services to academic staff by facilitating the creation and management of question banks and powering the delivery of nondeterministically generated test suites. PARES uses a conflict detection algorithm based on the vector space model to compute the similarity between questions and exclude questions which are deemed to have an unacceptably large similarity from appearing in the same test suite. The conflict detection algorithm and a statistical evaluation of its accuracy are presented. Evaluation results show that PARES succeeds in detecting question types at about 90% and its efficiency can be further increased through continuing education and enrichment of the system’s correlation vocabulary.
Framing in mass communication research: an overview and assessment
Vliegenthart, R.
2012-01-01
This article provides an overview of the use of the framing concept in mass communication research. It focuses on the questions what a frame is and how it is measured, how variation in framing can be explained and what the effects of media framing are. Specific attention will be paid to the
Winters, J. M.; Jungblut, D.; Catena, A. N.; Rubenstein, D. I.
2013-12-01
Providing rigorous academic supplement to a professional development program for teachers, QUEST is a fusion of Drexel University's environmental science research department with Princeton University's Program in Teacher Preparation. Completed in the summers of 2012 (in partnership with Earthwatch) and 2013 in Barnegat Bay, New Jersey, QUEST's terrapin field research program enhances K-12 teachers' ecological knowledge, develops inquiry-based thinking in the classroom, and builds citizen science engagement. With a focus on quality question development and data analysis to answer questions, teachers are coached in developing, implementing, and presenting independent research projects on diamondback terrapin nesting ecology. As a result, teachers participating in QUEST's week long program bring a realistic example of science in action into their classrooms, helping to develop their own students' critical thinking skills. For teachers, this program provides training towards educating students on how to do real and imaginative science - subsequently sending students to university better prepared to engage in their own independent research. An essential component of the collaboration through QUEST, in addition to the teacher's experience during and after the summer institute, is the research data collected which supplements that of the Principal Investigator. In 2012, by documenting terrapin nest site predators, teachers gained valuable scientific experience, while Drexel acquired important ecological data which would have not been able to be collected otherwise. In 2013, teachers helped answer important questions about terrapin nesting success post Superstorm Sandy. In fact, the 2013 QUEST teachers are the first to visualize the frighteningly increased erosion of a primary terrapin nesting site due to Sandy; showing how most terrapin nests now lie in the bay, instead of safe on shore. Teachers comment that interacting with scientists in the field, and contributing to
Wh-Questions, Universal Statements and Free Choice Inferences in Child Mandarin.
Huang, Haiquan; Zhou, Peng; Crain, Stephen
2017-11-16
This study investigated 5-year-old Mandarin-speaking children's comprehension of wh-questions, universal statements and free choice inferences. Previous research has found that Mandarin-speaking children assign a universal interpretation to sentences with a wh-word (e.g., shei 'who') followed by the adverbial quantifier dou 'all' (Zhou in Appl Psycholinguist 36:411-435, 2013). Children also compute free choice inferences in sentences that contain a modal verb in addition to a wh-word and dou (Zhou, in: Nakayama, Su, Huang (eds.) Studies in Chinese and Japanese language acquisition: in honour of Stephen Crain. John Benjamins Publishing Company, Amsterdam, pp 223-235, 2017). The present study used a Question-Statement Task to assess children's interpretation of sentences containing shei + dou, both with and without the modal verb beiyunxu 'was allowed to', as well as the contrast between sentences with shei + dou, which are statements for adults, versus ones with dou + shei, which are wh-questions for adults. The 5-year-old Mandarin-speaking child participants exhibited adult-like linguistic knowledge of the semantics and pragmatics of wh-words, the adverbial quantifier dou, and the deontic modal verb beiyunxu.
Question popularity analysis and prediction in community question answering services.
Liu, Ting; Zhang, Wei-Nan; Cao, Liujuan; Zhang, Yu
2014-01-01
With the blooming of online social media applications, Community Question Answering (CQA) services have become one of the most important online resources for information and knowledge seekers. A large number of high quality question and answer pairs have been accumulated, which allow users to not only share their knowledge with others, but also interact with each other. Accordingly, volumes of efforts have been taken to explore the questions and answers retrieval in CQA services so as to help users to finding the similar questions or the right answers. However, to our knowledge, less attention has been paid so far to question popularity in CQA. Question popularity can reflect the attention and interest of users. Hence, predicting question popularity can better capture the users' interest so as to improve the users' experience. Meanwhile, it can also promote the development of the community. In this paper, we investigate the problem of predicting question popularity in CQA. We first explore the factors that have impact on question popularity by employing statistical analysis. We then propose a supervised machine learning approach to model these factors for question popularity prediction. The experimental results show that our proposed approach can effectively distinguish the popular questions from unpopular ones in the Yahoo! Answers question and answer repository.
Radiation Protection Research: Radiological Assessment
International Nuclear Information System (INIS)
Zeevaert, T.
2000-01-01
The objectives of SCK-CEN's research in the field of radiological impact assessment are (1) to elaborate and to improve methods and guidelines for the evaluation of restoration options for contaminated sites; (2) to develop, test and improve biosphere models for the performance assessment of radioactive waste disposal in near-surface or geological repositories; (3) to asses the impact of releases from nuclear or industrial installations. Main achievements in these areas for 2000 are summarised
The Rule-Assessment Approach and Education.
Siegler, Robert S.
1982-01-01
This paper describes the rule-assessment approach to cognitive development. The basic question that motivated the rule-assessment approach is how people's existing knowledge influences their ability to learn. Research using the rule-assessment approach is summarized in terms of eight conclusions, each illustrated with empirical examples.…
Two-Year-Old Children Differentiate Test Questions from Genuine Questions
Grosse, Gerlind; Tomasello, Michael
2012-01-01
Children are frequently confronted with so-called "test questions". While genuine questions are requests for missing information, test questions ask for information obviously already known to the questioner. In this study we explored whether two-year-old children respond differentially to one and the same question used as either a genuine question…
Electric Power Lines : Questions and Answers on Research into Health Effects.
Energy Technology Data Exchange (ETDEWEB)
United States. Bonneville Power Administration.
1994-05-01
Most people know that electric power lines, like the wiring in our homes, can cause serious electric shocks if we`re not careful. Many people also want to know whether the electric and magnetic fields (EMF) produced by power lines and other electrical devices cause health effects. The purpose of this booklet is to answer some common questions that the Bonneville Power Administration (BPA) receives about the possible effects of power lines on health. First, some basic electrical terms are defined, and electric and magnetic fields are debed. Next, answers are given to several questions about recent scientific studies. Some important information about electrical safety follows. We then describe how BPA is addressing public concerns about potential health effects of power lines. The last section tells you how to obtain more detailed information about the health and safety issues summarized in this booklet.
Nuclear questions; Le nucleaire en questions
Energy Technology Data Exchange (ETDEWEB)
Berg, Eugene
2012-02-15
Civilian and military nuclear questions fill a multitude of publications these days, especially after the Japanese tsunami and the Fukushima disaster. The author analyses some of them and highlights the links between civil and military nuclear industries, the realities of the nuclear cycle and related industrial questions before concluding on the controversial issue of weapons and their proliferation potential
Ansari, Mohammed; Hosie, Annmarie; Kanji, Salmaan; Momoli, Franco; Bush, Shirley H.; Watanabe, Sharon; Currow, David C.; Gagnon, Bruno; Agar, Meera; Bruera, Eduardo; Meagher, David J.; de Rooij, Sophia E.J.A.; Adamis, Dimitrios; Caraceni, Augusto; Marchington, Katie; Stewart, David J.
2014-01-01
Context Delirium often presents difficult management challenges in the context of goals of care in palliative care settings. Objectives The aim was to formulate an analytical framework for further research on delirium in palliative care settings, prioritize the associated research questions, discuss the inherent methodological challenges associated with relevant studies, and outline the next steps in a program of delirium research. Methods We combined multidisciplinary input from delirium researchers and knowledge users at an international delirium study planning meeting, relevant literature searches, focused input of epidemiologic expertise, and a meeting participant and coauthor survey to formulate a conceptual research framework and prioritize research questions. Results Our proposed framework incorporates three main groups of research questions: the first was predominantly epidemiologic, such as delirium occurrence rates, risk factor evaluation, screening, and diagnosis; the second covers pragmatic management questions; and the third relates to the development of predictive models for delirium outcomes. Based on aggregated survey responses to each research question or domain, the combined modal ratings of “very” or “extremely” important confirmed their priority. Conclusion Using an analytical framework to represent the full clinical care pathway of delirium in palliative care settings, we identified multiple knowledge gaps in relation to the occurrence rates, assessment, management, and outcome prediction of delirium in this population. The knowledge synthesis generated from adequately powered, multicenter studies to answer the framework’s research questions will inform decision making and policy development regarding delirium detection and management and thus help to achieve better outcomes for patients in palliative care settings. PMID:24726762
Assessing approaches for dissemination of research information to ...
African Journals Online (AJOL)
Mo
Assessing approaches for dissemination of research information to farmers within their ... to soil improvement, NAADS had a wide scope that included animal husbandry. Farmers .... the Problem Solving Approach that involves defining the approach ..... Assessing the Quality of Participation in Farmers' Research Groups.
Ontologies and adaptivity in dialogue for question answering
Sonntag, D
2010-01-01
Question answering (QA) has become one of the fastest growing topics in computational linguistics and information access. To advance research in the area of dialogue-based question answering, we propose a combination of methods from different scientific fields (i.e., Information Retrieval, Dialogue Systems, Semantic Web, and Machine Learning). This book sheds light on adaptable dialogue-based question answering. We demonstrate the technical and computational feasibility of the proposed ideas, the introspective methods in particular, by beginning with an extensive introduction to the dialogical
Directory of Open Access Journals (Sweden)
Peckham Stephen
2008-07-01
Full Text Available Abstract Scoping studies have been used across a range of disciplines for a wide variety of purposes. However, their value is increasingly limited by a lack of definition and clarity of purpose. The UK's Service Delivery and Organisation Research Programme (SDO has extensive experience of commissioning and using such studies; twenty four have now been completed. This review article has four objectives; to describe the nature of the scoping studies that have been commissioned by the SDO Programme; to consider the impact of and uses made of such studies; to provide definitions for the different elements that may constitute a scoping study; and to describe the lessons learnt by the SDO Programme in commissioning scoping studies. Scoping studies are imprecisely defined but usually consist of one or more discrete components; most commonly they are non-systematic reviews of the literature, but other important elements are literature mapping, conceptual mapping and policy mapping. Some scoping studies also involve consultations with stakeholders including the end users of research. Scoping studies have been used for a wide variety of purposes, although a common feature is to identify questions and topics for future research. The reports of scoping studies often have an impact that extends beyond informing research commissioners about future research areas; some have been published in peer reviewed journals, and others have been published in research summaries aimed at a broader audience of health service managers and policymakers. Key lessons from the SDO experience are the need to relate scoping studies to a particular health service context; the need for scoping teams to be multi-disciplinary and to be given enough time to integrate diverse findings; and the need for the research commissioners to be explicit not only about the aims of scoping studies but also about their intended uses. This necessitates regular contact between researchers and
Practical Assessment, Research and Evaluation, 2001.
Rudner, Lawrence M., Ed.; Schafer, William D., Ed.
2001-01-01
This document consists of articles 23 through 26 published in the electronic journal "Practical Assessment, Research & Evaluation" in 2001: (23) "Effects of Removing the Time Limit on First and Second Language Intelligence Test Performance" (Jennifer Mullane and Stuart J. McKelvie); (24) "Consequences of (Mis)use of the Texas Assessment of…
Ten questions about radiant heating and cooling systems
DEFF Research Database (Denmark)
Rhee, Kyu-Nam; Olesen, Bjarne W.; Kim, Kwang Woo
2017-01-01
to extend the applicability of the RHC system are providing the continuous impetus for research on RHC systems. This paper summarizes the important issues involved in the research on RHC system, whereby ten questions and answers concerning the RHC system are discussed, which will help researchers to conduct...
Directory of Open Access Journals (Sweden)
Hadas eOkon-Singer
2015-02-01
Full Text Available Recent years have witnessed the emergence of powerful new tools for assaying the brain and a remarkable acceleration of research focused on the interplay of emotion and cognition. This work has begun to yield new insights into fundamental questions about the nature of the mind and important clues about the origins of mental illness. In particular, this research demonstrates that stress, anxiety, and other kinds of emotion can profoundly influence key elements of cognition, including selective attention, working memory, and cognitive control. Often, this influence persists beyond the duration of transient emotional challenges, partially reflecting the slower molecular dynamics of catecholamine and hormonal neurochemistry. In turn, circuits involved in attention, executive control, and working memory contribute to the regulation of emotion. The distinction between the ‘emotional’ and the ‘cognitive’ brain is fuzzy and context-dependent. Indeed, there is compelling evidence that brain territories and psychological processes commonly associated with cognition, such as the dorsolateral prefrontal cortex and working memory, play a central role in emotion. Furthermore, putatively emotional and cognitive regions influence one another via a complex web of connections in ways that jointly contribute to adaptive and maladaptive behavior. This work demonstrates that emotion and cognition are deeply interwoven in the fabric of the brain, suggesting that widely held beliefs about the key constituents of ‘the emotional brain’ and ‘the cognitive brain’ are fundamentally flawed. We conclude by outlining several strategies for enhancing future research. Developing a deeper understanding of the emotional-cognitive brain is important, not just for understanding the mind but also for elucidating the root causes of its disorders.
Akkoç, Hatice
2015-11-01
This paper focuses on a specific aspect of formative assessment, namely questioning. Given that computers have gained widespread use in learning and teaching, specific attention should be made when organizing formative assessment in computer learning environments (CLEs). A course including various workshops was designed to develop knowledge and skills of questioning in CLEs. This study investigates how pre-service mathematics teachers used formative questioning with technological tools such as Geogebra and Graphic Calculus software. Participants are 35 pre-service mathematics teachers. To analyse formative questioning, two types of questions are investigated: mathematical questions and technical questions. Data were collected through lesson plans, teaching notes, interviews and observations. Descriptive statistics of the number of questions in the lesson plans before and after the workshops are presented. Examples of two types of questions are discussed using the theoretical framework. One pre-service teacher was selected and a deeper analysis of the way he used questioning during his three lessons was also investigated. The findings indicated an improvement in using technical questions for formative purposes and that the course provided a guideline in planning and using mathematical and technical questions in CLEs.
Assessment team report on flight-critical systems research at NASA Langley Research Center
Siewiorek, Daniel P. (Compiler); Dunham, Janet R. (Compiler)
1989-01-01
The quality, coverage, and distribution of effort of the flight-critical systems research program at NASA Langley Research Center was assessed. Within the scope of the Assessment Team's review, the research program was found to be very sound. All tasks under the current research program were at least partially addressing the industry needs. General recommendations made were to expand the program resources to provide additional coverage of high priority industry needs, including operations and maintenance, and to focus the program on an actual hardware and software system that is under development.
Electric Power Lines : Questions and Answers on Research into Health Effects.
Energy Technology Data Exchange (ETDEWEB)
United States. Bonneville Power Administration.
1993-11-01
Most people know that electric power lines, like the wiring in our homes, can cause serious electric shocks if we`re not careful. Many people also want to know whether the electric and magnetic fields (EMF) produced by power lines and other electrical devices cause health effects. The purpose of this pamphlet is to answer some common questions that the Bonneville Power Administration (BPA) receives about the possible effects of power lines on health. (BPA is the Pacific Northwest`s Federal electric power marketing agency.) First, some basic electrical terms are defined, and electric and magnetic fields are described. Next, answers are given to several questions about recent scientific studies. We then describe how BPA is addressing public concerns raised by these studies. Some important information about electrical safety follows. The last section tells you how to obtain more detailed information about the health and safety issues summarized in this pamphlet.
Guetterman, Timothy C.; Creswell, John W.; Wittink, Marsha; Barg, Fran K.; Castro, Felipe G.; Dahlberg, Britt; Watkins, Daphne C.; Deutsch, Charles; Gallo, Joseph J.
2017-01-01
Introduction Demand for training in mixed methods is high, with little research on faculty development or assessment in mixed methods. We describe the development of a Self-Rated Mixed Methods Skills Assessment and provide validity evidence. The instrument taps six research domains: “Research question,” “Design/approach,” “Sampling,” “Data collection,” “Analysis,” and “Dissemination.” Respondents are asked to rate their ability to define or explain concepts of mixed methods under each domain, their ability to apply the concepts to problems, and the extent to which they need to improve. Methods We administered the questionnaire to 145 faculty and students using an internet survey. We analyzed descriptive statistics and performance characteristics of the questionnaire using Cronbach’s alpha to assess reliability and an ANOVA that compared a mixed methods experience index with assessment scores to assess criterion-relatedness. Results Internal consistency reliability was high for the total set of items (.95) and adequate (>=.71) for all but one subscale. Consistent with establishing criterion validity, respondents who had more professional experiences with mixed methods (e.g., published a mixed methods paper) rated themselves as more skilled, which was statistically significant across the research domains. Discussion This Self-Rated Mixed Methods Assessment instrument may be a useful tool to assess skills in mixed methods for training programs. It can be applied widely at the graduate and faculty level. For the learner, assessment may lead to enhanced motivation to learn and training focused on self-identified needs. For faculty, the assessment may improve curriculum and course content planning. PMID:28562495
Research and assessment of national population dose
International Nuclear Information System (INIS)
Pan Ziqiang
1984-01-01
This article describes the necessity and probability of making researches on assessment of national population dose, and discusses some problems which might be noticeable in the research work. (author)
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
Cragg, Liza; Williams, Siân; van der Molen, Thys; Thomas, Mike; Correia de Sousa, Jaime; Chavannes, Niels H
2018-03-08
There is growing awareness amongst healthcare planners, providers and researchers of the need to make better use of routinely collected health data by translating it into actionable information that improves efficiency of healthcare and patient outcomes. There is also increased acceptance of the importance of real world research that recruits patients representative of primary care populations and evaluates interventions realistically delivered by primary care professionals. The UNLOCK Group is an international collaboration of primary care researchers and practitioners from 15 countries. It has coordinated and shared datasets of diagnostic and prognostic variables for COPD and asthma to answer research questions meaningful to professionals working in primary care over a 6-year period. Over this time the UNLOCK Group has undertaken several studies using data from unselected primary care populations from diverse contexts to evaluate the burden of disease, multiple morbidities, treatment and follow-up. However, practical and structural constraints have hampered the UNLOCK Group's ability to translate research ideas into studies. This study explored the constraints, challenges and successes experienced by the UNLOCK Group and its participants' learning as researchers and primary care practitioners collaborating to answer primary care research questions. The study identified lessons for future studies and collaborations that require data sharing across borders. It also explored specific challenges to fostering the exchange of primary care data in comparison to other datasets such as public health, prescribing or hospital data and mechanisms that may be used to overcome these.
Pushing Critical Thinking Skills With Multiple-Choice Questions: Does Bloom's Taxonomy Work?
Zaidi, Nikki L Bibler; Grob, Karri L; Monrad, Seetha M; Kurtz, Joshua B; Tai, Andrew; Ahmed, Asra Z; Gruppen, Larry D; Santen, Sally A
2018-06-01
Medical school assessments should foster the development of higher-order thinking skills to support clinical reasoning and a solid foundation of knowledge. Multiple-choice questions (MCQs) are commonly used to assess student learning, and well-written MCQs can support learner engagement in higher levels of cognitive reasoning such as application or synthesis of knowledge. Bloom's taxonomy has been used to identify MCQs that assess students' critical thinking skills, with evidence suggesting that higher-order MCQs support a deeper conceptual understanding of scientific process skills. Similarly, clinical practice also requires learners to develop higher-order thinking skills that include all of Bloom's levels. Faculty question writers and examinees may approach the same material differently based on varying levels of knowledge and expertise, and these differences can influence the cognitive levels being measured by MCQs. Consequently, faculty question writers may perceive that certain MCQs require higher-order thinking skills to process the question, whereas examinees may only need to employ lower-order thinking skills to render a correct response. Likewise, seemingly lower-order questions may actually require higher-order thinking skills to respond correctly. In this Perspective, the authors describe some of the cognitive processes examinees use to respond to MCQs. The authors propose that various factors affect both the question writer and examinee's interaction with test material and subsequent cognitive processes necessary to answer a question.
Evaluation assessment of Rail Freight Transportation Research and Development Program
Energy Technology Data Exchange (ETDEWEB)
1983-02-01
This report presents an evaluation assessment of the Canadian Rail Freight Transportation Research and Development (R and D) Program. The assessment was to assist in preparing for an evaluation of the Program and to stimulate a better understanding of the broader issues and problems of evaluating R and D programs. In general, the objectives of the program are aimed at improving rail freight productivity, capacity, safety, cost, and the domestic and foreign competitive position of railway suppliers. This is to be acccomplished by stimulating a stronger industry commitment to R and D and inducing investment in new technology through joint federal-industry funding and participation in rail freight R and D projects. In view of the low funding levels of the Program, it is unlikely that it will have a significant direct impact upon these ultimate objectives. Impacts will likely only be achieved through the Program's ability to stimulate increased industrial R and D and investment in new technology. A model of the Program developed in the report shows that the critical linkages between the activities and objectives of the Program are the leadership or advocacy functions performed by the Program's managers and of the results of projects supported under the Program; and the processes of program planning and project selection. An assessment of the Program's structure indicates that there are no significant issues that would make the evaluation of the Program or its major components inadvisable. Twelve potential evaluation questions and the basic approaches required to address each of them are presented in the report. 5 figs., 10 tabs.
Research Questions: Women and Mass Media.
Busby, Linda J.
Typically, research concerning media presentations of women has involved six types of analysis: (1) content analysis (what is said), (2) cultural and social analysis (why it is said), (3) control or gatekeeper analysis (by whom it is said), (4) audience analysis (to whom it is said), (5) media analysis (in which channel), and (6) effects analysis…
A Critical Analysis of Assessment Quality in Genomics and Bioinformatics Education Research
Campbell, Chad E.; Nehm, Ross H.
2013-01-01
The growing importance of genomics and bioinformatics methods and paradigms in biology has been accompanied by an explosion of new curricula and pedagogies. An important question to ask about these educational innovations is whether they are having a meaningful impact on students’ knowledge, attitudes, or skills. Although assessments are necessary tools for answering this question, their outputs are dependent on their quality. Our study 1) reviews the central importance of reliability and construct validity evidence in the development and evaluation of science assessments and 2) examines the extent to which published assessments in genomics and bioinformatics education (GBE) have been developed using such evidence. We identified 95 GBE articles (out of 226) that contained claims of knowledge increases, affective changes, or skill acquisition. We found that 1) the purpose of most of these studies was to assess summative learning gains associated with curricular change at the undergraduate level, and 2) a minority (<10%) of studies provided any reliability or validity evidence, and only one study out of the 95 sampled mentioned both validity and reliability. Our findings raise concerns about the quality of evidence derived from these instruments. We end with recommendations for improving assessment quality in GBE. PMID:24006400
Is Self-Assessment in Religious Education Unique?
Brooks, Val; Fancourt, Nigel
2012-01-01
This paper addresses the question: is self-assessment in religious education unique? It first presents an overview of some challenges for assessment from subject differences, and then reviews the generic literature on self-assessment. It builds on earlier empirical research on self-assessment in religious education, carried out in an English state…
Bjarnadottir, Ragnhildur I; Bockting, Walter; Dowding, Dawn W
2017-07-01
To examine patients' perceptions of being asked about their sexual orientation and gender identity in the healthcare setting. Health disparities exist in the lesbian, gay, bisexual and transgender population, but further research is needed to better understand these disparities. To address this issue, experts recommend the routine collection of sexual orientation and gender identity data in health care. Nurses on the front line of patient care play a key role in the collection of these data. However, to enable nurses to conduct such assessments it is important to understand the perspective of the patients on being asked about their sexual orientation and gender identity in a healthcare setting. An integrative review was conducted using the methodology proposed by Whittemore and Knafl (Journal of Advanced Nursing, 2005, 52, 546). Six electronic databases were searched, and two reviewers independently reviewed papers for inclusion. Papers were included if they were empirical studies, peer-reviewed papers or reports, assessing patient perspectives on discussing sexual orientation and gender identity in the healthcare setting. Twenty-one relevant studies that met the inclusion criteria were identified. A majority of the studies indicated patients' willingness to respond to, and a perceived importance of, questions about sexual orientation and gender identity. However, fears of homophobia and negative consequences hindered willingness to disclose this information. This review indicates that in most cases patients are willing to answer routine questions about their sexual orientation in the healthcare setting and perceive them as important questions to ask. The findings of this review have implications for nurses looking to incorporate questions about sexual orientation into their routine patient assessment. The findings indicate that care providers need to be mindful of heteronormative assumptions and take steps to ensure they are knowledgeable about lesbian, gay
Unreviewed Disposal Question: A Discipline Process to Manage Change in LLW Disposal
International Nuclear Information System (INIS)
Goldston, W.T.
2000-01-01
The Department of Energy's waste management Order, DOE O 435.1, requires that low--level waste disposal facilities develop and maintain a radiological performance assessment to ensure that disposal operations are within a performance envelope defined by performance objectives for long-term protection of the public and the environment. The Order also requires that a radiological composite analysis be developed and maintained to ensure that the disposal facility, in combination with other sources of radioactive material that may remain when all DOE activities have ceased, will not compromise future radiological protection of the public and the environment. The Order further requires that a Disposal Authorization Statement (DAS) be obtained from DOE Headquarters and that the disposal facility be operated within the performance assessment, composite analysis, and DAS. Maintenance of the performance assessment and composite analysis includes conducting test, research, and monitoring activities to increase confidence in the results of the analyses. It also includes updating the analyses as changes are proposed in the disposal operations, or other information requiring an update, becomes available. Personnel at the Savannah River Site have developed and implemented an innovative process for reviewing proposed or discovered changes in low-level radioactive waste disposal operations. The process is a graded approach to determine, in a disciplined manner, whether changes are within the existing performance envelope, as defined by the performance assessment, composite analysis, and DAS, or whether additional analysis is required to authorize the change. This process is called the Unreviewed Disposal Question (UDQ) process. It has been developed to be analogous to the Unreviewed Safety Question (UDQ) process that has been in use within DOE for many years. This is the first formalized system implemented in the DOE complex to examine low-level waste disposal changes the way the
Directory of Open Access Journals (Sweden)
Washlurachim Safitri Safitri
2016-04-01
Full Text Available The objective of this research was to find out Using Question Generating Technique Toward Students Reading Comprehension At The Third Semester Students At English Study Program Of Muhammadiyah University Of Bengkulu. The design of this research was Quasi experimental research. The subject of this research is students at the third semester of English study program. They were A class that consist of 20 students and D class that consist of 20 students. In collecting data, the researcher used some steps; firstly the students were given a pre-test before the researcher applied Question Generating Technique. Then, the researcher did the treatment for three meetings to the experimental class, after that the researcher did post test to both classes. The last, the researcher analyzed the result of reading test by using criteria for the assessment. The final step was the researcher discussed and concluded the data. The result of this research showed that the tobt was 4,880. Whereas, the degree of freedom of post-test is 68, means that the ttable was 2.021. Based on the scores gained, it shows that tobt is higher than ttable (9,911>4,880. There is a significant difference between the post-test mean of the experimental and control class. The result also showed that the students’ comprehension in reading was significantly. In conclusion, the Question Generating Technique had been successfully gave positive effect to the students’ reading comprehension particularly in reading subject in English study program of University Muhammadiyah of Bengkulu. Key Words : Question Generating Technique, Reading comprehension,
Robustness Analysis of Visual QA Models by Basic Questions
Huang, Jia-Hong
2017-09-14
Visual Question Answering (VQA) models should have both high robustness and accuracy. Unfortunately, most of the current VQA research only focuses on accuracy because there is a lack of proper methods to measure the robustness of VQA models. 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 ranked basic questions, with similarity scores, 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 about the given image. We claim that a robust VQA model is one, whose performance is not changed much when related basic questions as also made available to it as input. We formulate the basic questions generation problem as a LASSO optimization, and also propose a large scale Basic Question Dataset (BQD) and Rscore (novel robustness measure), for analyzing the robustness of VQA models. We hope our BQD will be used as a benchmark for to evaluate the robustness of VQA models, so as to help the community build more robust and accurate VQA models.
Robustness Analysis of Visual QA Models by Basic Questions
Huang, Jia-Hong; Alfadly, Modar; Ghanem, Bernard
2017-01-01
Visual Question Answering (VQA) models should have both high robustness and accuracy. Unfortunately, most of the current VQA research only focuses on accuracy because there is a lack of proper methods to measure the robustness of VQA models. 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 ranked basic questions, with similarity scores, 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 about the given image. We claim that a robust VQA model is one, whose performance is not changed much when related basic questions as also made available to it as input. We formulate the basic questions generation problem as a LASSO optimization, and also propose a large scale Basic Question Dataset (BQD) and Rscore (novel robustness measure), for analyzing the robustness of VQA models. We hope our BQD will be used as a benchmark for to evaluate the robustness of VQA models, so as to help the community build more robust and accurate VQA models.
Nirex Safety Assessment Research Programme bibliography, 1990
International Nuclear Information System (INIS)
Cooper, M.J.
1990-10-01
This bibliography lists reports and papers written as part of the Nirex Safety Assessment Research Programme, which is concerned with disposal of low-level and intermediate-level waste (LLW and ILW) and associated radiological assessments. (author)
From Question Answering to Visual Exploration
Energy Technology Data Exchange (ETDEWEB)
McColgin, Dave W.; Gregory, Michelle L.; Hetzler, Elizabeth G.; Turner, Alan E.
2006-08-11
Research in Question Answering has focused on the quality of information retrieval or extraction using the metrics of precision and recall to judge success; these metrics drive toward finding the specific best answer(s) and are best supportive of a lookup type of search. These do not address the opportunity that users? natural language questions present for exploratory interactions. In this paper, we present an integrated Question Answering environment that combines a visual analytics tool for unstructured text and a state-of-the-art query expansion tool designed to compliment the cognitive processes associated with an information analysts work flow. Analysts are seldom looking for factoid answers to simple questions; their information needs are much more complex in that they may be interested in patterns of answers over time, conflicting information, and even related non-answer data may be critical to learning about a problem or reaching prudent conclusions. In our visual analytics tool, questions result in a comprehensive answer space that allows users to explore the variety within the answers and spot related information in the rest of the data. The exploratory nature of the dialog between the user and this system requires tailored evaluation methods that better address the evolving user goals and counter cognitive biases inherent to exploratory search tasks.
Hark-Weber, Amara G., Ed.
2013-01-01
The author is pleased to introduce a new section in "TAJ," Four Questions. The structure is simple: four questions are asked to teaching artists working in various media and locations. The questions are always the same, but because each teaching artist's approach is unique, their answers will provide an insight into particular methodologies that…
Probabilistic safety assessment for research reactors
International Nuclear Information System (INIS)
1986-12-01
Increasing interest in using Probabilistic Safety Assessment (PSA) methods for research reactor safety is being observed in many countries throughout the world. This is mainly because of the great ability of this approach in achieving safe and reliable operation of research reactors. There is also a need to assist developing countries to apply Probabilistic Safety Assessment to existing nuclear facilities which are simpler and therefore less complicated to analyse than a large Nuclear Power Plant. It may be important, therefore, to develop PSA for research reactors. This might also help to better understand the safety characteristics of the reactor and to base any backfitting on a cost-benefit analysis which would ensure that only necessary changes are made. This document touches on all the key aspects of PSA but placed greater emphasis on so-called systems analysis aspects rather than the in-plant or ex-plant consequences
Birnbaum, Linda S; Cohen Hubal, Elaine A
2006-11-01
The use of biomonitoring data holds promise for characterizing exposure and informing risk assessment. Biomonitoring data have been used successfully to track population trends, identify susceptible populations, and provide indications of emerging environmental health issues. However, there remain challenges associated with interpreting biomonitoring data for risk assessment. An international biomonitoring workshop was convened in September 2004 to explore the use of biomonitoring data in the context of risk assessment. Six compounds were examined as case studies for this workshop, including polybrominated diphenyl ethers (PBDEs). The PBDE case study was developed to provide an example of a persistent compound for which relatively few data are available for human exposure, biomonitoring, and health outcomes. PBDEs are used in hard plastics, electronics, textiles, and polyurethane foam products. The congener pattern downstream of production facilities often resembles the commercial mixture. However, because these compounds persist in the environment and in biota, the patterns of congeners evolve. PBDEs partition into body lipids, and direct measurement of bromodiphenyl ether congeners in biologic specimens provides a good marker of exposure. Data indicate significant variability (> 100-fold range) in lipid-adjusted levels for PBDEs in the general population. It is hypothesized that both exposure and pharmacokinetics may play a role in observed congener profiles. Significant gaps in our ability to interpret PBDE biomonitoring data to address public health and risk assessment questions include limited knowledge of environmental fate and transport of PBDE congeners, limited population-based data for adults, and lack of data for potentially vulnerable populations such as children.
National Acid Precipitation Assessment Program Report to Congress: An Integrated Assessment
Energy Technology Data Exchange (ETDEWEB)
Uhart, M.; et al,
2005-08-01
Under Title IX of the 1990 Clean Air Act Amendments, Congress reauthorized the National Acid Precipitation Assessment Program (NAPAP) to continue coordinating acid rain research and monitoring, as it had done during the previous decade, and to provide Congress with periodic reports. In particular, Congress asked NAPAP to assess all available data and information to answer two questions: (1) What are the costs, benefits, and effectiveness of Title IV? This question addresses the costs and economic impacts of complying with the Acid Rain Program as well as benefit analyses associated with the various human health and welfare effects, including reduced visibility, damages to materials and cultural resources, and effects on ecosystems. (2) What reductions in deposition rates are needed to prevent adverse ecological effects? This complex questions addresses ecological systems and the deposition levels at which they experience harmful effects. The results of the assessment of the effects of Title IV and of the relationship between acid deposition rates and ecological effects were to be reported to Congress quadrennially, beginning with the 1996 report to Congress. The objective of this Report is to address the two main questions posed by Congress and fully communicate the results of the assessment to decision-makers. Given the primary audience, most of this report is not written as a technical document, although information supporting the conclusions is provided along with references.
Energy Technology Data Exchange (ETDEWEB)
Stanciauskas, V.; Brozaitis, H.; Manola, N.; Metaxas, O.; Galsworthy, M.
2016-07-01
This paper presents the ongoing developments of the ex-post evaluation of the Health theme in FP7 which will be finalised in early 2017. the evaluation was launched by DG Research and Innovation, European Commission. Among other questions the evaluation asked to assess the structuring effect of FP7 Health on the European Research Area dnd the timeliness of the research performed. To this end the evalaution team has applied two innovative computerassisted linguistic analysis techniques to adderss these questions, including dynamic topic modelling and network analysis of co-publications. The topic model built for this evaluation contributed to comprehensive mapping of FP7 Health's research activities and building of a dynamic topic model that has not been attempted in previous evalautions of the Framework Programmes. Our applied network analysiswas of co-publications proved to be a powerful tool in determining the structuring effect of the FP7 Health to a level of detail which was again not implemented in previous evaluations of EU-funded research programmes. (Author)
A strategy for building public service motivation research Internationally
Kim, S.; Vandenabeele, W.V.
2010-01-01
As public service motivation research grows qualitatively and quantitatively, some scholars question its appropriateness for international applications. This essay sets out a strategy of convergence for international research and measurement approaches. Studies that assess commonalities in public
Tarrant, Marie; Ware, James; Mohammed, Ahmed M
2009-07-07
Four- or five-option multiple choice questions (MCQs) are the standard in health-science disciplines, both on certification-level examinations and on in-house developed tests. Previous research has shown, however, that few MCQs have three or four functioning distractors. The purpose of this study was to investigate non-functioning distractors in teacher-developed tests in one nursing program in an English-language university in Hong Kong. Using item-analysis data, we assessed the proportion of non-functioning distractors on a sample of seven test papers administered to undergraduate nursing students. A total of 514 items were reviewed, including 2056 options (1542 distractors and 514 correct responses). Non-functioning options were defined as ones that were chosen by fewer than 5% of examinees and those with a positive option discrimination statistic. The proportion of items containing 0, 1, 2, and 3 functioning distractors was 12.3%, 34.8%, 39.1%, and 13.8% respectively. Overall, items contained an average of 1.54 (SD = 0.88) functioning distractors. Only 52.2% (n = 805) of all distractors were functioning effectively and 10.2% (n = 158) had a choice frequency of 0. Items with more functioning distractors were more difficult and more discriminating. The low frequency of items with three functioning distractors in the four-option items in this study suggests that teachers have difficulty developing plausible distractors for most MCQs. Test items should consist of as many options as is feasible given the item content and the number of plausible distractors; in most cases this would be three. Item analysis results can be used to identify and remove non-functioning distractors from MCQs that have been used in previous tests.
Managerial Skills Teaching: Ten Questions and Answers.
McEnrue, Mary Pat
2002-01-01
Presents considerations for design and delivery of management skills courses as sets of questions in three categories: (1) preteaching (understanding and teaching skills, teacher qualities); (2) class (skills learning, learning barriers, cultural elements, learning assessment); and application/evaluation (lifelong learning, course evaluation,…
Use of Credibility Heuristics in a Social Question-Answering Service
Matthews, Paul
2015-01-01
Introduction: This study looked at the effect of community peripheral cues (specifically voting score and answerer's reputation) on the user's credibility rating of answers. Method: Students in technology and philosophy were asked to assess the credibility of answers to questions posted on a social question-answering platform. Through the use of a…
Genemo, Hussein; Miah, Shah Jahan; McAndrew, Alasdair
2016-01-01
Assessment has been defined as an authentic method that plays an important role in evaluating students' learning attitude in acquiring lifelong knowledge. Traditional methods of assessment including the Computer-Aided Assessment (CAA) for mathematics show limited ability to assess students' full work unless multi-step questions are sub-divided…
Reflective questioning in management education : lessons from supervising thesis projects
Seggelen-Damen, van I.C.M.; Romme, A.G.L.
2014-01-01
Reflective questioning is a critical activity in management learning and education. This article describes research on the nature of reflective questioning in groups of management students working on final MSc projects. Drawing on content analysis of recorded meetings, we identify the following key
Semi-automated categorization of open-ended questions
Directory of Open Access Journals (Sweden)
Matthias Schonlau
2016-08-01
Full Text Available Text data from open-ended questions in surveys are difficult to analyze and are frequently ignored. Yet open-ended questions are important because they do not constrain respondents’ answer choices. Where open-ended questions are necessary, sometimes multiple human coders hand-code answers into one of several categories. At the same time, computer scientists have made impressive advances in text mining that may allow automation of such coding. Automated algorithms do not achieve an overall accuracy high enough to entirely replace humans. We categorize open-ended questions soliciting narrative responses using text mining for easy-to-categorize answers and humans for the remainder using expected accuracies to guide the choice of the threshold delineating between “easy” and “hard”. Employing multinomial boosting avoids the common practice of converting machine learning “confidence scores” into pseudo-probabilities. This approach is illustrated with examples from open-ended questions related to respondents’ advice to a patient in a hypothetical dilemma, a follow-up probe related to respondents’ perception of disclosure/privacy risk, and from a question on reasons for quitting smoking from a follow-up survey from the Ontario Smoker’s Helpline. Targeting 80% combined accuracy, we found that 54%-80% of the data could be categorized automatically in research surveys.
Interim research assessment 2003-2005 - Computer Science
Mouthaan, A.J.; Hartel, Pieter H.
This report primarily serves as a source of information for the 2007 Interim Research Assessment Committee for Computer Science at the three technical universities in the Netherlands. The report also provides information for others interested in our research activities.
Understanding Bitcoins: Facts and Questions
Directory of Open Access Journals (Sweden)
Bruno Saboia de Albuquerque
2015-03-01
Full Text Available The objective of this work is to do a research challenge about the digital currency named Bitcoins, as well as exploit the general concept behind digital currencies and cryptocurrencies, and enumerate some of its current criticism and problems. Such currencies usage and public knowledge is increasing hastily on the last few months, and many questions arise with its popularity.
Action Research and Interactive Research
DEFF Research Database (Denmark)
Svensson, lennart; Nielsen, Kurt Aagaard
2006-01-01
The authors present trends in Nordic action research. They ask critical questions in the development towards mode 2 and points out alternative roads for a scientific consolidation of action research and interactive research.......The authors present trends in Nordic action research. They ask critical questions in the development towards mode 2 and points out alternative roads for a scientific consolidation of action research and interactive research....
Statistical methods in personality assessment research.
Schinka, J A; LaLone, L; Broeckel, J A
1997-06-01
Emerging models of personality structure and advances in the measurement of personality and psychopathology suggest that research in personality and personality assessment has entered a stage of advanced development, in this article we examine whether researchers in these areas have taken advantage of new and evolving statistical procedures. We conducted a review of articles published in the Journal of Personality, Assessment during the past 5 years. Of the 449 articles that included some form of data analysis, 12.7% used only descriptive statistics, most employed only univariate statistics, and fewer than 10% used multivariate methods of data analysis. We discuss the cost of using limited statistical methods, the possible reasons for the apparent reluctance to employ advanced statistical procedures, and potential solutions to this technical shortcoming.
Exploring Undergraduates' Understanding of Photosynthesis Using Diagnostic Question Clusters
Parker, Joyce M.; Anderson, Charles W.; Heidemann, Merle; Merrill, John; Merritt, Brett; Richmond, Gail; Urban-Lurain, Mark
2012-01-01
We present a diagnostic question cluster (DQC) that assesses undergraduates' thinking about photosynthesis. This assessment tool is not designed to identify individual misconceptions. Rather, it is focused on students' abilities to apply basic concepts about photosynthesis by reasoning with a coordinated set of practices based on a few scientific…
Cryosurgery in Cancer Treatment: Questions and Answers
... A to Z List of Cancer Drugs Complementary & Alternative Medicine (CAM) Questions to Ask about Your Treatment Research ... Treatment Side Effects Clinical Trials Cancer Drugs Complementary & Alternative Medicine Coping Feelings & Cancer Adjusting to Cancer Self Image & ...
The use of Bayesian networks to assess the quality of evidence from research synthesis: 1.
Directory of Open Access Journals (Sweden)
Gavin B Stewart
Full Text Available The grades of recommendation, assessment, development and evaluation (GRADE approach is widely implemented in systematic reviews, health technology assessment and guideline development organisations throughout the world. A key advantage to this approach is that it aids transparency regarding judgments on the quality of evidence. However, the intricacies of making judgments about research methodology and evidence make the GRADE system complex and challenging to apply without training.We have developed a semi-automated quality assessment tool (SAQAT l based on GRADE. This is informed by responses by reviewers to checklist questions regarding characteristics that may lead to unreliability. These responses are then entered into the Bayesian network to ascertain the probabilities of risk of bias, inconsistency, indirectness, imprecision and publication bias conditional on review characteristics. The model then combines these probabilities to provide a probability for each of the GRADE overall quality categories. We tested the model using a range of plausible scenarios that guideline developers or review authors could encounter.Overall, the model reproduced GRADE judgements for a range of scenarios. Potential advantages over standard assessment are use of explicit and consistent weightings for different review characteristics, forcing consideration of important but sometimes neglected characteristics and principled downgrading where small but important probabilities of downgrading are accrued across domains.Bayesian networks have considerable potential for use as tools to assess the validity of research evidence. The key strength of such networks lies in the provision of a statistically coherent method for combining probabilities across a complex framework based on both belief and evidence. In addition to providing tools for less experienced users to implement reliability assessment, the potential for sensitivity analyses and automation may be
the research quality plus (rq+) assessment instrument
International Development Research Centre (IDRC) Digital Library (Canada)
Thomas Schwandt
THE RESEARCH QUALITY PLUS (RQ+) ASSESSMENT INSTRUMENT ... consistent way to allow for further meta-analysis about research quality over time. ... Addresses complex and integrative problems, requiring systems-based approaches ..... benefits or financial costs for participants that might not be appropriate in the ...
Physics Faculty Perceptions of Research-based Assessment
Sayre, Eleanor
2016-03-01
When research-based resources are well aligned with the perceived needs of faculty, faculty members will more readily take them up. We used phenomenographic interviews of ordinary physics faculty and department chairs to identify four families of issues that faculty have around research-based assessments (RBAs). First, many faculty are interested in using RBAs, but need help with the practicalities of administering RBAs: how to find them, which ones there are, and how to administer them. Second, at the same time, many faculty think that RBAs are limited and don't measure many of the things they care about, or aren't applicable in their classes. They want assessments to measure skills, perceptions, and specific concepts. Third, many faculty want to turn to communities of other faculty and experts to help them interpret their assessment results and suggest other ways to do assessment. They want to better understand their assessment results by comparing to others and interacting with faculty from other schools to learn about how they do assessment. Fourth, many faculty consider their courses in the broader contexts of accountability and their departments. They want help with assessment in these broader contexts. We also discuss how faculty members' roles in their departments and institutions influence their perceived wants and needs around assessment. Supported by NSF DUE-1256354, DUE-1256354, DUE-1347821, DUE-1347728.
The role of normative aspects in questions of justice and equity in radioactive waste governance
International Nuclear Information System (INIS)
Kruetli, P.
2005-01-01
Until now the nuclear waste problem has not been solved and the issue is still contentious in most societies. Up to the 1990s research focused mainly on technical aspects. In the meanwhile there is international consensus that an extended multidimensional approach is needed, e. g., based on the concept of sustainability. Radioactive waste is characterised by technical and institutional longevity. The associated risks may have consequences far into the future. With respect to future generations both precautionary and responsibility principles are crucial. There is an asymmetry of benefits and burdens within our generation as well as between our and the following generations. This issue of justice and equity might not be solved in the case of future generations. Along with distributional questions procedural questions are part of the problem. There is a severe lack of concise research activities in this field even though there exist ethical concepts and theories which - in general - are broadly accepted as guidelines or principles. Their concrete application, however, is methodically delicate and demanding. To develop a normative framework including a set of specific and assessable criteria will be the focus of further research activities. (orig.)
Dense Breasts: Answers to Commonly Asked Questions
... Cancer Prevention Genetics of Breast & Gynecologic Cancers Breast Cancer Screening Research Dense Breasts: Answers to Commonly Asked Questions What are dense breasts? Breasts contain glandular, connective, and fat tissue. Breast density is a term that describes the ...
Life Cycle Impact Assessment Research Developments and Needs
Life Cycle Impact Assessment (LCIA) developments are explained along with key publications which record discussions which comprised ISO 14042 and SETAC document development, UNEP SETAC Life Cycle Initiative research, and research from public and private research institutions. It ...
Powers, Christina; Hendren, Christine; Wang, Amy; Davis, J Michael
2014-10-01
As efforts to develop new applications of engineered nanoscale materials (ENMs) continue to grow, so too has interest in the environmental, health, and safety (EHS) implications of these materials. However, thorough evaluation and interpretation of such implications could require substantial resources (e.g., estimated as >$120 million per year in federal funding 2013-2017). A structured, strategic approach for transparently planning research would support improved linkages between ENM research and risk assessments, and thereby enhance the utility of financial and other resources for EHS studies of ENMs. For this reason, we applied Comprehensive Environmental Assessment (CEA) as an approach to provide transparent input into research planning for 2 types of ENMs: nanoscale titanium dioxide and nanoscale silver. For each of these CEA applications, we employed a collective judgment method known as Nominal Group Technique (NGT) in 2 workshops sponsored by the US Environmental Protection Agency (USEPA). The objective of this paper is to present the outcomes of these CEA applications in the context of how our methodology can inform future efforts to identify collective goals in science (e.g., research priorities) through structured decision support approaches. Outcomes include clear lists of research priorities for each ENM developed through transparently engaging stakeholders having diverse technical and sector perspectives. In addition, we identified several procedural aspects that could be refined, including emphasizing breakout group interactions, identifying broad information priorities before more detailed research questions, and using rating rather than ranking prioritization methods. Beyond the research directions identified for specific ENMs, lessons learned about engaging stakeholders in research planning are expected to inform future research planning efforts for ENMs and other emerging materials across the scientific community. © 2014 SETAC.
Guidelines for Self-assessment of Research Reactor Safety
International Nuclear Information System (INIS)
2018-01-01
Self-assessment is an organization’s internal process to review its current status, processes and performance against predefined criteria and thereby to provide key elements for the organization’s continual development and improvement. Self-assessment helps the organization to think through what it is expected to do, how it is performing in relation to these expectations, and what it needs to do to improve performance, fulfil the expectations and achieve better compliance with the predefined criteria. This publication provides guidelines for a research reactor operating organization to perform a self-assessment of the safety management and the safety of the facility and to identify gaps between the current situation and the IAEA safety requirements for research reactors. These guidelines also provide a methodology for Member States, regulatory bodies and operating organizations to perform a self-assessment of their application of the provisions of the Code of Conduct on the Safety of Research Reactors. This publication also addresses planning, implementation and follow-up of actions to enhance safety and strengthen application of the Code. The guidelines are applicable to all types of research reactor and critical and subcritical assemblies, at all stages in their lifetimes, and to States, regulatory bodies and operating organizations throughout all phases of research reactor programmes. Research reactor operating organizations can use these guidelines at any time to support self-assessments conducted in accordance with the organization’s integrated management system. These guidelines also serve as a tool for an organization to prepare to receive an IAEA Integrated Safety Assessment of Research Reactors (INSARR) mission. An important result of this is the opportunity for an operating organization to identify focus areas and make safety improvements in advance of an INSARR mission, thereby increasing the effectiveness of the mission and efficiency of the
Can Free-Response Questions Be Approximated by Multiple-Choice Equivalents?
Lin, Shih-Yin; Singh, Chandralekha
2016-01-01
We discuss a study to evaluate the extent to which free-response questions can be approximated by multiple-choice equivalents. Two carefully designed research-based multiple-choice questions were transformed into a free-response format and administered on the final exam in a calculus-based introductory physics course. The original multiple-choice questions were administered in another, similar introductory physics course on the final exam. Our findings suggest that carefully designed multiple...
Guetterman, Timothy C; Creswell, John W; Wittink, Marsha; Barg, Fran K; Castro, Felipe G; Dahlberg, Britt; Watkins, Daphne C; Deutsch, Charles; Gallo, Joseph J
2017-01-01
Demand for training in mixed methods is high, with little research on faculty development or assessment in mixed methods. We describe the development of a self-rated mixed methods skills assessment and provide validity evidence. The instrument taps six research domains: "Research question," "Design/approach," "Sampling," "Data collection," "Analysis," and "Dissemination." Respondents are asked to rate their ability to define or explain concepts of mixed methods under each domain, their ability to apply the concepts to problems, and the extent to which they need to improve. We administered the questionnaire to 145 faculty and students using an internet survey. We analyzed descriptive statistics and performance characteristics of the questionnaire using the Cronbach alpha to assess reliability and an analysis of variance that compared a mixed methods experience index with assessment scores to assess criterion relatedness. Internal consistency reliability was high for the total set of items (0.95) and adequate (≥0.71) for all but one subscale. Consistent with establishing criterion validity, respondents who had more professional experiences with mixed methods (eg, published a mixed methods article) rated themselves as more skilled, which was statistically significant across the research domains. This self-rated mixed methods assessment instrument may be a useful tool to assess skills in mixed methods for training programs. It can be applied widely at the graduate and faculty level. For the learner, assessment may lead to enhanced motivation to learn and training focused on self-identified needs. For faculty, the assessment may improve curriculum and course content planning.
A Systematic Assessment of Empirical Research on Foreign Entry Mode
DEFF Research Database (Denmark)
Wulff, Jesper
2016-01-01
of dimensions. Findings Findings question the frequent use of commonly used measures (e.g. advertising intensity) and control variables (e.g. firm size) and suggest that statements about the importance of mode choice for subsidiary performance may be premature. Methodologically, this study identifies critical...... issues with regard to interpretation of interactions and the entry mode choice set. Research limitations/implications This study limits itself to study the direction of relationships and does not analyze effect sizes. Further, future research may benefit from broadening the entry mode choice by extending...
2017-09-01
This research answers the question: How can a transit agency choose among alternative TOD locations within a transit network? The ultimate objective of the research is to develop a decision support framework which can be used by transit agencies when...
[Two simple questions to diagnose post-stroke depression].
Nolte, C H; Müller-Nordhorn, J; Jungehülsing, G J; Rossnagel, K; Reich, A; Roll, S; Laumeier, I; Beerfelde, D; Willich, S N; Villringer, A
2006-05-01
Many patients develop a depression after having suffered a stroke. Such a Post-Stroke Depression (PSD) impairs rehabilitation and quality of life. PSD is underdiagnosed in spite of available treatment. Several questionnaires have been created to diagnose a PSD. But questionnaires have been considered cumbersome and time-consuming. The aim of this study was to find out whether two simple, standardised questions will identify those stroke patients, who have developed a PSD. The two case-finding questions and the Beck Depression Inventory (BDI) were sent to patients of the Berlin Acute Stroke Study (BASS) four years after their stroke. Incomplete questionnaires were complemented via mail or telephone. Severity of depression was assessed by means of BDI. Out of 211 patients, 199 responded to the questionnaire (94 %). 193 questionnaires were complete (97 %). Forty-two patients affirmed both case-finding questions (22 %). Compared to patients, who did not affirm both questions, these patients had a higher BDI score (19 +/- 8 vs. 7 +/- 5; p two questions were 89 % and 90 %, respectively. The positive and negative predictive value were 60 % and 98 % respectively. The number of confirmed questions (0, 1, 2) correlated well with the BDI score (r (2) = 0.67, p Two standardized questions can identify patients with PSD for further diagnostic evaluation and therapy. Diagnosis of PSD might be facilitated by using them as screening instrument.
Anandarajah, G; Hight, E
2001-01-01
The relationship between spirituality and medicine has been the focus of considerable interest in recent years. Studies suggest that many patients believe spirituality plays an important role in their lives, that there is a positive correlation between a patient's spirituality or religious commitment and health outcomes, and that patients would like physicians to consider these factors in their medical care. A spiritual assessment as part of a medical encounter is a practical first step in incorporating consideration of a patient's spirituality into medical practice. The HOPE questions provide a formal tool that may be used in this process. The HOPE concepts for discussion are as follows: H--sources of hope, strength, comfort, meaning, peace, love and connection; O--the role of organized religion for the patient; P--personal spirituality and practices; E--effects on medical care and end-of-life decisions.
Medical Students' Understanding of Directed Questioning by Their Clinical Preceptors.
Lo, Lawrence; Regehr, Glenn
2017-01-01
Phenomenon: Throughout clerkship, preceptors ask medical students questions for both assessment and teaching purposes. However, the cognitive and strategic aspects of students' approaches to managing this situation have not been explored. Without an understanding of how students approach the question and answer activity, medical educators are unable to appreciate how effectively this activity fulfills their purposes of assessment or determine the activity's associated educational effects. A convenience sample of nine 4th-year medical students participated in semistructured one-on-one interviews exploring their approaches to managing situations in which they have been challenged with questions from preceptors to which they do not know the answer. Through an iterative and recursive analytic reading of the interview transcripts, data were coded and organized to identify themes relevant to the students' considerations in answering such questions. Students articulated deliberate strategies for managing the directed questioning activity, which at times focused on the optimization of their learning but always included considerations of image management. Managing image involved projecting not only being knowledgeable but also being teachable. The students indicated that their considerations in selecting an appropriate strategy in a given situation involved their perceptions of their preceptors' intentions and preferences as well as several contextual factors. Insights: The medical students we interviewed were quite sophisticated in their understanding of the social nuances of the directed questioning process and described a variety of contextually invoked strategies to manage the situation and maintain a positive image.
Assessment of Creativity in Education
Alenizi, Mogbel
2008-01-01
This article reports themes emerging from a small-scale literature review on creativity in education. The purpose of the review was to identify key themes and approaches to inform future research. The research questions are; what is creativity? Which theory of creativity is most relevant and useful? Can creativity be assessed and if so, how? The…
The Effect of Accounting Question Response Formats on Student Performance
Jonick, Christine; Schneider, Jennifer; Boylan, Daniel
2017-01-01
The purpose of the research is to examine the effect of different response formats on student performance on introductory accounting exam questions. The study analyzes 1104 accounting students' responses to quantitative questions presented in two formats: multiple-choice and fill-in. Findings indicate that response format impacts student…
Aligning Objectives and Assessment in Responsible Conduct of Research Instruction
Antes, Alison L.; DuBois, James M.
2014-01-01
Efforts to advance research integrity in light of concerns about misbehavior in research rely heavily on education in the responsible conduct of research (RCR). However, there is limited evidence for the effectiveness of RCR instruction as a remedy. Assessment is essential in RCR education if the research community wishes to expend the effort of instructors, students, and trainees wisely. This article presents key considerations that instructors and course directors must consider in aligning learning objectives with instructional methods and assessment measures, and it provides illustrative examples. Above all, in order for RCR educators to assess outcomes more effectively, they must align assessment to their learning objectives and attend to the validity of the measures used. PMID:25574258
Approaches to answering critical CER questions.
Kinnier, Christine V; Chung, Jeanette W; Bilimoria, Karl Y
2015-01-01
While randomized controlled trials (RCTs) are the gold standard for research, many research questions cannot be ethically and practically answered using an RCT. Comparative effectiveness research (CER) techniques are often better suited than RCTs to address the effects of an intervention under routine care conditions, an outcome otherwise known as effectiveness. CER research techniques covered in this section include: effectiveness-oriented experimental studies such as pragmatic trials and cluster randomized trials, treatment response heterogeneity, observational and database studies including adjustment techniques such as sensitivity analysis and propensity score analysis, systematic reviews and meta-analysis, decision analysis, and cost effectiveness analysis. Each section describes the technique and covers the strengths and weaknesses of the approach.
Formation of public opinion on the question of nuclear waste
International Nuclear Information System (INIS)
Asp, K.; Hedberg, P.
1988-06-01
The aim of the report is double. Firstly will bases and issues behind the media studies within the research project be presented. Secondly will the empirical investigations which are included in this part of the project be shown. Headings: - The question of nuclear waste - a controversial question. - The mass media as intermediaries of information and opinion. - The information merit of the mass media. The bias of the mass media. - The decision merit of the mass media. - Empirical investigations. * The question of nuclear waste in the news-distribution. * The question of nuclear waste in the public debate. (O.S.)
Questioning Strategies of Literature Teachers among Grade 8 Filipino Students
Directory of Open Access Journals (Sweden)
Magdalena M. Ocbian
2015-11-01
Full Text Available Questioning is a useful and relevant tool to facilitate classroom discussion in a literature class. This study identified the levels of questions teachers use in their literature class, determined the different question strategies they utilized and proposed activities to enhance the questioning strategies of literature teachers. Video analysis was the main instrument used. These videos were provided during the conduct of class observations by the researchers. There were eight respondents in the study selected through total enumeration. They are teachers from Gubat Cluster of secondary schools of Sorsogon Province. To identify the levels of questions and questioning strategies, question tally form and percentage were used. Results revealed that knowledge was the most used level of questions followed by comprehension, application, analysis, synthesis and evaluation. The most used question technique is the participation, followed by proving, sequencing, wait time, balance and student questions. It was recommended that literature teachers vary their level of questions when discussing literary pieces. They may utilize different question techniques to develop critical thinking skills of their students. The use of the proposed activities may enhance the questioning strategies of literature teachers. Likewise, school heads and program supervisors may utilize video analysis technique as a mode for classroom observation.
Rogers, R.
2010-01-01
Digital studies on culture may be distinguished from cultural studies of the digital, at least in terms of method. This lecture takes up the question of the distinctiveness of "digital methods" for researching Internet cultures. It asks, initially, should the methods of study change, however
Directory of Open Access Journals (Sweden)
Mohammed Ahmed M
2009-07-01
Full Text Available Abstract Background Four- or five-option multiple choice questions (MCQs are the standard in health-science disciplines, both on certification-level examinations and on in-house developed tests. Previous research has shown, however, that few MCQs have three or four functioning distractors. The purpose of this study was to investigate non-functioning distractors in teacher-developed tests in one nursing program in an English-language university in Hong Kong. Methods Using item-analysis data, we assessed the proportion of non-functioning distractors on a sample of seven test papers administered to undergraduate nursing students. A total of 514 items were reviewed, including 2056 options (1542 distractors and 514 correct responses. Non-functioning options were defined as ones that were chosen by fewer than 5% of examinees and those with a positive option discrimination statistic. Results The proportion of items containing 0, 1, 2, and 3 functioning distractors was 12.3%, 34.8%, 39.1%, and 13.8% respectively. Overall, items contained an average of 1.54 (SD = 0.88 functioning distractors. Only 52.2% (n = 805 of all distractors were functioning effectively and 10.2% (n = 158 had a choice frequency of 0. Items with more functioning distractors were more difficult and more discriminating. Conclusion The low frequency of items with three functioning distractors in the four-option items in this study suggests that teachers have difficulty developing plausible distractors for most MCQs. Test items should consist of as many options as is feasible given the item content and the number of plausible distractors; in most cases this would be three. Item analysis results can be used to identify and remove non-functioning distractors from MCQs that have been used in previous tests.
Behr, Dorothée
2015-01-01
Open-ended probing questions in cross-cultural surveys help uncover equivalence problems in cross-cultural survey research. For languages that a project team does not understand, probe answers need to be translated into a common project language. This article presents a case study on translating open-ended, that is, narrative answers. It describes…
[Evaluation of arguments in research reports].
Botes, A
1999-06-01
. As arguments from the basic structure of research reports and are probably also important in the evaluation of research reports in the human sciences, the following questions which I want to answer, are relevant to this paper namely: What are the standards which the reasoning in research reports in the human sciences should meet? How can research reports in the human sciences be assessed or evaluated according to these standards? In answering the first question, the logical demands that are made on reasoning in research are investigated. From these demands the acceptability of the statements, relevance and support of the premises to the conclusion are set as standards for reasoning in research. In answering the second question, a research article is used to demonstrate how the macro- and micro-arguments of research reports can be assessed or evaluated according to these standards. With evaluation it is indicated that the aspects of internal, external, theoretical, measurement and inferential validity can be evaluated according to these standards.
The Visible Hand of Research Performance Assessment
Hamann, Julian
2016-01-01
Far from allowing a governance of universities by the invisible hand of market forces, research performance assessments do not just measure differences in research quality, but yield themselves visible symptoms in terms of a stratification and standardization of disciplines. The article illustrates this with a case study of UK history departments…
Exploring undergraduates' understanding of photosynthesis using diagnostic question clusters.
Parker, Joyce M; Anderson, Charles W; Heidemann, Merle; Merrill, John; Merritt, Brett; Richmond, Gail; Urban-Lurain, Mark
2012-01-01
We present a diagnostic question cluster (DQC) that assesses undergraduates' thinking about photosynthesis. This assessment tool is not designed to identify individual misconceptions. Rather, it is focused on students' abilities to apply basic concepts about photosynthesis by reasoning with a coordinated set of practices based on a few scientific principles: conservation of matter, conservation of energy, and the hierarchical nature of biological systems. Data on students' responses to the cluster items and uses of some of the questions in multiple-choice, multiple-true/false, and essay formats are compared. A cross-over study indicates that the multiple-true/false format shows promise as a machine-gradable format that identifies students who have a mixture of accurate and inaccurate ideas. In addition, interviews with students about their choices on three multiple-choice questions reveal the fragility of students' understanding. Collectively, the data show that many undergraduates lack both a basic understanding of the role of photosynthesis in plant metabolism and the ability to reason with scientific principles when learning new content. Implications for instruction are discussed.
Lessick, Susan; Perryman, Carol; Billman, Brooke L; Alpi, Kristine M; De Groote, Sandra L; Babin, Ted D
2016-04-01
The extent to which health sciences librarians are engaged in research is a little-studied question. This study assesses the research activities and attitudes of Medical Library Association (MLA) members, including the influence of work affiliation. An online survey was designed using a combination of multiple-choice and open-ended questions and distributed to MLA members. Responses were analyzed using descriptive statistics, content analysis, and significance testing. The authors used statistical tools and categorized open-ended question topics by the constant comparative method, also applying the broad subject categories used in a prior study. Pearson's chi-square analysis was performed on responses to determine significant differences among respondents employed in three different institutional environments. Analysis showed that 79% of respondents read research articles at least once a month; 58% applied published research studies to practice; 44% had conducted research; 62% reported acting on research had enhanced their libraries; 38% had presented findings; and 34% had authored research articles. Hospital librarians were significantly less likely than academic librarians to have participated in research activities. Highly ranked research benefits, barriers, and competencies of health sciences librarians are described. Findings indicate that health sciences librarians are actively engaged in research activities. Practice implications for practitioners, publishers, and stakeholders are discussed. Results suggest that practitioners can use published research results and results from their own research to affect practice decisions and improve services. Future studies are needed to confirm and extend these findings, including the need for intervention studies to increase research and writing productivity.
Directory of Open Access Journals (Sweden)
Susan Lessick, MA, MLS, AHIP, FMLA
2016-11-01
Full Text Available Introduction: The extent to which health sciences librarians are engaged in research is a little-studied question. This study assesses the research activities and attitudes of Medical Library Association (MLA members, including the influence of work affiliation. Methods: An online survey was designed using a combination of multiple-choice and open-ended questions and distributed to MLA members. Responses were analyzed using descriptive statistics, content analysis, and significance testing. The authors used statistical tools and categorized openended question topics by the constant comparative method, also applying the broad subject categories used in a prior study. Pearson’s chi-square analysis was performed on responses to determine significant differences among respondents employed in three different institutional environments. Results: Analysis showed that 79% of respondents read research articles at least once a month; 58% applied published research studies to practice; 44% had conducted research; 62% reported acting on research had enhanced their libraries; 38% had presented findings; and 34% had authored research articles. Hospital librarians were significantly less likely than academic librarians to have participated in research activities. Highly ranked research benefits, barriers, and competencies of health sciences librarians are described. Conclusions: Findings indicate that health sciences librarians are actively engaged in research activities. Practice implications for practitioners, publishers, and stakeholders are discussed. Results suggest that practitioners can use published research results and results from their own research to affect practice decisions and improve services. Future studies are needed to confirm and extend these findings, including the need for intervention studies to increase research and writing productivity.
Visual question answering using hierarchical dynamic memory networks
Shang, Jiayu; Li, Shiren; Duan, Zhikui; Huang, Junwei
2018-04-01
Visual Question Answering (VQA) is one of the most popular research fields in machine learning which aims to let the computer learn to answer natural language questions with images. In this paper, we propose a new method called hierarchical dynamic memory networks (HDMN), which takes both question attention and visual attention into consideration impressed by Co-Attention method, which is the best (or among the best) algorithm for now. Additionally, we use bi-directional LSTMs, which have a better capability to remain more information from the question and image, to replace the old unit so that we can capture information from both past and future sentences to be used. Then we rebuild the hierarchical architecture for not only question attention but also visual attention. What's more, we accelerate the algorithm via a new technic called Batch Normalization which helps the network converge more quickly than other algorithms. The experimental result shows that our model improves the state of the art on the large COCO-QA dataset, compared with other methods.
Oyebola, D D; Adewoye, O E; Iyaniwura, J O; Alada, A R; Fasanmade, A A; Raji, Y
2000-01-01
This study was designed to compare the performance of medical students in physiology when assessed by multiple choice questions (MCQs) and short essay questions (SEQs). The study also examined the influence of factors such as age, sex, O/level grades and JAMB scores on performance in the MCQs and SEQs. A structured questionnaire was administered to 264 medical students' four months before the Part I MBBS examination. Apart from personal data of each student, the questionnaire sought information on the JAMB scores and GCE O' Level grades of each student in English Language, Biology, Chemistry, Physics and Mathematics. The physiology syllabus was divided into five parts and the students were administered separate examinations (tests) on each part. Each test consisted of MCQs and SEQs. The performance in MCQs and SEQs were compared. Also, the effects of JAMB scores and GCE O/level grades on the performance in both the MCQs and SEQs were assessed. The results showed that the students performed better in all MCQ tests than in the SEQs. JAMB scores and O' level English Language grade had no significant effect on students' performance in MCQs and SEQs. However O' level grades in Biology, Chemistry, Physics and Mathematics had significant effects on performance in MCQs and SEQs. Inadequate knowledge of physiology and inability to present information in a logical sequence are believed to be major factors contributing to the poorer performance in the SEQs compared with MCQs. In view of the finding of significant association between performance in MCQs and SEQs and GCE O/level grades in science subjects and mathematics, it was recommended that both JAMB results and the GCE results in the four O/level subjects above may be considered when selecting candidates for admission into the medical schools.
Long-term follow-up of echolalia and question answering.
Foxx, R M; Faw, G D
1990-01-01
A long-term follow-up of echolalia and correct question answering was conducted for 6 subjects from three previously published studies. The follow-up periods ranged from 26 to 57 months. In a training site follow-up, subjects were exposed to baseline/posttraining conditions in which the original trainer and/or a novel person(s) presented trained and untrained questions. Four subjects displayed echolalia below baseline levels, and another did so in some assessments. Overall, echolalia was lowe...
Inventive Activity of Researchers: Cross-Country Rating Assessments
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Tatyana Ivanovna Volkova
2017-03-01
Full Text Available In recent years, the study of the research capacity of the country and regions has become more active not only from the point of view of their leading components (personnel, financial, information, organizational, material-and-technical ones but also from the perspective of the assessment of productivity and effectiveness of researchers’ work. In the cross-country analysis, the certain highly aggregative parameters, which values, as a rule, are not in favour of Russia, are used. At the same time, at profound studying of this topic, these estimates cannot represent correctly the real trends of inventive activity in the scientific and technological sphere of the country and its regions. Moreover, the measurement of the researchers’ creative potential realization is carried out mainly through the assessment systems of their printing activity. Little attention is paid to the problem of the rating assessments of the researchers’ inventive and patent activity and its products from a cross-country perspective (especially to the detailed ones as well as to its institutional determinants. Therefore, the authors have chosen this subject-matter of the research. Its empirical basis is the statistical materials of both the national database and those which are recognized by the world scientific community. This research has both theoretical and methodological orientations. The purpose is the development of methodological and methodical tools of the research and assessment of researchers’ inventive activity including methodological support of cross-country comparative assessments. The authors have based the hypothesis on their previous research: in the conditions of the decreasing level of financial security, continuous reduction of a number of researchers, institutional restrictions and contradictions, the inventive activity of national researchers is still exist, and in a number of its leading parameters is implemented at the level of the advanced
Question-asking behavior as a form of cognitive activity
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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.
Validation of a new assessment tool for qualitative research articles
DEFF Research Database (Denmark)
Schou, Lone; Høstrup, Helle; Lyngsø, Elin
2012-01-01
schou l., høstrup h., lyngsø e.e., larsen s. & poulsen i. (2011) Validation of a new assessment tool for qualitative research articles. Journal of Advanced Nursing00(0), 000-000. doi: 10.1111/j.1365-2648.2011.05898.x ABSTRACT: Aim. This paper presents the development and validation of a new...... assessment tool for qualitative research articles, which could assess trustworthiness of qualitative research articles as defined by Guba and at the same time aid clinicians in their assessment. Background. There are more than 100 sets of proposals for quality criteria for qualitative research. However, we...... is the Danish acronym for Appraisal of Qualitative Studies. Phase 1 was to develop the tool based on a literature review and on consultation with qualitative researchers. Phase 2 was an inter-rater reliability test in which 40 health professionals participated. Phase 3 was an inter-rater reliability test among...
Research for the radiation therapist from question to culture
Gillan, Cailtin; Harnett, Nicole; Holden, Lori
2014-01-01
This book addresses a wide range of topics, from the principles of evidence-based practice to the process and dissemination of research to unique considerations such as clinical trials, patenting, and health services research. The case for evidence-based practice and a collaborative research culture is made first, followed by a series of chapters walking the reader through the research process by way of the scientific method. One of the more unique aspects of the scope of this book is the inclusion of chapters relating to the dissemination of knowledge, manuscript publication, and how to build an academic research program. Each chapter focuses on introducing the reader to foundational principles, methodology, and terminology, and highlight case studies of radiation therapist research or experience that is relevant to provide contextual examples and inspiration to the reader.
A Critical Analysis of Assessment Quality in Genomics and Bioinformatics Education Research
Campbell, Chad E.; Nehm, Ross H.
2013-01-01
The growing importance of genomics and bioinformatics methods and paradigms in biology has been accompanied by an explosion of new curricula and pedagogies. An important question to ask about these educational innovations is whether they are having a meaningful impact on students' knowledge, attitudes, or skills. Although assessments are…
Laursen, S. L.; Hunter, A.; Weston, T.; Thiry, H.
2009-12-01
Evidence-based thinking is essential both to science and to the development of effective educational programs. Thus assessment of student learning—gathering evidence about the nature and depth of students’ learning gains, and about how they arise—is a centerpiece of any effective undergraduate research (UR) program. Assessment data can be used to monitor progress, to diagnose problems, to strengthen program designs, and to report both good outcomes and strategies to improve them to institutional and financial stakeholders in UR programs. While the positive impact of UR on students’ educational, personal and professional development has long been a matter of faith, only recently have researchers and evaluators developed an empirical basis by which to identify and explain these outcomes. Based on this growing body of evidence, URSSA, the Undergraduate Research Student Self-Assessment, is a survey tool that departments and programs can use to assess student outcomes of UR. URSSA focuses on what students learn from their UR experience, rather than whether they liked it. Both multiple-choice and open-ended items focus on students’ gains from UR, including: (1) skills such as lab work and communication; (2) conceptual knowledge and linkages among ideas in their field and with other fields; (3) deepened understanding of the intellectual and practical work of science; (4) growth in confidence and adoption of the identity of scientist; (5) preparation for a career or graduate school in science; and (6) greater clarity in understanding what career or educational path they might wish to pursue. Other items probe students’ participation in important activities that have been shown to lead to these gains; and a set of optional items can be included to probe specific program features that may supplement UR (e.g. field trips, career seminars, housing arrangements). The poster will describe URSSA's content, development, validation, and use. For more information about
The assessment of creativity in creativity/psychopathology research - a systematic review.
Thys, E; Sabbe, B; De Hert, M
2014-01-01
The possible link between creativity and psychopathology has been a long time focus of research up to the present day. However, this research is hampered by methodological problems, especially the definition and assessment of creativity. This makes interpretation and comparison of studies difficult and possibly accounts for the contradictory results of this research. In this systematic review of the literature, research articles in the field of creativity and psychopathology were searched for creativity assessment tools. The tools used in the collected articles are presented and discussed. The results indicate that a multitude of creativity assessment tools were used, that many studies only used one tool to assess creativity and that most of these tools were only used in a limited number of studies. A few assessment tools stand out by a more frequent use, also outside psychopathological research, and more solid psychometric properties. Most scales used to evaluate creativity have poor psychometric properties. The scattered methodology to assess creativity compromises the generalizability and validity of this research. The field should creatively develop new validated instruments.
Huwendiek, S.; Reichert, F.; Duncker, C.; Leng, B.A. De; Vleuten, C.P.M. van der; Muijtjens, A.M.; Bosse, H.M.; Haag, M.; Hoffmann, G.F.; Tonshoff, B.; Dolmans, D.
2017-01-01
BACKGROUND: It remains unclear which item format would best suit the assessment of clinical reasoning: context-rich single best answer questions (crSBAs) or key-feature problems (KFPs). This study compared KFPs and crSBAs with respect to students' acceptance, their educational impact, and
Metrics-based assessments of research: incentives for 'institutional plagiarism'?
Berry, Colin
2013-06-01
The issue of plagiarism--claiming credit for work that is not one's own, rightly, continues to cause concern in the academic community. An analysis is presented that shows the effects that may arise from metrics-based assessments of research, when credit for an author's outputs (chiefly publications) is given to an institution that did not support the research but which subsequently employs the author. The incentives for what is termed here "institutional plagiarism" are demonstrated with reference to the UK Research Assessment Exercise in which submitting units of assessment are shown in some instances to derive around twice the credit for papers produced elsewhere by new recruits, compared to papers produced 'in-house'.
Pedrosa-de-Jesus, Helena; Moreira, Aurora; Lopes, Betina; Watts, Mike
2014-05-01
Background: Critical thinking is one of the very highest orders of cognitive abilities and a key competency in higher education. Asking questions is an important component of rich learning experiences, structurally embedded in the operations of critical thinking. Our clear sense is that critical thinking and, within that, critical questioning, is heavily context dependent, in the sense that is applied, used by critical learners in a contextualised way. Purpose: Our research deals with enhancing science undergraduates' critical questioning. We are interested in understanding and describing the nature and development of students' critical questioning. The purpose is to conceptualise critical questioning as a competency, into three domains - knowledge, skills and attitudes/dispositions. We have no interest in a taxonomic category of context-free question-types called 'critical questions'. In contrast, our view is that 'being a critical questioner' trades heavily on context. Sources of evidence: Four cases are considered as illuminative of the dimensions of science undergraduates' critical questioning. Data were collected in natural learning environments through non-participant observation, audio-taping teacher-students interactions and semi-structured interviews. Students' written material resulting from diverse learning tasks was also collected. Main argument: Our supposition is that one vehicle for achieving university students as critical thinkers is to enable them not just to ask critical questions, but to be critical questioners. We relate critical questioning to three domains: (1) context, (2) competency and (3) delivery, and propose a model based on illuminating examples of the in-classroom action. Conclusions: The dimensions of the competency-context-delivery model provide a framework for describing successful student critical questioning, showing that students' capacity to be critical can be developed. It is possible, in our view, to generate critical
Price, James H; Dake, Joseph A; Kirchofer, Gregg; Telljohann, Susan K
2003-01-01
Fifth- and sixth-grade elementary school teachers' (n = 277) techniques of responding to students' human sexuality-related questions were assessed. Few teachers (34%) reported receiving formal training in sexuality education. The most commonly asked student questions dealt with STDs, puberty, homosexuality, pregnancy, and abortion. Teachers' willingness to answer sexually-related questions in front of the class varied (73% to 14%) by content of the question. There were no questions on the questionnaire in which more than one in five teachers would choose not to answer. The most common questions the teachers identified they would not respond to dealt with topics such as abortion, masturbation, homosexuality, and issues about the male genitals. Finally, none of the questions was perceived by more than one in eight of the teachers as questions they would not be allowed to answer.
Gender-fair assessment of young gifted students' scientific thinking skills
Dori, Y. J.; Zohar, A.; Fischer-Shachor, D.; Kohan-Mass, J.; Carmi, M.
2018-04-01
This paper describes an Israeli national-level research examining the extent to which admissions of elementary school students to the gifted programmes based on standardised tests are gender-fair. In the research, the gifted students consisted of 275 boys, 128 girls, and additional 80 girls who were admitted to the gifted programme through affirmative action (AA). To assess these young students' scientific thinking skills, also referred to as science practices, open-ended questions of case-based questionnaires were developed. The investigated scientific thinking skills were question posing, explanation, graphing, inquiry, and metacognition. Analysis of the students' responses revealed that gifted girls who entered the programmes through AA performed at the same level as the other gifted students. We found significant differences between the three research groups in question posing and graphing skills. We suggest increasing gender-fairness by revising the standard national testing system to include case-based narratives followed by open-ended questions that assess gifted students' scientific thinking skills. This may diminish the gender inequity expressed by the different number of girls and boys accepted to the gifted programmes. We show that open-ended tools for analysing students' scientific thinking might better serve both research and practice by identifying gifted girls and boys equally well.
Seventy-one important questions for the conservation of marine biodiversity.
Parsons, E C M; Favaro, Brett; Aguirre, A Alonso; Bauer, Amy L; Blight, Louise K; Cigliano, John A; Coleman, Melinda A; Côté, Isabelle M; Draheim, Megan; Fletcher, Stephen; Foley, Melissa M; Jefferson, Rebecca; Jones, Miranda C; Kelaher, Brendan P; Lundquist, Carolyn J; McCarthy, Julie-Beth; Nelson, Anne; Patterson, Katheryn; Walsh, Leslie; Wright, Andrew J; Sutherland, William J
2014-10-01
The ocean provides food, economic activity, and cultural value for a large proportion of humanity. Our knowledge of marine ecosystems lags behind that of terrestrial ecosystems, limiting effective protection of marine resources. We describe the outcome of 2 workshops in 2011 and 2012 to establish a list of important questions, which, if answered, would substantially improve our ability to conserve and manage the world's marine resources. Participants included individuals from academia, government, and nongovernment organizations with broad experience across disciplines, marine ecosystems, and countries that vary in levels of development. Contributors from the fields of science, conservation, industry, and government submitted questions to our workshops, which we distilled into a list of priority research questions. Through this process, we identified 71 key questions. We grouped these into 8 subject categories, each pertaining to a broad component of marine conservation: fisheries, climate change, other anthropogenic threats, ecosystems, marine citizenship, policy, societal and cultural considerations, and scientific enterprise. Our questions address many issues that are specific to marine conservation, and will serve as a road map to funders and researchers to develop programs that can greatly benefit marine conservation. © 2014 The Authors. Conservation Biology published by Wiley Periodicals, Inc. on behalf of The Society for the Study of Evolution.
ITEM ANALYSIS FOR FINAL EXAM QUESTIONS OF ENGINEERING MATHEMATICS COURSE (VECTOR CALCULUS IN UKM
Directory of Open Access Journals (Sweden)
NURYAZMIN AHMAT ZAINUR
2016-11-01
Full Text Available Evaluation of course outcome is one of the important elements in assessing students’ performance in higher institutions. Most of the courses depend on examination result as a medium to evaluate the level of students’ performances. In this study, the final exam questions of Vector Calculus course KKKQ1123 is being used to assess the difficulty index and discrimination index. 80 students from Department of Mechanical and Materials (JKMB were involved in this study. This study found that the range of difficulty index is between 0.2 and 0.8, where the question that was categorized as difficult is question number 6 whereas for easy questions is question number 3. Meanwhile the range obtained for discrimination index was in the acceptable range, that is, between 0.2 and 0.6 which indicates that the exam questions are good. With this study, it is hope that it will guide the lecturers in constructing and crafting a good and reliable exam questions consistent with the level of student's ability.
Best practice strategies for effective use of questions as a teaching tool.
Tofade, Toyin; Elsner, Jamie; Haines, Stuart T
2013-09-12
Questions have long been used as a teaching tool by teachers and preceptors to assess students' knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students' factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments.
Ramanathan, Shanthi; Reeves, Penny; Deeming, Simon; Bailie, Ross Stewart; Bailie, Jodie; Bainbridge, Roxanne; Cunningham, Frances; Doran, Christopher; McPhail Bell, Karen; Searles, Andrew
2017-12-04
There is growing recognition among health researchers and funders that the wider benefits of research such as economic, social and health impacts ought to be assessed and valued alongside academic outputs such as peer-reviewed papers. Research translation needs to increase and the pathways to impact ought to be more transparent. These processes are particularly pertinent to the Indigenous health sector given continued concerns that Indigenous communities are over-researched with little corresponding improvement in health outcomes. This paper describes the research protocol of a mixed methods study to apply FAIT (Framework to Assess the Impact from Translational health research) to the Centre for Research Excellence in Integrated Quality Improvement (CRE-IQI). FAIT will be applied to five selected CRE-IQI Flagship projects to encourage research translation and assess the wider impact of that research. Phase I will develop a modified programme logic model for each Flagship project including identifying process, output and impact metrics so progress can be monitored. A scoping review will inform potential benefits. In phase II, programme logic models will be updated to account for changes in the research pathways over time. Audit and feedback will be used to encourage research translation and collect evidence of achievement of any process, output and interim impacts. In phase III, three proven methodologies for measuring research impact-Payback, economic assessment and narratives-will be applied. Data on the application of FAIT will be collected and analysed to inform and improve FAIT's performance. This study is funded by a nationally competitive grant (ID 1078927) from the Australian National Health and Medical Research Council. Ethics approval was obtained from the University of Newcastle's Human Research Ethics Committee (ID: H-2017-0026). The results from the study will be presented in several peer-reviewed publications, through conference presentations and via
Ramanathan, Shanthi; Reeves, Penny; Deeming, Simon; Bailie, Ross Stewart; Bailie, Jodie; Bainbridge, Roxanne; Cunningham, Frances; Doran, Christopher; McPhail Bell, Karen; Searles, Andrew
2017-01-01
Introduction There is growing recognition among health researchers and funders that the wider benefits of research such as economic, social and health impacts ought to be assessed and valued alongside academic outputs such as peer-reviewed papers. Research translation needs to increase and the pathways to impact ought to be more transparent. These processes are particularly pertinent to the Indigenous health sector given continued concerns that Indigenous communities are over-researched with little corresponding improvement in health outcomes. This paper describes the research protocol of a mixed methods study to apply FAIT (Framework to Assess the Impact from Translational health research) to the Centre for Research Excellence in Integrated Quality Improvement (CRE-IQI). FAIT will be applied to five selected CRE-IQI Flagship projects to encourage research translation and assess the wider impact of that research. Methods and analysis Phase I will develop a modified programme logic model for each Flagship project including identifying process, output and impact metrics so progress can be monitored. A scoping review will inform potential benefits. In phase II, programme logic models will be updated to account for changes in the research pathways over time. Audit and feedback will be used to encourage research translation and collect evidence of achievement of any process, output and interim impacts. In phase III, three proven methodologies for measuring research impact—Payback, economic assessment and narratives—will be applied. Data on the application of FAIT will be collected and analysed to inform and improve FAIT’s performance. Ethics and dissemination This study is funded by a nationally competitive grant (ID 1078927) from the Australian National Health and Medical Research Council. Ethics approval was obtained from the University of Newcastle’s Human Research Ethics Committee (ID: H-2017–0026). The results from the study will be presented in several
Socratic Questioning-Guided Discovery
Directory of Open Access Journals (Sweden)
M. Hakan Türkçapar
2012-04-01
Full Text Available “Socratic Method” is a way of teaching philosophical thinking and knowledge by asking questions which was used by antique period greek philosopher Socrates. Socrates was teaching knowledge to his followers by asking questions and the conversation between them was named “Socratic Dialogues”. In this meaning, no novel knowledge is taught to the individual but only what is formerly known is reminded and rediscovered. The form of socratic questioning which is used during the process of cognitive behavioral therapy is known as Guided Discovery. In this method it is aimed to make the client notice the piece of knowledge which he could notice but is not aware with a series of questions. Socratic method or guided discovery consists of several steps which are: Identifying the problem by listening to the client and making reflections, finding alternatives by examining and evaluating, reidentification by using the newly found information and questioning the old distorted belief and reaching to a conclusion and applying it. Question types used during these procedures are, questions for gaining information, questions revealing the meanings, questions revealing the beliefs, questions about behaviours during the similar past experiences, analyse questions and analytic synthesis questions. In order to make the patient feel understood it is important to be empathetic and summarising the problem during the interview. In this text, steps of Socratic Questioning-Guided Discovery will be reviewed with sample dialogues after eachstep. [JCBPR 2012; 1(1.000: 15-20
Questions about Brain Development = Preguntas sobre el desarrollo del cerebro.
Southeastern Regional Vision for Education (SERVE), Tallahassee, FL.
Noting that new research shows that a baby's earliest years shape how he or she grows later in life, this brochure, in English- and Spanish-language versions, provides brief answers to some important questions parents may have about their baby's brain. The questions answered are: (1) "Why is brain development a popular subject lately?; (2)…
Crocker, Joanna C; Boylan, Anne-Marie; Bostock, Jennifer; Locock, Louise
2017-06-01
There are mounting calls for robust, critical evaluation of the impact of patient and public involvement (PPI) in health research. However, questions remain about how to assess its impact, and whether it should be assessed at all. The debate has thus far been dominated by professionals. To explore the views of PPI contributors involved in health research regarding the impact of PPI on research, whether and how it should be assessed. Qualitative interview study. Thirty-eight PPI contributors involved in health research across the UK. Participants felt that PPI has a beneficial impact on health research. They described various impactful roles, which we conceptualize as the 'expert in lived experience', the 'creative outsider', the 'free challenger', the 'bridger', the 'motivator' and the 'passive presence'. Participants generally supported assessing the impact of PPI, while acknowledging the challenges and concerns about the appropriateness and feasibility of measurement. They expressed a range of views about what impacts should be assessed, by whom and how. Individual feedback on impact was seen as an important driver of improved impact and motivation to stay involved. While there appears to be widespread support for PPI impact assessment among PPI contributors, their views on what to assess and how are diverse. PPI contributors should be involved as equal partners in debates and decisions about these issues. Individual feedback on impact may increase PPI contributors' potential impact and their motivation to stay involved. © 2016 The Authors. Health Expectations Published by John Wiley & Sons Ltd.
Question Word in the Mandarin Language
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Xu Yunyu
2016-12-01
Full Text Available In an interrogative sentence in Mandarin language, a question word can be placed in the beginning, middle or end of a sentence. Because of the different nation and culture, when a foreign student learns Mandarin, they find it difficult to understand the question words and the position of the question words in that language. Because of that, the writer proposes to explain such problems. This research aims to find out what are the types of question words in Mandarin, and also to explain the function and usage of question words in the Mandarin interrogative sentence. An interrogative sentence is a very important sentence. In Mandarin, the following question words: 谁(shuí “Who”,在哪里(zài nǎli “where”, 在哪儿(zài nǎ’er “where”,为什么(wèi shénme “why”, 怎么(zěnme “why”,多少(duō shǎo) “how many”,多久(duō jiǔ “how long”,什么时候 (shénme shíhòu “when”,什么(shénme “what”,做什么(zuò shénme “why”,干 什么(gàn shénme “why”,干嘛(gànma “why” and so on are used to ask “who”, “where”, “what”, “how much”, “when”, “what time”, and “why”. Those words have different functions and usage. Each sentence has a certain structure and word order. A question word can be placed in the beginning, middle, or end of a sentence. When the place is changed, there is a possibility of miscommunication. DOI: https://doi.org/10.24071/llt.2013.160106
Factor Analysis in Assessing the Research Methodology Quality of Systematic Reviews
Directory of Open Access Journals (Sweden)
Andrada Elena URDA-CÎMPEAN
2011-12-01
Full Text Available Introduction: Many high quality systematic reviews available from medical journals, data bases and other electronic sources differ in quality and provide different answers to the same question. The literature recommended the use of a checklist type approach, which exceeds many of the problems associated with measurements. Aim: This study proposes to identify in a checklist type approach the most commonly used factors (from a methodological point of view in assessing the quality of systematic reviews, and then mirror the actual stage of medical writing. We want to analyze the factors’ occurrence and / or their development in the text and in the abstract of systematic reviews published in 2011. Methods: The present study randomly selected only free full text systematic reviews published in 2011, systematic reviews found in Pubmed and in Cochrane Database. The most commonly used factors were identified in PRISMA statement and quality measurement tools. Results: The evaluated systematic reviews mentioned or developed several of the factors studied. Only 78% of the papers surveyed have used the correct IMRAD format and 59% of them have mentioned the sample size used. The correspondence between the content of the paper and its abstract is summarized in the proportion of 54.63% and 51.85% for the two sets of factors, and it can lead to scarce appreciation of the article provided that only abstracts are read. Conclusions: Researchers do not properly take into consideration scientific articles and assessment tools used for quality evaluation. They should place more value over methodological factors which help assess systematic review quality, while journals form the only party who can enforce quality standards in medical writing.
Level of evidence gap in orthopedic research.
Baldwin, Keith D; Bernstein, Joseph; Ahn, Jaimo; McKay, Scott D; Sankar, Wudbhav N
2012-09-01
Level of evidence is the most widely used metric for the quality of a publication, but instances exist in which a Level I study is neither feasible nor desirable. The goal of this study was to evaluate the level of evidence gap in current orthopedic research, which the authors defined as the disparity between the level of evidence that would be required to optimally answer the primary research question and the level of evidence that was actually used. Five orthopedic surgeons (K.D.B., J.B., J.A., S.D.M., W.N.S.) evaluated blinded articles from the first 6 months of 2010 in the Journal of Bone and Joint Surgery (American Volume) (JBJS-Am), classifying the study type and design and extracting a primary research question from each article. Each evaluator then defined the study type and method, along with the level of evidence that would ideally be used to address the primary research question. The level of evidence gap was then calculated by subtracting the actual level of evidence of the manuscript from the level of evidence of the idealized study. Of the 64 JBJS-Am manuscripts eligible for analysis, the average level of evidence was between Level II and III (mean, 2.73). The average level of evidence gap was 1.06 compared with the JBJS-Am-designated level of evidence and 1.28 compared with the evaluators' assessment. Because not all questions require Level I studies, level of evidence alone may not be the best metric for the quality of orthopedic surgery literature. Instead, the authors' concept of a level of evidence gap may be a better tool for assessing the state of orthopedic research publications. Copyright 2012, SLACK Incorporated.
The question of caution in professional medium
International Nuclear Information System (INIS)
Godard, O.
2006-01-01
Contrived in Europe to tackle the environment protection policies and management of natural resources, the principle of caution has seen since 1990 its interest developed towards the fields of food safety and public health. The importance and the relevance of questions have lead the national institute of research and safety to constitute a working group to explore the problems and the potentialities that could be linked to the explicit introduction of this principle and this in the field of the prevention of professional risks. This work tackles several aspects of the question of caution in professional medium such history, concepts, evolution...as well as cases judged exemplary ones. (N.C.)
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.
Thinking through Quality Questioning: Deepening Student Engagement
Walsh, Jackie Acree; Sattes, Beth Dankert
2011-01-01
This groundbreaking book provides teachers with an accessible, research-based blueprint for developing student metacognitive skills and ensuring that students take responsibility for their own learning. The authors use the findings of cognitive scientists to highlight quality questioning behaviors and explain how to apply them for improved student…
Lam, Tram Kim; Schully, Sheri D; Rogers, Scott D; Benkeser, Rachel; Reid, Britt; Khoury, Muin J
2013-04-01
In a time of scientific and technological developments and budgetary constraints, the National Cancer Institute's (NCI) Provocative Questions Project offers a novel funding mechanism for cancer epidemiologists. We reviewed the purposes underlying the Provocative Questions Project, present information on the contributions of epidemiologic research to the current Provocative Questions portfolio, and outline opportunities that the cancer epidemiology community might capitalize on to advance a research agenda that spans a translational continuum from scientific discoveries to population health impact.
Learning Physics Teaching through Collaborative Design of Conceptual Multiple-Choice Questions
Milner-Bolotin, Marina
2015-01-01
Increasing student engagement through Electronic Response Systems (clickers) has been widely researched. Its success largely depends on the quality of multiple-choice questions used by instructors. This paper describes a pilot project that focused on the implementation of online collaborative multiple-choice question repository, PeerWise, in a…
The Effects of Student Question-Generation with Online Prompts on Learning
Yu, Fu-Yun; Pan, Kuan-Jung
2014-01-01
The focus of this study was to investigate the effects of student-question generation with online prompts on student academic achievement, question-generation performance, learning satisfaction and learning anxiety. This study adopted a quasi-experimental research design. Two classes of eighth grade students (N = 64) from one middle school…
"Big Questions" in the Introductory Religion Classroom: Expanding the Integrative Approach
Deffenbaugh, Daniel G.
2011-01-01
Recent research by Barbara Walvoord suggests a perceived disparity between faculty learning objectives and students' desire to engage "big questions" in the introductory religion classroom. Faculty opinions of such questions are varied, ranging from a refusal to employ any approach that diverts attention away from critical thinking, to a…
Determining the Response Behaviors of Middle School Students for Open-Ended Questions
Directory of Open Access Journals (Sweden)
Neslihan Tuğçe ŞİMŞEK
2017-04-01
Full Text Available When the literature for measurement and evaluation in education is reviewed, research related to student achievement are mainly outcome-oriented rather than process-oriented. Researchers pay attention to the responses that a student constructs or chooses, and ignore the cognitive processes that forces students to construct or choose that specific response. Recognizing the cognitive processes a student uses in responding to a question affects the item construction process and psychometric audit on items. Response behavior is a result of a cognitive process used to respond to a question and is accepted as an indicator of student cognitive competence. This study aims to determine the students’ response behaviors for open-ended questions. The study group consisted of 70 students from the 5th grade studying during the 2015-2016 education year spring term in the Cankaya and Mamak districts of Ankara province, Turkey. An authentic achievement test which consisted of eight open-ended questions is used as the data collection tool. Students are asked to write in detail how they construct their response in their mind in the blank space set aside after each question. Data is analyzed via grouping students’ response behaviors and expert opinions. Research findings revealed that students perform 14 different response behaviors for open-ended questions. These behaviors are themed as responses constructed directly from the text, responses constructed by interpreting the text, and responses constructed by linking real life and the text.
Review of Ethics in Mental Health Research by James M. DuBois
Directory of Open Access Journals (Sweden)
Pies Ronald
2008-04-01
Full Text Available Abstract The burgeoning field of medical ethics raises complicated questions for mental health researchers. The critical issues of risk assessment, beneficence, and the moral duties researchers owe their patients are analyzed in James DuBois's well written Ethics in Mental Health Research.
Directory of Open Access Journals (Sweden)
Wayne R. Munns, Jr.
2006-06-01
Full Text Available Wildlife populations are experiencing increasing pressure from human-induced changes in the landscape. Stressors including agricultural and urban land use, introduced invasive and exotic species, nutrient enrichment, direct human disturbance, and toxic chemicals directly or indirectly influence the quality and quantity of habitat used by terrestrial and aquatic wildlife. Governmental agencies such as the U.S. Environmental Protection Agency are required to assess risks to wildlife populations, in its broadest definition, that result from exposure to these stressors, yet considerable uncertainty exists with respect to how such assessments should be conducted. This uncertainty is compounded by questions concerning the interactive effects of co-occurring stressors, appropriate spatial scales of analysis, extrapolation of response data among species and from organisms to populations, and imperfect knowledge and use of limited data sets. Further, different risk problems require varying degrees of sophistication, methodological refinement, and data quality. These issues suggest a number of research needs to improve methods for wildlife risk assessments, including continued development of population dynamics models to evaluate the effects of multiple stressors at varying spatial scales, methods for extrapolating across endpoints and species with reasonable confidence, stressor-response relations and methods for combining them in predictive and diagnostic assessments, and accessible data sets describing the ecology of terrestrial and aquatic species. Case study application of models and methods for assessing wildlife risk will help to demonstrate their strengths and limitations for solving particular risk problems.
Assessing Informal Astronomy Education and Outreach
Bednarski, Marsha; Larsen, K.; Robinson, C.
2008-05-01
As astronomical organizations, science centers, and planetariums prepare new programming for the IYA, the question of assessment of such programs, both in conveying astronomical content and engaging the audience in that content, becomes increasingly important. In addition, how can target audience interests be measured in such as way as to facilitate the development of this new programming? One methodology is question cards (Stroud et al. 2007) which asks participants to physically sort a set of questions into categories such as "what I already know about,” "what I want to know more about,” and "what I am not interested in knowing more about.” When administered as a pre/post assessment, the resulting data can be utilized to make adjustments to future programming and to create new programs which better fit target audience interests and pedagogical needs. This poster discusses a modification of this methodology as 10-item questionnaire where questions such as "how will the sun die?” and "why do stars have different colors” are accompanied by four possible responses: "I know the answer,” "I want to know the answer,” "I know the answer but I want to know more,” and "I'm not interested in this question.” Data will be provided for the successes and limitations of this assessment technique as applied to three pilot programs: assessment of an existing informal astronomy education program for 7th graders, assessment of an existing planetarium show, and audience research for the planning of a future planetarium show.
Directory of Open Access Journals (Sweden)
John Fairweather PhD
2012-07-01
Full Text Available This article reports results from research on cultural models, and assesses the effects of computers on data quality by comparing open-ended questions asked in two formats—face-to-face interviewing (FTFI and computer-assisted, self-interviewing (CASI. We expected that for our non-sensitive topic, FTFI would generate fuller and richer accounts because the interviewer could facilitate the interview process. Although the interviewer indeed facilitated these interviews, which resulted in more words in less time, the number of underlying themes found within the texts for each interview mode was the same, thus resulting in the same models of national culture and innovation being built for each mode. Our results, although based on an imperfect research design, suggest that CASI can be beneficial when using open-ended questions because CASI is easy to administer, capable of reaching more efficiently a large sample, and able to avoid the need to transcribe the recorded responses.
International Nuclear Information System (INIS)
Berg, Eugene
2012-01-01
Civilian and military nuclear questions fill a multitude of publications these days, especially after the Japanese tsunami and the Fukushima disaster. The author analyses some of them and highlights the links between civil and military nuclear industries, the realities of the nuclear cycle and related industrial questions before concluding on the controversial issue of weapons and their proliferation potential
Nuclear power: Questions and answers
International Nuclear Information System (INIS)
1988-01-01
In 1988, the Uranium Institute, a London-based international association of industrial enterprises in the nuclear industry, published a report entitled The Safety of Nuclear Power Plants. Based on an assessment by an international group of senior nuclear experts from eight countries, the report provides an authoritative explanation, for non-specialists of the basic principles of reactor safety, their application, and their implications. Some questions and answers are selected from that report; they address only a few of the subjects that the report itself examines in greater detail
DEFF Research Database (Denmark)
Cao, Xin; Cong, Gao; Cui, Bin
2012-01-01
, 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......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...
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
Analysis of the Questions Asked through Digital and Face-to-Face Reference Services
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…
Using Bloom's Taxonomy to Evaluate the Cognitive Levels of Master Class Textbook's Questions
Assaly, Ibtihal R.; Smadi, Oqlah M.
2015-01-01
This study aimed at evaluating the cognitive levels of the questions following the reading texts of Master Class textbook. A checklist based on Bloom's Taxonomy was the instrument used to categorize the cognitive levels of these questions. The researchers used proper statistics to rank the cognitive levels of the comprehension questions. The…
Why does asking questions change health behaviours? The mediating role of attitude accessibility
Wood, Chantelle; Conner, Mark; Sandberg, Tracy; Godin, Gaston; Sheeran, Paschal
2013-01-01
Objective The question-behaviour effect (QBE) refers to the finding that measuring behavioural intentions increases performance of the relevant behaviour. This effect has been used to change health behaviours. The present research asks why the QBE occurs and evaluates one possible mediator – attitude accessibility. Design University staff and students (N = 151) were randomly assigned to an intention measurement condition where they reported their intentions to eat healthy foods, or to one of two control conditions. Main outcome measures Participants completed a response latency measure of attitude accessibility, before healthy eating behaviour was assessed unobtrusively using an objective measure of snacking. Results Intention measurement participants exhibited more accessible attitudes towards healthy foods, and were more likely to choose a healthy snack, relative to control participants. Furthermore, attitude accessibility mediated the relationship between intention measurement and behaviour. Conclusion This research demonstrates that increased attitude accessibility may explain the QBE, extending the findings of previous research to the domain of health behaviour. PMID:24245778
Kengne-Ouafo, Jonas A; Millard, James D; Nji, Theobald M; Tantoh, William F; Nyoh, Doris N; Tendongfor, Nicholas; Enyong, Peter A; Newport, Melanie J; Davey, Gail; Wanji, Samuel
2016-05-01
There is limited assessment of whether research participants in low-income settings are afforded a full understanding of the meaning of medical research. There may also be particular issues with the understanding of genetic research. We used a rapid ethical assessment methodology to explore perceptions surrounding the meaning of research, genetics and genetic research in north west Cameroon. Eleven focus group discussions (including 107 adults) and 72 in-depth interviews were conducted with various stakeholders in two health districts in north west Cameroon between February and April 2012. Most participants appreciated the role of research in generating knowledge and identified a difference between research and healthcare but gave varied explanations as to this difference. Most participants' understanding of genetics was limited to concepts of hereditary, with potential benefits limited to the level of the individual or family. Explanations based on supernatural beliefs were identified as a special issue but participants tended not to identify any other special risks with genetic research. We demonstrated a variable level of understanding of research, genetics and genetic research, with implications for those carrying out genetic research in this and other low resource settings. Our study highlights the utility of rapid ethical assessment prior to complex or sensitive research. © The Author 2015. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene.
Welfare assessment in porcine biomedical research – Suggestion for an operational tool
DEFF Research Database (Denmark)
Søndergaard, Lene Vammen; Dagnæs-Hansen, Frederik; Herskin, Mette S
2011-01-01
of the extent of welfare assessment in pigs used in biomedical research and to suggest a welfare assessment standard for research facilities based on an exposition of ethological considerations relevant for the welfare of pigs in biomedical research. The tools for porcine welfare assessment presented suggest...
Proposal for a Similar Question Search System on a Q&A Site
Directory of Open Access Journals (Sweden)
Katsutoshi Kanamori
2014-06-01
Full Text Available There is a service to help Internet users obtain answers to specific questions when they visit a Q&A site. A Q&A site is very useful for the Internet user, but posted questions are often not answered immediately. This delay in answering occurs because in most cases another site user is answering the question manually. In this study, we propose a system that can present a question that is similar to a question posted by a user. An advantage of this system is that a user can refer to an answer to a similar question. This research measures the similarity of a candidate question based on word and dependency parsing. In an experiment, we examined the effectiveness of the proposed system for questions actually posted on the Q&A site. The result indicates that the system can show the questioner the answer to a similar question. However, the system still has a number of aspects that should be improved.
Teachers' Use of Learning Progression-Based Formative Assessment in Water Instruction
Covitt, Beth A.; Gunckel, Kristin L.; Caplan, Bess; Syswerda, Sara
2018-01-01
While learning progressions (LPs) hold promise as instructional tools, researchers are still in the early stages of understanding how teachers use LPs in formative assessment practices. We report on a study that assessed teachers' proficiency in using a LP for student ideas about hydrologic systems. Research questions were: (a) what were teachers'…
Spencer-Cavaliere, Nancy; Peers, Danielle
2011-10-01
The inclusion of able-bodied athletes within disability sport, a phenomenon known as reverse integration, has sparked significant debate within adapted physical activity. Although researchers and practitioners have taken up positions for or against reverse integration, there is a lack of supporting research on the experiences of athletes who already play in such settings. In this study, we explore how competitive female athletes who have a disability experience reverse integration in Canadian wheelchair basketball. Athletic identity was used as the initial conceptual framework to guide semistructured interviews with nine participants. The results suggest that participation in this context contributed to positive athletic identities. Interviews also pointed to the unexpected theme of "what's the difference?" that this sporting context provided a space for the questioning and creative negotiation of the categories of disability and able-bodiedness. Methodologically, this paper also explores the possibilities and challenges of inter- worldview and insider-outsider research collaboration.
Rothwell, Erin; Botkin, Jeffrey R; Cheek-O'Donnell, Sydney; Wong, Bob; Case, Gretchen A; Johnson, Erin; Matheson, Trent; Wilson, Alena; Robinson, Nicole R; Rawlings, Jared; Horejsi, Brooke; Lopez, Ana Maria; Byington, Carrie L
2018-01-01
This study assessed the short-term impact of the play "Informed Consent" by Deborah Zoe Laufer (a fictionalized look at the controversy over specimens collected from the Havasupai Tribe for diabetes research in 1989) on perceptions of trust, willingness to donate biospecimens, and attitudes toward harm and privacy among the medical and undergraduate students, faculty, and the public in the Intermountain West. Surveys were administered before and after a staged reading of the play by professional actors. Survey items included the short form Trust in Medical Researchers, and single-item questions about group identity, ethics of genetic testing in children, and willingness to donate biospecimens. In addition, respondents were given the option to answer open-ended questions through e-mail. Out of the 481 who attended the play, 421 completed both the pre and post surveys, and 166 participants completed open-ended questions online approximately 1 week after the play. Across all participants, there were significant declines for trust in medical researchers and for the survey item "is it ethical for investigators to test children for adult onset diseases" (p < .001 for both) following the play. There was a significant increase in agreement to improve group identity protections (p < .001) and there were no differences on willingness to donate biospecimens to research (p = .777). Qualitative data provided extensive contextual data supporting these perspectives. This is one of the first studies to document short-term impacts of a theatrical performance on both attitudes and behavioral intentions toward research ethics and clinical research participation. Future research should continue to explore the impact of theatrical performances among public and investigators on the ethical issues and complexities in clinical research.
Creating robust vocabulary frequently asked questions and extended examples
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
The role of student’s critical asking question in developing student’s critical thinking skills
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.
Energy Technology Data Exchange (ETDEWEB)
Pohl, Peter
2016-07-15
Six questions to the experts in the field are posed: (1) Why is the assessment of accident consequences not separated in long-term and peak exposure? (2) Why is the exposure due to I-131 seen critical mainly in regard to the thyroid? (3) Do you have any reliable relations of health risk versus peak exposure? (4) Why do you not abolish the LNT assumption and replace it with a threshold model? (5) Why do you include indirect, psycho-somatic effects in assessing the consequences of reactor accidents when this is not customary with accidents with often more casualties? (6) How can the number of Chernobyl-assigned thyroid cancers have risen from some 600 about to some 4,000 today, when the latency period is in the range of 4 to 5 years?.
Assessment of Research Needs for Coal Utilization
Energy Technology Data Exchange (ETDEWEB)
Penner, S.S.
1983-08-01
The Coal Combustion and Applications Working Group (CCAWG), at the request of J.W. Mares (Assistant Secretary for Fossil Energy) and A.W. Trivelpiece (Director, Office of Energy Research), has reviewed and evaluated the U.S. programs on coal combustion and utilization. The important topical areas of coal gasification and coal liquefaction have been deliberately excluded because R and D needs for these technologies were reviewed previously by the DOE Fossil Energy Research Working Group. The CCAWG studies were performed in order to provide an independent assessment of research areas that affect prospects for augmented coal utilization. In this report, we summarize the findings and research recommendations of CCAWG.
Nelsen, Jane; DeLorenzo, Chip
2010-01-01
Have you ever found yourself lecturing a child, with the best of intentions, in an attempt to help him or her learn a lesson or process a situation in a manner that you feel will be productive? Curiosity questions, which the authors also call What and How questions, help children process an experience, event, or natural consequence so that they…
John Fairweather PhD; Tiffany Rinne PhD; Gary Steel PhD
2012-01-01
This article reports results from research on cultural models, and assesses the effects of computers on data quality by comparing open-ended questions asked in two formats—face-to-face interviewing (FTFI) and computer-assisted, self-interviewing (CASI). We expected that for our non-sensitive topic, FTFI would generate fuller and richer accounts because the interviewer could facilitate the interview process. Although the interviewer indeed facilitated these interviews, which resulted in more w...
Does Educator Training or Experience Affect the Quality of Multiple-Choice Questions?
Webb, Emily M; Phuong, Jonathan S; Naeger, David M
2015-10-01
Physicians receive little training on proper multiple-choice question (MCQ) writing methods. Well-constructed MCQs follow rules, which ensure that a question tests what it is intended to test. Questions that break these are described as "flawed." We examined whether the prevalence of flawed questions differed significantly between those with or without prior training in question writing and between those with different levels of educator experience. We assessed 200 unedited MCQs from a question bank for our senior medical student radiology elective: an equal number of questions (50) were written by faculty with previous training in MCQ writing, other faculty, residents, and medical students. Questions were scored independently by two readers for the presence of 11 distinct flaws described in the literature. Questions written by faculty with MCQ writing training had significantly fewer errors: mean 0.4 errors per question compared to a mean of 1.5-1.7 errors per question for the other groups (P Educator experience alone had no effect on the frequency of flaws; faculty without dedicated training, residents, and students performed similarly. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.
Questioning care at the end of life.
Ruopp, Patricia; Good, Mary-Jo Delvecchio; Lakoma, Matthew; Gadmer, Nina M; Arnold, Robert M; Block, Susan D
2005-06-01
The goal of the larger study was to explore physicians' emotional responses to the death of their patients; this study analyzed a subset of physician transcripts to elucidate the construct of questioning care, which emerged from the larger study. To analyzes how physicians question care-expressing concern, unease, or uncertainty about treatment decisions and practices, errors, or adverse events-as they attend dying patients. Retrospective interview study of physicians caring for randomly selected deaths on the medical service of a major academic teaching hospital, using qualitative and quantitative measures. SETTING, SUBJECTS: 188 attendings, residents, and interns on the internal medical services of two academic medical centers were part of the larger study. A subsample of 75 physician narratives was selected for qualitative data analysis for this study. Qualitative measures included open-ended questions eliciting physicians' stories of the most recent and a most emotionally powerful patient death they have experienced. Grounded theory was used to analyze physician narratives. Quantitative instruments measured physician attitudes toward end-of-life care and responses to the most recent and most emotional patient death. Physicians question care more frequently in most emotional deaths (42%) than in most recent deaths (34%). Physicians question communication with patients and families and within medical teams, medical judgment and technique, standards of practice, and high-risk treatments, often assigning responsibility for medical management they perceive as inappropriate, futile, overly aggressive, or mistakes in judgment and technique. Responsibility ranges from the distal (the culture of medicine) to the proximal (personal). Frustration, guilt, and anger are more frequently expressed in these narratives when care is questioned. A typology of questioning care emerged from these physicians' narratives that parallels and reflects recent and classic research on
Long-Term Research in Ecology and Evolution (LTREE): 2015 survey data.
Bradford, Mark A; Leiserowitz, Anthony; Feinberg, Geoffrey; Rosenthal, Seth A; Lau, Jennifer A
2017-11-01
To systematically assess views on contributions and future activities for long-term research in ecology and evolution (LTREE), we conducted and here provide data responses and associated metadata for a survey of ecological and evolutionary scientists. The survey objectives were to: (1) Identify and prioritize research questions that are important to address through long-term, ecological field experiments; and (2) understand the role that these experiments might play in generating and applying ecological and evolutionary knowledge. The survey was developed adhering to the standards of the American Association for Public Opinion Research. It was administered online using Qualtrics Survey Software. Survey creation was a multi-step process, with questions and format developed and then revised with, for example, input from an external advisory committee comprising senior and junior ecological and evolutionary researchers. The final questionnaire was released to ~100 colleagues to ensure functionality and then fielded 2 d later (January 7 th , 2015). Two professional societies distributed it to their membership, including the Ecological Society of America, and it was posted to three list serves. The questionnaire was available through February 8th 2015 and completed by 1,179 respondents. The distribution approach targeted practicing ecologists and evolutionary biologists in the U.S. Quantitative (both ordinal and categorical) closed-ended questions used a predefined set of response categories, facilitating direct comparison across all respondents. Qualitative, open-ended questions, provided respondents the opportunity to develop their own answers. We employed quantitative questions to score views on the extent to which long-term experimental research has contributed to understanding in ecology and evolutionary biology; its role compared to other approaches (e.g., short-term experiments); justifications for and caveats to long-term experiments; and the relative importance
Directory of Open Access Journals (Sweden)
Jemala Marek
2016-06-01
Full Text Available In terms of publishing and commercialisation of academic research results, there may be more preferred qualitative research in the long term. But, not every research can be focused only on the quality of its outputs, but each output of the research, however, should have an adequate quality and added value. The main research question of this article may be determined as follows – How can the quality of academic research be better evaluated and thus improved, also in the area of Industrial management? It is not the intention of this article to perform statistical research in the field yet, but this study is based on empirical data and results.
Gibson, Barbara E; Stasiulis, Elaine; Gutfreund, Shawna; McDonald, Maria; Dade, Lauren
2011-08-01
In Canadian jurisdictions without specific legislation pertaining to research consent, the onus is placed on researchers to determine whether a child is capable of independently consenting to participate in a research study. Little, however, is known about how child health researchers are approaching consent and capacity assessment in practice. The aim of this study was to explore and describe researchers' current practices. The study used a qualitative descriptive design consisting of 14 face-to-face interviews with child health researchers and research assistants in Southern Ontario. Transcribed interviews were analysed for common themes. Procedures for assessing capacity varied considerably from the use of age cutoffs to in-depth engagement with each child. Three key issues emerged from the accounts: (1) requirements that consent be provided by a single person thwarted researchers' abilities to support family decision-making; (2) little practical distinction was made between assessing if a child was capable, versus determining if study information had been adequately explained by the researcher; and (3) participants' perceived that review boards' requirements may conflict with what they considered ethical consent practices. The results suggest that researchers' consent and capacity knowledge and skills vary considerably. Perceived discrepancies between ethical practice and ethics boards' requirements suggest the need for dialogue, education and possibly ethics board reforms. Furthermore we propose, where appropriate, a 'family decision-making' model that allows parents and their children to consent together, thereby shifting the focus from separate assent and consent procedures to approaches that appropriately engage the child and family.
Using local research sites to engage undergraduates in environmental science research
Varner, R. K.
2016-12-01
For the first time in their undergraduate experience, students in the University of New Hampshire's Techniques in Environmental Science course are immersed in learning approaches to scientific investigation that they can implement as part of their senior capstone research experience or other REU type programs. The course begins with an understanding of the value of note taking in the field and working collaboratively in groups. The students then embark upon a series of field experiences that include using both simple and complex tools for mapping elevation, species composition and above ground biomass estimates in a forest and wetland, carbon cycling through measurement of greenhouse gas exchange at both a wetland and at an organic dairy farm, assessing hydrology and water quality through both ground and surface water measurements at locations on campus, and finally analysis of atmospheric chemistry data collected locally. Over the course of a semester the students learn how to describe their methodology and the importance of their work concisely. Eventually the students are given instrumentation and a field site and learn to ask their own research question and develop their approach to answering it. This course model provides a foundation for students to pursue their capstone research experiences but also for understanding complex environmental questions such as the impact of land use change on water and air quality and carbon cycling and its role in our climate system. Students are provided a unique opportunity to address questions at field sites that are local and are part of larger research programs which allows for a larger context to place their work. This course has also been a framework for the NSF funded REU program- Northern Ecosystems Research for Undergraduates (EAR#1063037). Sallie's Fen, a wetland research site, is used as an initial field setting for students to learn techniques, build their ability to ask research questions and to plan research
The science of adaptation. A framework for assessment
International Nuclear Information System (INIS)
Smit, B.; Burton, I.; Street, R.; Klein, R.J.T.; Maciver, D.C.
1999-01-01
This paper outlines what is meant by 'adaptation' to climate change, and how it might be addressed in the IPCC Assessments. Two roles of adaptation in the climate change field are identified: adaptation as part of impact assessment (where the key question is: what adaptations are likely?), and adaptation as part of the policy response (where the central question is: what adaptations are recommended?). The concept of adaptation has been adopted in several fields including climate impact assessment and policy development, risk management, and natural hazards research. A framework for systematically defining adaptations is based on three questions: (1) adaptation to what? (2) who or what adapts? and (3) how does adaptation occur? The paper demonstrates that, for adaptation purposes, climate extremes and variability are integral parts of climate change, along with shifts in mean conditions. Attributes for differentiating adaptations include purposefulness, timing, temporal and spatial scope, effects, form and performance. The framework provides a guide for the treatment of adaptation in the IPCC assessments, both in the assessment of impacts and in the evaluation of adaptive policy options. 64 refs
Practical Usage of Multiple-Choice Questions as Part of Learning and Self-Evaluation
Directory of Open Access Journals (Sweden)
Paula Kangasniemi
2016-12-01
Full Text Available The poster describes how the multiple-choice questions could be a part of learning, not only assessing. We often think of the role of questions only in order to test the student's skills. We have tested how questions could be a part of learning in our web-based course of information retrieval in Lapland University. In web-based learning there is a need for high-quality mediators. Mediators are learning promoters which trigger, support, and amplify learning. Mediators can be human mediators or tool mediators. The tool mediators are for example; tests, tutorials, guides and diaries. The multiple-choice questions can also be learning promoters which select, interpret and amplify objects for learning. What do you have to take into account when you are preparing multiple-choice questions as mediators? First you have to prioritize teaching objectives: what must be known and what should be known. According to our experience with contact learning, you can assess what the things are that students have problems with and need more guidance on. The most important addition to the questions is feedback during practice. The questions’ answers (wrong or right are not important. The feedback on the answers are important to guide students on how to search. The questions promote students’ self-regulation and self-evaluation. Feedback can be verbal, a screenshot or a video. We have added a verbal feedback for every question and also some screenshots and eight videos in our web-based course.
Effect of lecture instruction on student performance on qualitative questions
Heron, Paula R. L.
2015-06-01
The impact of lecture instruction on student conceptual understanding in physics has been the subject of research for several decades. Most studies have reported disappointingly small improvements in student performance on conceptual questions despite direct instruction on the relevant topics. These results have spurred a number of attempts to improve learning in physics courses through new curricula and instructional techniques. This paper contributes to the research base through a retrospective analysis of 20 randomly selected qualitative questions on topics in kinematics, dynamics, electrostatics, waves, and physical optics that have been given in introductory calculus-based physics at the University of Washington over a period of 15 years. In some classes, questions were administered after relevant lecture instruction had been completed; in others, it had yet to begin. Simple statistical tests indicate that the average performance of the "after lecture" classes was significantly better than that of the "before lecture" classes for 11 questions, significantly worse for two questions, and indistinguishable for the remaining seven. However, the classes had not been randomly assigned to be tested before or after lecture instruction. Multiple linear regression was therefore conducted with variables (such as class size) that could plausibly lead to systematic differences in performance and thus obscure (or artificially enhance) the effect of lecture instruction. The regression models support the results of the simple tests for all but four questions. In those cases, the effect of lecture instruction was reduced to a nonsignificant level, or increased to a significant, negative level when other variables were considered. Thus the results provide robust evidence that instruction in lecture can increase student ability to give correct answers to conceptual questions but does not necessarily do so; in some cases it can even lead to a decrease.
Use of Multi-Response Format Test in the Assessment of Medical Students’ Critical Thinking Ability
Mafinejad, Mahboobeh Khabaz; Monajemi, Alireza; Jalili, Mohammad; Soltani, Akbar; Rasouli, Javad
2017-01-01
Introduction To evaluate students critical thinking skills effectively, change in assessment practices is must. The assessment of a student’s ability to think critically is a constant challenge, and yet there is considerable debate on the best assessment method. There is evidence that the intrinsic nature of open and closed-ended response questions is to measure separate cognitive abilities. Aim To assess critical thinking ability of medical students by using multi-response format of assessment. Materials and Methods A cross-sectional study was conducted on a group of 159 undergraduate third-year medical students. All the participants completed the California Critical Thinking Skills Test (CCTST) consisting of 34 multiple-choice questions to measure general critical thinking skills and a researcher-developed test that combines open and closed-ended questions. A researcher-developed 48-question exam, consisting of 8 short-answers and 5 essay questions, 19 Multiple-Choice Questions (MCQ), and 16 True-False (TF) questions, was used to measure critical thinking skills. Correlation analyses were performed using Pearson’s coefficient to explore the association between the total scores of tests and subtests. Results One hundred and fifty-nine students participated in this study. The sample comprised 81 females (51%) and 78 males (49%) with an age range of 20±2.8 years (mean 21.2 years). The response rate was 64.1%. A significant positive correlation was found between types of questions and critical thinking scores, of which the correlations of MCQ (r=0.82) and essay questions (r=0.77) were strongest. The significant positive correlations between multi-response format test and CCTST’s subscales were seen in analysis, evaluation, inference and inductive reasoning. Unlike CCTST subscales, multi-response format test have weak correlation with CCTST total score (r=0.45, p=0.06). Conclusion This study highlights the importance of considering multi-response format test in
Use of Multi-Response Format Test in the Assessment of Medical Students' Critical Thinking Ability.
Mafinejad, Mahboobeh Khabaz; Arabshahi, Seyyed Kamran Soltani; Monajemi, Alireza; Jalili, Mohammad; Soltani, Akbar; Rasouli, Javad
2017-09-01
To evaluate students critical thinking skills effectively, change in assessment practices is must. The assessment of a student's ability to think critically is a constant challenge, and yet there is considerable debate on the best assessment method. There is evidence that the intrinsic nature of open and closed-ended response questions is to measure separate cognitive abilities. To assess critical thinking ability of medical students by using multi-response format of assessment. A cross-sectional study was conducted on a group of 159 undergraduate third-year medical students. All the participants completed the California Critical Thinking Skills Test (CCTST) consisting of 34 multiple-choice questions to measure general critical thinking skills and a researcher-developed test that combines open and closed-ended questions. A researcher-developed 48-question exam, consisting of 8 short-answers and 5 essay questions, 19 Multiple-Choice Questions (MCQ), and 16 True-False (TF) questions, was used to measure critical thinking skills. Correlation analyses were performed using Pearson's coefficient to explore the association between the total scores of tests and subtests. One hundred and fifty-nine students participated in this study. The sample comprised 81 females (51%) and 78 males (49%) with an age range of 20±2.8 years (mean 21.2 years). The response rate was 64.1%. A significant positive correlation was found between types of questions and critical thinking scores, of which the correlations of MCQ (r=0.82) and essay questions (r=0.77) were strongest. The significant positive correlations between multi-response format test and CCTST's subscales were seen in analysis, evaluation, inference and inductive reasoning. Unlike CCTST subscales, multi-response format test have weak correlation with CCTST total score (r=0.45, p=0.06). This study highlights the importance of considering multi-response format test in the assessment of critical thinking abilities of medical
Uncertainty and global climate change research
Energy Technology Data Exchange (ETDEWEB)
Tonn, B.E. [Oak Ridge National Lab., TN (United States); Weiher, R. [National Oceanic and Atmospheric Administration, Boulder, CO (United States)
1994-06-01
The Workshop on Uncertainty and Global Climate Change Research March 22--23, 1994, in Knoxville, Tennessee. This report summarizes the results and recommendations of the workshop. The purpose of the workshop was to examine in-depth the concept of uncertainty. From an analytical point of view, uncertainty is a central feature of global climate science, economics and decision making. The magnitude and complexity of uncertainty surrounding global climate change has made it quite difficult to answer even the most simple and important of questions-whether potentially costly action is required now to ameliorate adverse consequences of global climate change or whether delay is warranted to gain better information to reduce uncertainties. A major conclusion of the workshop is that multidisciplinary integrated assessments using decision analytic techniques as a foundation is key to addressing global change policy concerns. First, uncertainty must be dealt with explicitly and rigorously since it is and will continue to be a key feature of analysis and recommendations on policy questions for years to come. Second, key policy questions and variables need to be explicitly identified, prioritized, and their uncertainty characterized to guide the entire scientific, modeling, and policy analysis process. Multidisciplinary integrated assessment techniques and value of information methodologies are best suited for this task. In terms of timeliness and relevance of developing and applying decision analytic techniques, the global change research and policy communities are moving rapidly toward integrated approaches to research design and policy analysis.
The Effects of Features of Examination Questions on the Performance of Students with Dyslexia
Crisp, Victoria; Johnson, Martin; Novakovic, Nadezda
2012-01-01
This research investigated whether features of examination questions influence students with dyslexia differently to others, potentially affecting whether they have a fair opportunity to show their knowledge, understanding and skills. A number of science examination questions were chosen. For some questions two slightly different versions were…
Science and Glyphosate: Questioning Orders. An Investigation in the Press in the Argentine Context
Directory of Open Access Journals (Sweden)
María Paula Blois
2016-06-01
Full Text Available In April 2009, the embryologist Andrés Carrasco made public in the newspaper Página 12 a research conducted in his laboratory on the damage caused by glyphosate, a key input for GMOs based agriculture. Released in the press before being subjected to peer review, research caused approvals and disproofs. Focusing on the actions of this embryologist and some events that took place following the publication in the newspaper, this work research the place of scientist that produced scientific knowledge while questioning his own role and his science. Pointing out that the study on glyphosate, the publication in the press and the question of the meaning of science that this scientist arises with insistence are part of the questioning of an order of things, concludes with a series of reflections about the possibility and type of questioning and possible changes.
THE EXPLICIT COMPREHENSION-STRATEGY INSTRUCTION: QUESTION-ANSWER RELATIONSHIP VS SELF-QUESTIONING
Directory of Open Access Journals (Sweden)
Lalu Thohir
2017-12-01
Full Text Available This study was aimed at examining and comparing the effectiveness of the Question-Answer Relationship (QAR and Self-Questioning (SQ strategies in improving the reading ability of the undergraduate students. This study was a quasi-experimental study in which two out of three classes of the third semester students at English department of Mataram University were selected randomly to receive either QAR strategy or SQ strategy instructions for ten weekly meetings. The findings of pre- and posttest with multiple-choice questions revealed that both comprehension strategies were effective in improving the undergraduate students‘ reading ability. The findings from the posttest with multiple-choice questions indicated the students who received SQ strategy instruction scored significantly higher than those students who received QAR strategy instruction. On the other hand, the students who received QAR strategy instruction scored slightly higher than those students who received SQ strategy instruction in the posttest with open-ended questions.
The Nirex safety assessment research programme
International Nuclear Information System (INIS)
Cooper, M.J.
1988-07-01
This report describes progress on the Nirex Safety Assessment Research Programme in 1987/88. The programme is concerned with research into the disposal of low-level waste (LLW) and intermediate-level waste (ILW) into underground repositories. At the beginning of 1987/88 a range of techniques for measuring and modelling far-field phenomena were being applied to near-surface disposal of low-level waste in clay. However, during the year the far-field studies were redirected to consider generic geological materials of interest for deep disposal of low and intermediate-level waste, which is now the preferred option in the UK. A substantial part of the programme is concerned with the effectiveness of near-field barriers to water-borne leakage of radionuclides from cementitious repositories. Considerable progress has been made in quantifying this and laying the foundations for robust and reliable radiological assessments to be made with appropriate models. New projects have also been initiated to study the evolution and migration of gases from an underground repository and to consider the contribution of the biosphere to the retardation of radionuclides. (author)
Assessing competence in sport psychology: An action research account
Hutter, R. I (Vana); Pijpers, J. R (Rob); Oudejans, Raôul R.D.
2016-01-01
Competent practice in sport psychology is of utmost importance for the professional status of the field, and hence proper assessment of competence for sport psychology practice is needed. We describe three cycles of action research to improve the assessment of competence in a sport psychology education program. The cycles were directed at (a) empowering supervisors in their assessing role, (b) improving the assessment checklist, and (c) investigating an alternative assessment method. Although...
The ecological research needs of business.
Armsworth, Paul R; Armsworth, Anastasia N; Compton, Natalie; Cottle, Phil; Davies, Ian; Emmett, Bridget A; Fandrich, Vanessa; Foote, Matthew; Gaston, Kevin J; Gardiner, Phil; Hess, Tim; Hopkins, John; Horsley, Nick; Leaver, Natasha; Maynard, Trevor; Shannon, Delia
2010-04-01
Businesses have an unrivalled ability to mobilize human, physical and financial capital, often manage large land holdings, and draw on resources and supply products that impact a wide array of ecosystems. Businesses therefore have the potential to make a substantial contribution to arresting declines in biodiversity and ecosystem services. To realize this potential, businesses require support from researchers in applied ecology to inform how they measure and manage their impacts on, and opportunities presented to them by, biodiversity and ecosystem services.We reviewed papers in leading applied ecology journals to assess the research contribution from existing collaborations involving businesses. We reviewed applications to, and grants funded by, the UK's Natural Environment Research Council for evidence of public investment in such collaborations. To scope opportunities for expanding collaborations with businesses, we conducted workshops with three sectors (mining and quarrying, insurance and manufacturing) in which participants identified exemplar ecological research questions of interest to their sector.Ten to fifteen per cent of primary research papers in Journal of Applied Ecology and Ecological Applications evidenced business involvement, mostly focusing on traditional rural industries (farming, fisheries and forestry). The review of UK research council funding found that 35% of applications mentioned business engagement, while only 1% of awarded grants met stricter criteria of direct business involvement.Some questions identified in the workshops aim to reduce costs from businesses' impacts on the environment and others to allow businesses to exploit new opportunities. Some questions are designed to inform long-term planning undertaken by businesses, but others would have more immediate commercial applications. Finally, some research questions are designed to streamline and make more effective those environmental policies that affect businesses
Teachers' use of questioning in supporting learners doing science investigations
Directory of Open Access Journals (Sweden)
Umesh Ramnarain
2011-01-01
Full Text Available I examine how teachers employ a questioning strategy in supporting Grade 9 learners doing science investigations in South African schools. A particular focus of this study was how teachers use questioning in contributing towards the autonomy of these learners. 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. The teachers used a questioning strategy in enabling the learners to understand more clearly the question or hypothesis they intended investigating, to review and reconsider their planning, to rethink some of their actions when collecting data, to make sense of their data, and to revisit and amend their plan after generating incorrect findings. The significance of this study, in making explicit teacher questioning at the stages of the investigation, is that it provides a guideline for teachers on how to support learners attain greater autonomy in doing science investigations.
Höhne, Jan Karem; Schlosser, Stephan; Krebs, Dagmar
2017-01-01
Measuring attitudes and opinions employing agree/disagree (A/D) questions is a common method in social research because it appears to be possible to measure different constructs with identical response scales. However, theoretical considerations suggest that A/D questions require a considerable cognitive processing. Item-specific (IS) questions,…
Jennifer Farnum; Troy Hall; Linda E. Kruger
2005-01-01
Understanding sense of place and related concepts often presents challenges for both managers and researchers. Inconsistent application of terms, questions regarding their origin, and a lack of awareness of research findings contribute to the ambiguity of these concepts. This integrative review of research provides relevant, current information on the role of sense of...
Attitude strength as an explanation for wording effects in political opinion questions
Holleman, Bregje; Kamoen, Naomi
2017-01-01
Survey methodological research shows over and again that contrastive wordings in attitude questions affect the answers obtained. Rugg (1940) was the first to establish that a question about freedom of speech phrased with the verb ‘allow’ elicited more ‘no’-answers compared to the number of
Legal questions concerning the licensing procedure of nuclear power plants
International Nuclear Information System (INIS)
Boerner, B.
1978-01-01
The publication contains 4 articles which deal with legal practice and problems of the licensing procedure in the Federal Republic of Germany: 1) Actions brought by joint boards from the constitutional point of view (Burmeister, J.); 2) court review of the assessment of technical and economic questions concerning the licensing of power plant construction (Ossenbuehl, F.); 3) the site plan approval procedure as a legal problem (Friauf, K.H.); 4) legal questions concerning the immediate enforceability (Papier, H.J.). (HP) [de
Tracking the Evolution of "Research & Practice in Assessment" through the Pages of RPA
Anderson, Robin D.; Curtis, Nicolas A.
2017-01-01
Ten years ago, "Research & Practice in Assessment" (RPA) was born, providing an outlet for assessment-related research. Since that first winter issue, assessment research and practice has evolved. Like with many evolutions, the assessment practice evolution is best described as a change of emphasis as opposed to a radical revolution.…
College Students' Conceptions of Stem Cells, Stem Cell Research, and Cloning
Concannon, James P.; Siegel, Marcelle A.; Halverson, Kristy; Freyermuth, Sharyn
2010-01-01
In this study, we examined 96 undergraduate non-science majors' conceptions of stem cells, stem cell research, and cloning. This study was performed at a large, Midwest, research extensive university. Participants in the study were asked to answer 23 questions relating to stem cells, stem cell research, and cloning in an on-line assessment before…
In-Service Teacher Education: Asking Questions for Higher Order Thinking in Visual Literacy
Moodley, Visvaganthie
2013-01-01
The kinds of questions teachers ask may thwart or promote learner high-order thinking; teachers themselves must have expertise in questioning skills to promote higher order cognition among learners. Drawing on experiential knowledge of assessment, and as an English-teaching professional development programme (PDP) facilitator, I demonstrate that…
Directory of Open Access Journals (Sweden)
Katherine Botterill
2015-05-01
Full Text Available This article offers a reflexive account of conducting research on Polish migration to Scotland from the perspective of the "outsider." The contribution argues for a revision to the insider/outsider dichotomy viewing it as inadequately nuanced in relation to the multiple intersectionalities performed through the research encounter. It is based on data collected from biographical-narrative interviews with Polish young people living in Edinburgh, Scotland. The article explores the interview encounter between an English researcher and Polish young people about the experience of EU mobility and argues that as migration narratives unfold the distinctions between the "researcher" and the "researched" blur. In particular, I focus on the intersections of gender, class and nationality to show how different positionalities are negotiated and confronted through reflexivity. The interview is a creative process involving co-construction of narratives through dialogue, embodied performances and non-cognitive associations that draw out the multiple intersectionalities of both parties. Through this process the binary of insider/outsider is called into question and this article examines the usefulness of this dichotomy as a framework for understanding the research relationship. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs150249
Self-directed questions to improve students' ability in solving chemical problems
Sanjaya, Rahmat Eko; Muna, Khairiatul; Suharto, Bambang; Syahmani
2017-12-01
Students' ability in solving chemical problems is seen from their ability to solve chemicals' non-routine problems. It is due to learning faced directly on non-routine problems will generate a meaningful learning for students. Observations in Banjarmasin Public High School 1 (SMA Negeri 1 Banjarmasin) showed that students did not give the expected results when they were given the non-routine problems. Learning activities by emphasizing problem solving was implemented based on the existence of knowledge about cognition and regulation of cognition. Both of these elements are components of metacognition. The self-directed question is a strategy that involves metacognition in solving chemical problems. This research was carried out using classroom action research design in two cycles. Each cycle consists of four stages: planning, action, observation and reflection. The subjects were 34 students of grade XI-4 at majoring science (IPA) of SMA Negeri 1 Banjarmasin. The data were collected using tests of the students' ability in problem solving and non-tests instrument to know the process of implementation of the actions. Data were analyzed with descriptivequantitativeand qualitative analysis. The ability of students in solving chemical problems has increased from an average of 37.96 in cycle I became 61.83 in cycle II. Students' ability to solve chemical problems is viewed based on their ability to answer self-directed questions. Students' ability in comprehension questions increased from 73.04 in the cycle I became 96.32 in cycle II. Connection and strategic questions increased from 54.17 and 16.50 on cycle I became 63.73 and 55.23 on cycle II respectively. In cycle I, reflection questions were 26.96 and elevated into 36.27 in cycle II. The self-directed questions have the ability to help students to solve chemical problems through metacognition questions. Those questions guide students to find solutions in solving chemical problems.
Tesdahl, Eric; Gesell, Sabina B
2015-12-01
Recent developments in the study of health and social networks have focused on linkages between health outcomes and naturally occurring social relations, such as friendship or kinship. Based on findings in this area, a new generation of health behavior intervention programs have been implemented that rely on the formation of new social relations among program participants. However, little is known about the qualities of these de novo social relations. We examined the social networks of 59 participants within a randomized controlled trial of an intervention designed to prevent excessive gestational weight gain. We employed exponential random graph modeling techniques to analyze supportive relationships formed between participants in the intervention arm, to detect unique effects of program participation on the likelihood of forming ties. Program participation had a positive effect on the likelihood of forming supportive social relations, however, in this particular timeframe we did not detect any additional effect of such relations on the health behaviors or outcomes of interest. Our findings raise two critical questions: do short-term group-level programs reliably lead to the formation of new social relations among participants; and do these relations have a unique effect on health outcomes relative to standard methods of health behavior intervention? © 2015 Wiley Periodicals, Inc.
Husebø, Sissel Eikeland; Dieckmann, Peter; Rystedt, Hans; Søreide, Eldar; Friberg, Febe
2013-06-01
Simulation-based education is a learner-active method that may enhance teamwork skills such as leadership and communication. The importance of postsimulation debriefing to promote reflection is well accepted, but many questions concerning whether and how faculty promote reflection remain largely unanswered in the research literature. The aim of this study was therefore to explore the depth of reflection expressed in questions by facilitators and responses from nursing students during postsimulation debriefings. Eighty-one nursing students and 4 facilitators participated. The data were collected in February and March 2008, the analysis being conducted on 24 video-recorded debriefings from simulated resuscitation teamwork involving nursing students only. Using Gibbs' reflective cycle, we graded the facilitators' questions and nursing students' responses into stages of reflection and then correlated these. Facilitators asked most evaluative and fewest emotional questions, whereas nursing students answered most evaluative and analytic responses and fewest emotional responses. The greatest difference between facilitators and nursing students was in the analytic stage. Only 23 (20%) of 117 questions asked by the facilitators were analytic, whereas 45 (35%) of 130 students' responses were rated as analytic. Nevertheless, the facilitators' descriptive questions also elicited student responses in other stages such as evaluative and analytic responses. We found that postsimulation debriefings provide students with the opportunity to reflect on their simulation experience. Still, if the debriefing is going to pave the way for student reflection, it is necessary to work further on structuring the debriefing to facilitate deeper reflection. Furthermore, it is important that facilitators consider what kind of questions they ask to promote reflection. We think future research on debriefing should focus on developing an analytical framework for grading reflective questions. Such
ASSESSING UNIVERSITY RESEARCH PERFORMANCE WITH MULTIPLE CONSTITUENCIES
Directory of Open Access Journals (Sweden)
Kuang-Liang Liu
2012-12-01
Full Text Available The research performance of the university is critical to the national competitiveness. Previous research has established that research performance is based on scholarly publishing. Several studies suggested that journal ranking is the important research quality indicator. However, unilateral measurement for the research performance will seriously corrode the development of university research work. Assessing university research performance with multiple constituencies is a better to enhance the university research. Although substantial studies have been performed on the critical factors that affect knowledge exploration in the university, those in knowledge exploitation are still lacking. With the multiple constituencies, a fully understanding of research performance can be gained. In the research model, knowledge exploration represents the academic research and knowledge exploitation represents the university–industry collaboration. Data collected from 124 university data in online database. The study shows that knowledge exploration and exploitation both are significant positive predictors of university competitiveness. University resources play important roles to affect both knowledge exploration and exploitation in the university. The study also shows that higher knowledge exploration will enhance knowledge exploitation. Implications for theory and practice and suggestions for future research are discussed.
Developing Open-Ended Questions for Surface Area and Volume of Beam
Kurniawan, Henry; Putri, Ratu Ilma Indra; Hartono, Yusuf
2018-01-01
The purpose of this research was to show open-ended questions about surface area and beam volume which valid and practice, have potential effect. This research is research development which consists of two main phases: preliminary phase (preparation phase and problem design) and formative evaluation phase (evaluation and revision phases). The…
Research-based assessment affordances and constraints: Perceptions of physics faculty
Madsen, Adrian; McKagan, Sarah B.; Martinuk, Mathew Sandy; Bell, Alexander; Sayre, Eleanor C.
2016-06-01
[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] To help faculty use research-based materials in a more significant way, we learn about their perceived needs and desires and use this information to suggest ways for the physics education research community to address these needs. When research-based resources are well aligned with the perceived needs of faculty, faculty members will more readily take them up. We used phenomenographic interviews of ordinary physics faculty and department chairs to identify four families of issues that faculty have around research-based assessments (RBAs). First, many faculty are interested in using RBAs but need help with the practicalities of administering RBAs: how to find them, which ones there are, and how to administer them. Second, at the same time, many faculty think that RBAs are limited and do not measure many of the things they care about, or are not applicable in their classes. They want assessments to measure skills, perceptions, and specific concepts. Third, many faculty want to turn to communities of other faculty and experts to help them interpret their assessment results and suggest other ways to do assessment. They want to better understand their assessment results by comparing to others and interacting with faculty from other schools to learn about how they do assessment. Fourth, many faculty consider their courses in the broader contexts of accountability and their departments. They want help with assessment in these broader contexts. We also discuss how a faculty member's role in their department and type of institution influence their perceived wants and needs around assessment.
unanswerable questions just as interesting as unculturable bacteria!
Indian Academy of Sciences (India)
First page Back Continue Last page Overview Graphics. UNANSWERABLE QUESTIONS JUST AS INTERESTING AS UNCULTURABLE BACTERIA! How can landmark research be done in a college? What is the need to isolate novel bacteria when the ones already isolated are not completely studied? How can one do ...
the research quality plus (rq+) assessment instrument
International Development Research Centre (IDRC) Digital Library (Canada)
sclarke
These need to be taken into account as part of the assessment. 2. .... be cases in which there is not enough information available to make a credible ..... (within a research community) or for decision-making and problem-solving beyond the ...
Opening the Black-box of Academic Research: Assessment, Publishing and Critical Perspectives
Directory of Open Access Journals (Sweden)
Paolo Magaudda
2017-06-01
Full Text Available What does it mean today to take a critical stance on scientific knowledge, its production and its dissemination? And what tactics should one adopt for this purpose? These questions are relevant to all disciplines; but for STS they are crucial, because the processes by which knowledge is produced and institutionalized are among the main themes of the entire STS field of study. This paper tries to answer the above questions by outlining the main features of the scenario in which the production and assessment of scientific knowledge today take place. It then concentrates on a concrete case in the field of open-access scientific publishing in order to show some of the tactics useful for pursuing a critical perspective on both the production and dissemination of knowledge at academic level.
Is the wrong question being asked in infertility research?
Luke, Barbara; Stern, Judy E; Hornstein, Mark D; Kotelchuck, Milton; Diop, Hafsatou; Cabral, Howard; Declercq, Eugene R
2016-01-01
A persistent finding is that assisted reproductive technology (ART) is associated with compromised birth outcomes, including higher risks for prematurity, low birthweight, and congenital malformations, even among singletons. Over the past decade, our research group, the Massachusetts Outcome Study of Assisted Reproductive Technology (MOSART), has evaluated pregnancy and birth outcomes among three groups of women, those women treated with ART, those with indicators of subfertility but without ART treatment, and fertile women. We have also explored the influence of infertility-related diagnoses on outcomes for women and infants. Over the course of our research, we have changed our perspective from an original focus on ART treatment parameters as the primary cause of excess morbidity to one centered instead on the underlying infertility-related diagnoses. This paper summarizes the research findings from our group that support this change in focus for infertility-based research from a primary emphasis on ART treatment to greater attention to the contribution of preexisting pathology underlying the infertility and suggests directions for future analyses.
Synthesis of discipline-based education research in physics
Jennifer L. Docktor; José P. Mestre
2014-01-01
This paper presents a comprehensive synthesis of physics education research at the undergraduate level. It is based on work originally commissioned by the National Academies. Six topical areas are covered: (1) conceptual understanding, (2) problem solving, (3) curriculum and instruction, (4) assessment, (5) cognitive psychology, and (6) attitudes and beliefs about teaching and learning. Each topical section includes sample research questions, theoretical frameworks, common research methodolog...
Research Insights About Risk Governance
Directory of Open Access Journals (Sweden)
Therese R. Viscelli
2016-11-01
Full Text Available In recent years, expectations for increased risk governance have been placed explicitly on boards of directors. In response, boards are being held responsible for not only understanding and approving management’s risk management processes, but they are also being held responsible for assessing the risks identified by those processes as part of overseeing management’s pursuit of value. These increasing responsibilities have led a number of organizations to adopt enterprise risk management (ERM as a holistic approach to risk management that extends beyond traditional silo-based risk management techniques. As boards, often through their audit committee, consider management’s implementation of ERM as part of the board’s risk oversight, a number of questions emerge that can be informed by academic research related to ERM. This article summarizes findings from ERM research to provide insights related to the board’s risk governance responsibilities. We also identify a number of research questions that warrant further analysis by governance scholars. It is our hope that this article will spawn varying types of research about ERM and corporate governance.
Creating and using real-world evidence to answer questions about clinical effectiveness
Directory of Open Access Journals (Sweden)
Simon de Lusignan
2015-11-01
Full Text Available New forms of evidence are needed to complement evidence generated from randomised controlled trials (RCTs. Real-World Evidence (RWE is a potential new form of evidence, but remains undefined.This paper sets to fill that gap by defining RWE as the output from a rigorous research process which: (1 includes a clear a priori statement of a hypothesis to be tested or research question to be answered; (2 defines the data sources that will be used and critically appraises their strengths and weaknesses; and (3 applies appropriate methods, including advanced analytics. These elements should be set out in advance of the study commencing, ideally in a published protocol.The strengths of RWE studies are that they are more inclusive than RCTs and can enable an evidence base to be developed around real-world effectiveness and to start to address the complications of managing other real-world problems such as multimorbidity. Computerised medical record systems and big data provide a rich source of data for RWE studies.However, guidance is needed to help assess the rigour of RWE studies so that the strength of recommendations based on their output can be determined. Additionally, RWE advanced analytics methods need better categorisation and validation.We predict that the core role of RCTs will shift towards assessing safety and achieving regulatory compliance. RWE studies, notwithstanding their limitations, may become established as the best vehicle to assess efficacy.
Instructor-Aided Asynchronous Question Answering System for Online Education and Distance Learning
Wen, Dunwei; Cuzzola, John; Brown, Lorna; Kinshuk
2012-01-01
Question answering systems have frequently been explored for educational use. However, their value was somewhat limited due to the quality of the answers returned to the student. Recent question answering (QA) research has started to incorporate deep natural language processing (NLP) in order to improve these answers. However, current NLP…
How Do 5-Year-Olds Understand Questions? Differences in Languages across Europe
Sauerland, Uli; Grohmann, Kleanthes K.; Guasti, Maria Teresa; Andelkovic, Darinka; Argus, Reili; Armon-Lotem, Sharon; Arosio, Fabrizio; Avram, Larisa; Costa, João; Dabašinskiene, Ineta; de López, Kristine; Gatt, Daniela; Grech, Helen; Haman, Ewa; van Hout, Angeliek; Hrzica, Gordana; Kainhofer, Judith; Kamandulyte-Merfeldiene, Laura; Kunnari, Sari; Kovacevic, Melita; Kuvac Kraljevic, Jelena; Lipowska, Katarzyna; Mejias, Sandrine; Popovic, Maša; Ruzaite, Jurate; Savic, Maja; Sevcenco, Anca; Varlokosta, Spyridoula; Varnava, Marina; Yatsushiro, Kazuko
2016-01-01
The comprehension of constituent questions is an important topic for language acquisition research and for applications in the diagnosis of language impairment. This article presents the results of a study investigating the comprehension of different types of questions by 5-year-old, typically developing children across 19 European countries, 18…
Immutable Mobiles Derailed: STS, Geopolitics, and Research Assessment
Czech Academy of Sciences Publication Activity Database
Stöckelová, Tereza
2012-01-01
Roč. 37, č. 2 (2012), s. 286-311 ISSN 0162-2439 R&D Projects: GA ČR GP403/09/P203 Institutional research plan: CEZ:AV0Z70280505 Keywords : immutable mobiles * performativity * research assessment Subject RIV: AO - Sociology, Demography Impact factor: 2.406, year: 2012 http://sth.sagepub.com/content/37/2/286
Applying social impact assessment to nursing research.
Bradbury-Jones, Caroline; Taylor, Julie
2014-08-05
Many nurses need to construct a research proposal at some stage of their career and there are multiple texts that provide guidance on doing so. However, most texts do not provide explicit guidance on the issue of social impact--the effect of research on the social health and wellbeing of individuals, families and communities and on the improved performance of relevant services. This article proposes that social impact should be considered from the beginning of a research project. It outlines a framework for assessing social impact to help strengthen the quality of research proposals and assist nurses constructing the proposal and also those evaluating it, including academic assessors or funding body reviewers. Nursing research should be useful and should have a positive effect on practice. Focusing on social impact can increase the chances of this desirable outcome.
NASA Self-Assessment of Space Radiation Research
Cucinotta, Francis A.
2010-01-01
Space exploration involves unavoidable exposures to high-energy galactic cosmic rays whose penetration power and associated secondary radiation makes radiation shielding ineffective and cost prohibitive. NASA recognizing the possible health dangers from cosmic rays notified the U.S. Congress as early as 1959 of the need for a dedicated heavy ion accelerator to study the largely unknown biological effects of galactic cosmic rays on astronauts. Information and scientific tools to study radiation health effects expanded over the new decades as NASA exploration programs to the moon and preparations for Mars exploration were carried out. In the 1970 s through the early 1990 s a more than 3-fold increase over earlier estimates of fatal cancer risks from gamma-rays, and new knowledge of the biological dangers of high LET radiation were obtained. Other research has increased concern for degenerative risks to the central nervous system and other tissues at lower doses compared to earlier estimates. In 1996 a review by the National Academy of Sciences Space Science Board re-iterated the need for a dedicated ground-based accelerator facility capable of providing up to 2000 research hours per year to reduce uncertainties in risks projections and develop effective mitigation measures. In 1998 NASA appropriated funds for construction of a dedicated research facility and the NASA Space Radiation Laboratory (NSRL) opened for research in October of 2003. This year marks the 8th year of NSRL research were about 1000 research hours per year have been utilized. In anticipation of the approaching ten year milestone, funded investigators and selected others are invited to participate in a critical self-assessment of NSRL research progress towards NASA s goals in space radiation research. A Blue and Red Team Assessment format has been integrated into meeting posters and special plenary sessions to allow for a critical debate on the progress of the research and major gaps areas. Blue
Mediation analysis in nursing research: a methodological review.
Liu, Jianghong; Ulrich, Connie
2016-12-01
Mediation statistical models help clarify the relationship between independent predictor variables and dependent outcomes of interest by assessing the impact of third variables. This type of statistical analysis is applicable for many clinical nursing research questions, yet its use within nursing remains low. Indeed, mediational analyses may help nurse researchers develop more effective and accurate prevention and treatment programs as well as help bridge the gap between scientific knowledge and clinical practice. In addition, this statistical approach allows nurse researchers to ask - and answer - more meaningful and nuanced questions that extend beyond merely determining whether an outcome occurs. Therefore, the goal of this paper is to provide a brief tutorial on the use of mediational analyses in clinical nursing research by briefly introducing the technique and, through selected empirical examples from the nursing literature, demonstrating its applicability in advancing nursing science.
Immigration and Competitiveness – Some Methodological Questions
Directory of Open Access Journals (Sweden)
Tünde Patay
2017-12-01
Full Text Available Immigrants can contribute significantly to the economic and social development of regions or urban areas. Some key figures on migration are thus traditionally used in studies on local development. Beyond the usual description of migratory movements, two research fields are often in the centre of controversies, namely the labour market and the inclusion of immigrants. Comparing the European regions, the phases of urban development as well as the relevant internal and external factors present a mixed picture in Europe. At the same time, the dynamics of migratory movements and the reactions of national and subnational policies also vary. The Member States of the European Union aim to harmonise their definitions and data on migration issues, however, the daily practice leads us to the questions of reliability and comparability of migration statistics; and the interdisciplinary character of migration research offers the use of variable research methods. The aim of this study, as a part of a presentation at a conference on urban development, is to describe some key methodological issues of migration research exploring the typical questions. The first part of the paper calls attention to the importance of data quality, processing and interpretation, describing the research methods mainly used in studies on immigration. The second part summarizes the significance of immigration in regional competitiveness, pointing out the possible “stumbling stones” in the relevant migration studies. Some of these factors, the areas that are mainly in the centre of scientific and political debates, are discussed in this paper, namely the labour market challenges and issues relating to the different aspects of segregation.
Improving Student Question Classification
Heiner, Cecily; Zachary, Joseph L.
2009-01-01
Students in introductory programming classes often articulate their questions and information needs incompletely. Consequently, the automatic classification of student questions to provide automated tutorial responses is a challenging problem. This paper analyzes 411 questions from an introductory Java programming course by reducing the natural…
On the Development of Episodic Memory: Two Basic Questions
DEFF Research Database (Denmark)
Dahl, Jonna Jelsbak; Sonne, Trine; Kingo, Osman Skjold
2013-01-01
In this focused review we present and discuss two basic questions related to the early development of episodic memory in children: (1) “What is an episode?”, and (2) “How do preverbal children recall a specific episode of a recurring event?” First, a brief introduction to episodic memory...... is outlined. We argue in favor of employing a definition of episodic memory allowing us to investigate the development of episodic memory by purely behavioral measures. Second, research related to each of the two questions are presented and discussed, at first separately, and subsequently together. We argue...... and attempt to demonstrate, that pursuing answers to both questions is of crucial importance – both conceptually and methodologically - if we are ever to understand the early development of episodic memory. ...
Questioning Mathematical Knowledge in Different Didactic Paradigms: The Case of Group Theory
Bosch, Marianna; Gascón, Josep; Nicolás, Pedro
2018-01-01
What is questioned and what is taken for granted when carrying out research into the teaching of a given mathematical topic such as Group Theory? This paper presents two different questioning procedures using the methodological tools provided by the Anthropological Theory of the Didactic (ATD). The first one, leading to an undergraduate…
Question Asking in the Science Classroom: Teacher Attitudes and Practices
Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana
2014-02-01
Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the phenomena at hand, the present study closely examines both cognitive and affective domains of: (a) teachers' views (via interviews) concerning: (1) importance and roles of teacher and student questions, (2) teacher responses, and (3) planning and teacher training; and (b) teachers' actual practices (via classroom observations) concerning: (1) number and (2) level of teacher and student questions, as well as (3) teachers' responses to questions. The data were collected from 3 elementary, 3 middle, and 3 high school science teachers and their respective classroom students. The findings lay out a wide view of classroom questioning and teachers' responses, and relate what actually occurs in classes to teachers' stated views. Some of the study's main conclusions are that a gap exists between how science researchers and teachers view the role of teacher questions: the former highlight the cognitive domain, while the latter emphasize the affective domain.
Guided Discovery with Socratic Questioning
Directory of Open Access Journals (Sweden)
M. Hakan Türkçapar
2015-04-01
Full Text Available The Socratic method is a way of teaching philosophical thinking and knowledge by asking questions. It was first used by in ancient times by the Greek philosopher Socrates who taught his followers by asking questions; these conversations between them are known as Socratic dialogues. In this methodology, no new knowledge is taught to the individual; rather, the individual is guided to remember and rediscover what was formerly known through this process. The main method used in cognitive therapy is guided discovery. There are various methods of guided discovery in cognitive therapy. The form of verbal exchange between the therapist and client which is used during the process of cognitive behavioral therapy is known as socratic questioning. In this method the goal is to make the client rediscover, with a series of questions, a piece of knowledge which he could otherwise know but is not presently conscious of. The Socratic Questioning consists of several steps, including: identifying the problem by listening to the client and making reflections, finding alternatives by examining and evaluating, reidentification by using the newly rediscovered information and questioning the old distorted belief, and reaching a new conclusion and applying it. Question types used during these procedures are: questions for collecting information, questions revealing meanings, questions revealing beliefs, questions about behaviours during similar past experiences, analytic questions and analytic synthesis questions. In order to make the patient feel understood, it is important to be empathetic and summarize the problem during the interview. In this text, steps of Socratic Questioning-Guided Discovery will be reviewed with sample dialogues provided for each step. [JCBPR 2015; 4(1.000: 47-53
Actual questions in Slovak and European nuclear sector
International Nuclear Information System (INIS)
Slugen, V.
2010-01-01
The close cohesion of research and education underlines the development of all research areas and contributes to their sustainability. In the paper, new approaches of European Commission (DG RTD Energy) to nuclear power engineering development (focused on area fission and reactor systems) and applications also for Slovak conditions are discussed in details. Research, education and training increase not only economical factor and technical development, but imply the higher level of safety culture by design or operation of nuclear installations. The paper will be focused on the actual questions in frame of Slovak as well as European nuclear sector.
Young Children and E-Reading: Research to Date and Questions for the Future
Miller, Elizabeth B.; Warschauer, Mark
2014-01-01
The practice of reading is rapidly moving from print to screen. Young children are not immune from this trend; indeed, many children's principal literacy experiences occur using iPads and other handheld digital devices. This transition raises important questions about how the emergence and development of literacy might change in these new…
Seven essential questions on G-quadruplexes.
König, Sebastian L B; Evans, Amanda C; Huppert, Julian L
2010-08-01
The helical duplex architecture of DNA was discovered by Francis Crick and James Watson in 1951 and is well known and understood. However, nucleic acids can also adopt alternative structural conformations that are less familiar, although no less biologically relevant, such as the G-quadruplex. G-quadruplexes continue to be the subject of a rapidly expanding area of research, owing to their significant potential as therapeutic targets and their unique biophysical properties. This review begins by focusing on G-quadruplex structure, elucidating the intermolecular and intramolecular interactions underlying its formation and highlighting several substructural variants. A variety of methods used to characterize these structures are also outlined. The current state of G-quadruplex research is then addressed by proffering seven pertinent questions for discussion. This review concludes with an overview of possible directions for future research trajectories in this exciting and relevant field.
Assessment of Conventional Teaching Procedures: Implications for Gifted Learners
Alenizi, Mogbel Aid K.
2016-01-01
The present research aims to assess the conventional teaching procedures in the development of mathematical skills of the students with learning difficulties. The study group was made up of all the children with academic learning disorders in KSA. The research questions have been scrutinized from the averages and the standard deviation of the…
Assessment of resources and services of the Nigerian Arabic ...
African Journals Online (AJOL)
The study assessed resources and services of the Nigeria Arabic Language Village (NALV) Library, Ngala. Four objectives and four research questions guided the study. Survey research design was adopted. The target population of the study was 1,030, out of which, 206 was drawn as the sample for the study. The data ...
Howley, Marged D.; Howley, Aimee; Henning, John E.; Gillam, Mary Beth; Weade, Ginger
2013-01-01
This study used qualitative interviewing with teachers at three high schools to answer research questions about teachers' assessment knowledge, school-specific assessment cultures, and teachers' perceptions of the assessment literacy of other key stakeholders. Data analysis revealed shared knowledge and practices across schools--use of formative…
Cochrane systematic reviews are useful to map research gaps for decreasing maternal mortality.
Chapman, Evelina; Reveiz, Ludovic; Chambliss, Amy; Sangalang, Stephanie; Bonfill, Xavier
2013-01-01
To use an "evidence-mapping" approach to assess the usefulness of Cochrane reviews in identifying research gaps in the maternal health. The article describes the general mapping, prioritizing, reconciling, and updating approach: (1) identifying gaps in the maternal health research using published systematic reviews and formulating research questions, (2) prioritizing questions using Delphi method, (3) reconciling identified research priorities with the existing literature (i.e., searching of ongoing trials in trials registries), (4) updating the process. A comprehensive search of Cochrane systematic reviews published or updated from January 2006 to March 2011 was performed. We evaluated the "Implications for Research" section to identify gaps in the research. Our search strategy identified 695 references; 178 systematic reviews identifying at least one research gap were used. We formulated 319 research questions, which were classified into 11 different categories based on the direct and indirect causes of maternal mortality: postpartum hemorrhage, abortion, hypertensive disorders, infection/sepsis, caesarean section, diabetes, pregnancy prevention, preterm labor, other direct causes, indirect causes, and health policies and systems. Most research questions concerned the effectiveness of clinical interventions, including drugs (42.6%), nonpharmacologic interventions (16.3%), and health system (14.7%). It is possible to identify gaps in the maternal health research by using this approach. Copyright © 2013 Elsevier Inc. All rights reserved.
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...
Archibald, Douglas; Liddy, Clare; Lochnan, Heather A; Hendry, Paul J; Keely, Erin J
2018-01-01
Continuing professional development (CPD) offerings should address the educational needs of health care providers. Innovative programs, such as electronic consultations (eConsults), provide unique educational opportunities for practice-based needs assessment. The purpose of this study is to assess whether CPD offerings match the needs of physicians by coding and comparing session content to clinical questions asked through eConsults. This study analyzes questions asked by primary care providers between July 2011 and January 2015 using a service that allows specialists to provide consultation over a secure web-based server. The content of these questions was compared with the CPD courses offered in the area in which these primary care providers are practicing over a similar period (2012-2014). The clinical questions were categorized by the content area. The percentage of questions asked about each content area was calculated for each of the 12 specialties consulted. CPD course offerings were categorized using the same list of content areas. Percentage of minutes dedicated to each content area was calculated for each specialty. The percentage of questions asked and the percentage of CPD course minutes for each content area were compared. There were numerous congruencies and discrepancies between the proportion of questions asked about a given content area and the CPD minutes dedicated to it. Traditional needs assessment may underestimate the need to address topics that are frequently the subject of eConsults. Planners should recognize eConsult questions as a valuable source of practice-associated challenges that can identify professional development needs of physicians.
Husserl e la questione uomo/animale
Directory of Open Access Journals (Sweden)
Carmine Di Martino
2012-11-01
Full Text Available In a phenomenological agenda there is no room for the man-animal question. However, in the last period of his researches, Husserl addressed repeatedly the issue, in the context of a transcendental-phenomenological analysis of the constitution of the human world. Husserl’s phenomenology proofs itself to be a non-ideological way to enquire about man and animal, rethinking their differences and their continuity, by moving from the experience of life and world.
"Met" Made Simple: Building Research-Based Teacher Evaluations. Issue Analysis Report
New Teacher Project, 2012
2012-01-01
Groundbreaking new findings from the Bill and Melinda Gates Foundation's Measures of Effective Teaching (MET) project hold the potential to answer crucial questions about how to assess teachers' performance. For the past two years, MET researchers have conducted a research project of unprecedented scope, involving 3,000 teachers in six school…
Assessing competence in sport psychology : An action research account
Hutter, R. I (Vana); Pijpers, J. R (Rob); Oudejans, Raôul R.D.
2016-01-01
Competent practice in sport psychology is of utmost importance for the professional status of the field, and hence proper assessment of competence for sport psychology practice is needed. We describe three cycles of action research to improve the assessment of competence in a sport psychology
Do colors exist? and other profound physics questions
Cottrell, Seth Stannard
2018-01-01
Why do polished stones look wet? How does the Twin Paradox work? Why are orbits ellipses? How can we be sure that pi never repeats? How does a quantum computer break encryption? Discover the answers to these, and other profound physics questions! This fascinating book presents a collection of articles based on conversations and correspondences between the author and complete strangers about physics and math. The author, a researcher in mathematical physics, responds to dozens of questions posed by inquiring minds from all over the world, ranging from the everyday to the profound. Rather than unnecessarily complex explanations mired in mysterious terminology and symbols, the reader is presented with the reasoning, experiments, and mathematics in a casual, conversational, and often comical style. Neither over-simplified nor over-technical, the lucid and entertaining writing will guide the reader from the each innocent question to a better understanding of the weird and beautiful universe around us. Advance prai...
Relativity and the question of discretization in astronomy
Edelen, Dominic G B
1970-01-01
Theoretical researches in general relativity and observational data from galactic astronomy combine in this volume in contributions to one of the oldest questions of natural philosophy: Is the structure of the physical world more adequately described by a continuous or a discrete mode of representation? Since the days of the Pythagoreans, this question has surfaced from time to time in various guises in science as well as in philosophy. One of the most bitterly contested and illuminating controversies between the continuous and the discrete viewpoints is to be found in the wave versus corpuscular description of optical phenom enae. This controversy was not resolved to the satisfaction of most of its protaganists until the development of the quantum theory. However, several obscurities that still becloud the question suggest that some deeper formulation may be necessary before more satisfactory answers can be given 1. The firm establishment of the validity of quantized structure and discrete energy distribut...
Sport and Exercise Pedagogy and Questions about Learning
Quennerstedt, Mikael; Öhman, Marie; Armour, Kathleen
2014-01-01
One important challenge ahead for sport and exercise pedagogy (SEP) researchers is to consider afresh questions about learning. Learning in the fields of sport, physical activity and physical education (PE) is a particularly complex business. Most existing theories of learning are defined cognitively, yet learning in sport and physical activity…
Model analysis: Representing and assessing the dynamics of student learning
Directory of Open Access Journals (Sweden)
Lei Bao
2006-02-01
Full Text Available Decades of education research have shown that students can simultaneously possess alternate knowledge frameworks and that the development and use of such knowledge are context dependent. As a result of extensive qualitative research, standardized multiple-choice tests such as Force Concept Inventory and Force-Motion Concept Evaluation tests provide instructors tools to probe their students’ conceptual knowledge of physics. However, many existing quantitative analysis methods often focus on a binary question of whether a student answers a question correctly or not. This greatly limits the capacity of using the standardized multiple-choice tests in assessing students’ alternative knowledge. In addition, the context dependence issue, which suggests that a student may apply the correct knowledge in some situations and revert to use alternative types of knowledge in others, is often treated as random noise in current analyses. In this paper, we present a model analysis, which applies qualitative research to establish a quantitative representation framework. With this method, students’ alternative knowledge and the probabilities for students to use such knowledge in a range of equivalent contexts can be quantitatively assessed. This provides a way to analyze research-based multiple choice questions, which can generate much richer information than what is available from score-based analysis.
77 FR 21843 - Mango Promotion, Research, and Information Order; Assessment Increase
2012-04-12
... in the promotions budget and to increase investment in marketing and research programs. At its... assessment rate increase will enable it to make additional investments in its marketing and research programs... current assessment provides a negative return on investment. Another commenter also noted that the Board...
Perry, Laura B.
2018-01-01
This study uses bibliometric data to assess the performance of educational research in Australian universities. It provides an alternative perspective to the Australian government's Excellence in Research for Australia (ERA) assessment. ERA results suggest that the performance of educational research is substantially less compared to other…
[Quality control and assessment of qualitative interview in health care research].
Xie, Yan-ming; Liao, Xing
2008-07-01
It is not finally concluded how to standardize the use of qualitative research in the world. Qualitative researchers disagree with each other about this issue. As we know, there have been a large number of articles written in different ways about qualitative research due to the "flexibility", one of its features. Qualitative research is quite different from quantitative research which is easy to control its quality and quality assessment. A series of criteria has been set up for quantitative research. However qualitative research needs to be improved in these aspects, in which qualitative interviews are mostly used at home and abroad at present. Hence, it becomes an important and urgent issue for qualitative researchers to standardly control and assess the quality of qualitative interview.
CURBSIDE CONSULTATION IN KNEE ARTHROPLASTY: 49 CLINICAL QUESTIONS
Directory of Open Access Journals (Sweden)
Craig J. Della Vale
2008-12-01
chapter there are revision questions including painful total knee arthroplasty, periprosthetic infection, exposure in revision knee arthroplasty, surgical technique, using stem, offset stems, massive bone loss, retaining patellar component, severe patellar bone loss, assessing joint line position, inserts, chronic extensor mechanism deficiency, spacers, knee fusion, positive culture. AUDIENCE Mainly orthopedic surgeons and residents who are interested in knee arthroplasty have been targeted but the current information related to total knee replacement surgery will also be welcomed by experienced clinicians practicing in knee arthroplasty. Also non-physician personnel may benefit the brief knowledge. ASSESSMENT The brief answers including current concepts and opinions of expert arthroplasty surgeons to carefully chosen questions related to the problems faced in the daily practice of knee artroplasty forming the sections are making almost comprehensive source knowledge for total knee replacement surgery. This reference of complicated cases and controversies in knee arthroplasty by Craig J. Della Vale, MD.and his collaborators will be one of the most practical source of current solutions in the management of knee arthroplasty . Providing straightforward, brief and useful advices, in the form of pearls and pitfalls for frequently encountered problems in total knee replacement surgery makes the text a user friendly, essential reference. The casual style of articles resembling the advices in a dialog of colleagues on a curbside consult makes the text easier to read and understand. Various image and diagrams enhances the knowledge in the text
Barriers to Research and Evidence (Editorial
Directory of Open Access Journals (Sweden)
Alison Brettle
2013-06-01
research or evidence, is that of accessing the literature. Our strap line says "EBLIP is an Open Access, peer reviewed journal which provides a forum for librarians and other information professionals to discover research that may contribute to 2decision making in professional practice. This is an ethos of which we are proud because we aim to overcome the barriers to making research accessible. For EBLIP, as a journal that strives to make LIS research accessible to the practitioner, open access is the only way forward.I'm pleased to say that this issue is full of both research and evidence, and I hope it will answer some of the questions that arise from your practice, or at least go some way towards doing so. I'm particularly pleased that we have a Feature section on Assessment that comprises articles from the 2010 Library Assessment conference which took place in Baltimore, Maryland, USA. The articles have been peer reviewed at abstract level for acceptance to the conference but appear here as “conference papers”. We are happy to provide an open access forum to this conference material, and welcome the addition of the assessment agenda to the EBLIP journal.Assessment in libraries is an area which isn't always labeled research or evidence based practice but nevertheless provides a wealth of evidence and helps answer questions and demonstrate the impact and value of our library services. These are areas that are crucial to and synonymous with evidence based practice. At our HEALER day, demonstrating value and impact were discussed as areas of research interest that may not always be seen as research by librarians. Demonstrating value and impact is a recurring theme within this issue as we also have a conventional article that was presented at the 2012 Assessment conference (Griffin et al, 2013 as well as Carol Tenopir’s’ commentary on measuring value based on a Keynote address at the DREaM conference that was held in the UK in July 2012.From this issue onwards there
Groot, T.L.C.M.; Garcia Valderrama, T.
2006-01-01
Assessments of quality and productivity of academic research programs become more and more important in gaining financial support, in hiring and promoting research staff, and in building academic reputation. Most assessments are based on peer review or on bibliometric information. In this paper we
Algorithmic, LOCS and HOCS (chemistry) exam questions: performance and attitudes of college students
Zoller, Uri
2002-02-01
The performance of freshmen biology and physics-mathematics majors and chemistry majors as well as pre- and in-service chemistry teachers in two Israeli universities on algorithmic (ALG), lower-order cognitive skills (LOCS), and higher-order cognitive skills (HOCS) chemistry exam questions were studied. The driving force for the study was an interest in moving science and chemistry instruction from an algorithmic and factual recall orientation dominated by LOCS, to a decision-making, problem-solving and critical system thinking approach, dominated by HOCS. College students' responses to the specially designed ALG, LOCS and HOCS chemistry exam questions were scored and analysed for differences and correlation between the performance means within and across universities by the questions' category. This was followed by a combined student interview - 'speaking aloud' problem solving session for assessing the thinking processes involved in solving these types of questions and the students' attitudes towards them. The main findings were: (1) students in both universities performed consistently in each of the three categories in the order of ALG > LOCS > HOCS; their 'ideological' preference, was HOCS > algorithmic/LOCS, - referred to as 'computational questions', but their pragmatic preference was the reverse; (2) success on algorithmic/LOCS does not imply success on HOCS questions; algorithmic questions constitute a category on its own as far as students success in solving them is concerned. Our study and its results support the effort being made, worldwide, to integrate HOCS-fostering teaching and assessment strategies and, to develop HOCS-oriented science-technology-environment-society (STES)-type curricula within science and chemistry education.
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
Orchestrating environmental research and assessment for remediation
International Nuclear Information System (INIS)
Breshears, D.D.; Whicker, F.W.; Hakonson, T.E.
1993-01-01
The interface between science, assessment, and policy have come to the forefront of national attention recently, and the issues involved were summarized for the National Acid Precipitation Assessment Program (NAPAP). The authors of this letter consider if the lessons learned in NAPAP are being applied to the remediation of contaminated sites in the U.S. DOE nuclear weapons complex. A figure giving the authors'prospective of the role science should play in a risk management problems is presented. Three major lessons from the NAPAP experience are discussed in reference to DOE: (1) objectives must be clearly spelled out early in the assessment; (2) the importance of peer review throughout the scientific evaluation phase, including publication of a significant amount of research in peer-reviewed journal in a timely fashion; (3) the risk associated with remediation alternative should be included in any assessment. 30 refs., 1 fig
Okoro, James
2013-01-01
Business education programme seems to have been faced with inadequate qualitative research in tertiary institution in Nigeria. The study therefore, assessed the strategies for enhancing Business Education research. Two research questions and six hypotheses guided the study. A 66 item questionnaire was administered to 164 colleges of education and…
Christopher, Justin
2017-01-01
The purpose of this study is to assess issues that arise in the context of epistemological claims in narrative educational research by means of narrative analysis and epistemological evaluation. The research questions which guided the study were: 1) To what extent is epistemology considered by narrative educational researchers?; 2) What issues do…