Different Types Of Questions Research Articles

W kierunku normalizacji wyników badań o handlu detalicznym. Próba reklasyfikacji działalności handlowej

Artykuł dotyczy ważnego problemu pozyskiwania danych o handlu detalicznym oraz możliwości porównywania wyników badań realizowanych w oparciu o inwentaryzację terenową. Problem wynika z zaobserwowanej przez autorkę ogromnej dywersyfikacji typologizacji działalności handlowej w badaniach naukowych oraz braku jednoznacznych definicji pojęć: sklep, punkt handlowy i innych, jakimi posługują się badacze w procesie inwentaryzacji. Cel pracy jest następujący: autorka, w oparciu o liczne inwentaryzacje (z różnych okresów) dokonała alternatywnej wobec PKD typologizacji handlu detalicznego. Istotą prezentowanej typologii jest możliwość poszerzania i pogłębiania wielopoziomowej typologii handlu, w zależności od potrzeb badacza. Wielopoziomowość umożliwia odpowiedzi na różny zakres pytań naukowych – od branżowości punktu sprzedaży po określenie jego struktury funkcjonowania (dyskont, galeria handlowa itd.). Równocześnie podkreśla się, że typologia nie jest zamknięta w obrębie stacjonarnych form handlu. W tekście omówiono metody pozyskiwania danych w zakresie handlu detalicznego, ze szczególnym uwzględnieniem metod inwentaryzacyjnych. Kolejno przeprowadzono analizę poziomu zgodności pomiędzy publicznymi danymi statystycznymi a wynikami autorskiej inwentaryzacji terenowej na przykładzie trzech miast różnej skali: Nysy, Bielska-Białej i Wrocławia. W oparciu o zebrane surowe dane statystyczne dokonano typologizacji działalności handlu detalicznego – jako kroku w dążeniu do ujednolicenia badań inwentaryzacyjnych.

Question categorization and classification using grammar based approach

Question-answering has become one of the most popular information retrieval applications. Despite that most question-answering systems try to improve the user experience and the technology used in finding relevant results, many difficulties are still faced because of the continuous increase in the amount of web content. Questions Classification (QC) plays an important role in question-answering systems, with one of the major tasks in the enhancement of the classification process being the identification of questions types. A broad range of QC approaches has been proposed with the aim of helping to find a solution for the classification problems; most of these are approaches based on bag-of-words or dictionaries. In this research, we present an analysis of the different type of questions based on their grammatical structure. We identify different patterns and use machine learning algorithms to classify them. A framework is proposed for question classification using a grammar-based approach (GQCC) which exploits the structure of the questions. Our findings indicate that using syntactic categories related to different domain-specific types of Common Nouns, Numeral Numbers and Proper Nouns enable the machine learning algorithms to better differentiate between different question types. The paper presents a wide range of experiments the results show that the GQCC using J48 classifier has outperformed other classification methods with 90.1% accuracy.

Mendel or Molecules First: What is the Best Approach for Teaching General Genetics?

A key question in teaching a General Genetics course is whether to present the major concepts of Mendelian genetics first, or to start with the essential ideas of molecular genetics. A comparison of two sequential courses at Creighton University with similar groups of students indicated that there were no statistically significant differences in exam scores or final grades with the two approaches. It thus may be better to focus on the questions of how best to present the material in each area to contemporary students and how better to prepare them to take exams that involve different types of questions requiring analytical, numerical, and writing skills. These issues are discussed in the context of the modern biology curriculum.

Analysis of the Types of Classroom Questions Which Jordanian English Language Teachers Ask

The present study aimed to explore the types of classroom questions which Jordanian English language teachers ask. The sample of the study consisted of 77 teachers who were randomly selected from different public and private schools in Amman- Jordan. A total of 1574 classroom questions were collected and analyzed using descriptive statistics, t test and analysis of variance. The results showed that 80% of teachers’ questions were on low thinking levels; 77% were closed-ended questions; and 86% were display questions. The results also indicated that teachers used higher thinking questions, more referential questions, and more open- ended questions at upper basic stage and secondary stage. It was recommended that EFL teachers in Jordan ask different types of questions at each grade level.

Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests

The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were classified as multiple-choice, complex multiple-choice and constructed response items according to the different question types. The ratio of correct and partially correct and incorrect response given to each question type has been determined. Findings show that the achievements of students differ according to different types of questions. While the question type with the highest success average in the PISA 2003 test was multiple-choice, students got the highest scores from complex multiple-choice questions in the PISA 2012 test. The questionnaire with the lowest success average was found to be complex multiple-choice questions in the PISA 2003 test while students got the lowest scores from constructed response items in the PISA 2012 test. According to the constructivist education approach effectuated in 2005-2006 academic year, it is expected to observe a rise in constructed response question type; however, findings of the study reveal that the success of constructed response questions is decreased according to the application years.

Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests

The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were classified as multiple-choice, complex multiple-choice and constructed response items according to the different question types. The ratio of correct and partially correct and incorrect response given to each question type has been determined. Findings show that the achievements of students differ according to different types of questions. While the question type with the highest success average in the PISA 2003 test was multiple-choice, students got the highest scores from complex multiple-choice questions in the PISA 2012 test. The questionnaire with the lowest success average was found to be complex multiple-choice questions in the PISA 2003 test while students got the lowest scores from constructed response items in the PISA 2012 test. According to the constructivist education approach effectuated in 2005-2006 academic year, it is expected to observe a rise in constructed response question type; however, findings of the study reveal that the success of constructed response questions is decreased according to the application years.

The Relationship Between Sexual Concordance and Orgasm Consistency in Women

Sexual concordance (the relationship between genital and self-reported sexual responses) may be associated with orgasm consistency (OC; the proportion of sexual acts leading to orgasm) during penile–vaginal intercourse (PVI) in women. We investigated the relationship between women’s sexual concordance (assessed using different stimulus modalities and self-reported sexual arousal methods) and OC during various sexual activities (assessed using different types of questions). For Study 1 (n = 51), when sexual concordance was assessed using audiovisual sexual stimuli, we did not find a statistically significant relationship between OC and poststimulus self-reports of sexual arousal or genital sensations, raw values of OC, or ranges of OC. For Study 2 (n = 44), where sexual concordance was assessed using audionarrative sexual stimuli, we did find a statistically significant relationship between PVI OC and sexual concordance using change in self-reported sexual arousal, and ranges of orgasm consistency. Two findings were inconsistent with previous research. First, OC varied significantly by activity type in both studies; masturbation yielded the highest OC. Second, PVI OC was significantly related to oral sex and masturbation OC (Study 2). We discuss the need for further research and various factors that may affect women’s orgasm consistency and sexual concordance.

The potential for the use of EEG data in electronic assessments

One of the most important goals of electronic assessments is to achieve the smallest measurement error with tests that are as simple and short as possible. The psychological state of an examinee is typically ignored, both in the process of designing the tests and during the exam itself. Using the developed framework, we tested 35 participants in an experiment to obtain as much data as possible about the emotional states of the students depending on the different types of question posed. In this paper, we present our current results from an examination of the potential of using EEG data towards applying artificial intelligence for improvement of electronic assessments, as well as a technical platform for this purpose.

Persistent Monologicality amidst Variation in Teachers’ Questioning Practices in Malaysian English Language Classrooms

This video study examines teachers’ questioning practices in English language classrooms in Malaysia, and how different types of questions, wait time, and reaction moves influence classroom interaction. The study found that although there was an overarching monologicality across all classrooms, teachers’ questioning practices were not limited to the typical, monologic mixture of display questions, non-existent or short wait time, and/or reaction moves which could obstruct student talk. There were also opportunities for dialogicality initiated through teachers’ employment of referential questions, longer wait time, and/or reaction moves which could facilitate advanced student talk, but monologicality in classroom interaction persisted. Such observation directs our attention to the understanding and further contemplation that nurturing dialogicality is not a mere issue of strategy use.

Clusters of Nonverbal Behaviors Differ According to Type of Question and Veracity in Investigative Interviews in a Mock Crime Context

Evaluating truthfulness and detecting deception is a capstone skill of criminal justice professionals, and researchers have long examined nonverbal cues to aid in such determinations. This paper examines the notion that testing clusters of nonverbal behaviors is a more fruitful way of making such determinations than single, specific behaviors. Participants from four ethnic groups participated in a mock crime and either told the truth or lied in an investigative interview. Fourteen nonverbal behaviors of the interviewees were coded from the interviews; differences in the behaviors were tested according to type of question and veracity condition. Different types of questions produced different nonverbal reactions. Clusters of nonverbal behaviors differentiated truth tellers from liars, and the specific clusters were moderated by question. Accuracy rates ranged from 62.6 to 72.5% and were above deception detection accuracy rates for humans and random data. These findings have implications for practitioners as well as future research and theory.

Analyzing the Impact of Different Feature Queries in Active Learning for Social Robots

In recent years, the role of social robots is gaining popularity in our society but still learning from humans is a challenging problem that needs to be addressed. This paper presents an experiment where, after teaching poses to a robot, a group of users are asked several questions whose answers are used to create feature filters in the robot’s learning space. We study how the answers to different types of questions affect the learning accuracy of a social robot when it is trained to recognize human poses. We considered three types of questions: “Free Speech Queries”, “Yes/No Queries”, and “Rank Queries”, building a feature filter for each type of question. Besides, we provide another filter to help the robot to reduce the effects of inaccurate answers: the Extended Filter. We compare the performance of a robot that learned the same poses with Active Learning (using the four feature filters) versus Passive Learning (without filters). Our results show that, despite the fact that Active Learning can improve the robot’s learning accuracy, there are some cases where this approach, using the feature filters, achieves significant worse results than Passive Learning if the user provides inaccurate feedback when asked. However, the Extended Filter has proven to maintain the benefits of Active Learning even when the user answers are not accurate.

Citizens’ understanding of welfare of animals on the farm: An empirical study

ABSTRACTMany people believe that welfare standards for nonhuman animals on farms need to be improved. However, the definition of farm animal welfare (FAW) remains unclear, as different disciplines have developed competing understandings of FAW. Some studies have investigated citizens’ understanding of FAW through quantitative surveys. This study combined both closed-ended and open-ended questions and compared the findings from the different types of questions. For the open-ended question, respondents mostly named criteria in the categories of “housing system” and “management practice”; however, for the closed-ended question, the category “animal health” was most important. These findings suggest that not only whom you ask determines what comprises animal welfare, but how you ask. These findings should be considered when developing new animal welfare programs to increase the likelihood that the new programs will be accepted by the broader public and meet its expectations. In particular, improvements concerning animal health need to be publicized and clearly communicated to citizens, as health-related aspects are important to many people even though those aspects may not be the first thing they mentioned when asked.

Integrating flexibility and fuzziness into a question driven query model

The wide usage of relational databases motivated researchers to develop more user friendly interfaces which would allow a larger population of users to access databases. Such interfaces range from visual to natural language based. This paper contributes a question driven query model which falls under the natural language based category. The proposed model supports fuzziness where every user is given the freedom to define his/her own understanding of fuzzy terms. The developed system captures the fuzzy understanding of each user to utilize it while deciding on the result to be communicated back as answer to a raised question. Data mining techniques are employed to guide users in defining their fuzzy understanding. The developed model is intended to help users to retrieve data from a relational database without expecting them to know SQL. The system handles different types of questions, including (1) simple questions, (2) complex questions with inner joins and where conditions, (3) questions that involve usage of aggregate functions (e.g., min, max, etc.), and (4) questions with fuzzy terms. The reported test results demonstrate the effectiveness and applicability of the developed system in handling various types of questions raised by a heterogeneous set of users ranging from professional to naive.

How to do a systematic review.

High quality up-to-date systematic reviews are essential in order to help healthcare practitioners and researchers keep up-to-date with a large and rapidly growing body of evidence. Systematic reviews answer pre-defined research questions using explicit, reproducible methods to identify, critically appraise and combine results of primary research studies. Key stages in the production of systematic reviews include clarification of aims and methods in a protocol, finding relevant research, collecting data, assessing study quality, synthesizing evidence, and interpreting findings. Systematic reviews may address different types of questions, such as questions about effectiveness of interventions, diagnostic test accuracy, prognosis, prevalence or incidence of disease, accuracy of measurement instruments, or qualitative data. For all reviews, it is important to define criteria such as the population, intervention, comparison and outcomes, and to identify potential risks of bias. Reviews of the effect of rehabilitation interventions or reviews of data from observational studies, diagnostic test accuracy, or qualitative data may be more methodologically challenging than reviews of effectiveness of drugs for the prevention or treatment of stroke. Challenges in reviews of stroke rehabilitation can include poor definition of complex interventions, use of outcome measures that have not been validated, and poor generalizability of results. There may also be challenges with bias because the effects are dependent on the persons delivering the intervention, and because masking of participants and investigators may not be possible. There are a wide range of resources which can support the planning and completion of systematic reviews, and these should be considered when planning a systematic review relating to stroke.

Edmodo como herramienta virtual de aprendizaje

En la actualidad nos ubicamos en un proceso de constantes cambios y transformaciones en la que surge la necesidad de la incorporación de nuevas tecnologías de la información y la comunicación en diversos aspectos del conocimiento, incluidos en el aspecto educativo. Por tal motivo la experiencia de investigación, de metodología cualitativa y cuantitativa, indago sobre el uso de Edmodo como una herramienta virtual de aprendizaje de la estadística descriptiva para el grado once de la Institución Educativa General Santander. Para tal fin de la investigación se utilizaron encuestas directas de carácter individual y de acuerdo a su forma de tipo cerrada. Estás fueron aplicadas como una técnica que utiliza un cuestionario con diversos tipos de preguntas con el fin de conseguir mediciones cuantitativas sobre algunas características objetivas y subjetivas de la población, que después ser sistematizadas, analizadas e interpretadas se observó por parte de los estudiantes como la implementación del aula virtual edmodo sirvió como una herramienta virtual de aprendizaje y de este modo colocar a los estudiantes de grado once en contacto con las nuevas tecnologías de la información y la comunicación –TIC- relacionados con los estándares de la estadística descriptiva. Palabras claves: Edmodo, aula virtual, estadística descriptiva

Information technologies as a means of studying the phenomenon of the individual socialization

The article is devoted to the problems of the use of information technologies (IT) in sociological research, in particular in the process of studying the phenomenon of socialization of the individual. The material consists of three parts, which highlight the essential characteristics of the category of socialization, the current trends in the use of information technology in sociology, and some areas of application of information technology in the process of studying the socialization of the individual.
 Socialization of personality is an important social-pedagogical phenomenon, as the process of human entry into society is often accompanied by problems. Currently, the relevance of intelligence on the problems of socialization has increased significantly, which is largely connected with social changes. The article presents the definition and the main features of the category "socialization", scientific approaches to the interpretation of this concept, as well as a brief overview of the methods of diagnosing the level of socialization of a person.
 The formation of a digital society led to the appearance of computing social sciences and the separation of digital sociology at the beginning of the XXIst century. The peculiarity of the modern period is the use of various sources of secondary sociological information, in particular those which are based on the objective recording of the real behavior of people. The gathering of sociological information takes place with the use of methods of content analysis, analysis of texts and social networks, etc. The vast majority of these methods involve the use of information technology. In addition, methodologies for working with data from Big Data and Data Mining are now widely used to gather and analyze large volumes of heterogeneous data and to generate new useful information on existing or potential interconnections between phenomena on this basis. So, sociology is now focused on the use of new information tools. At the same time, the use of traditional information and communication technologies is still remains of current interest (tools for conducting surveys, statistical analysis programs, etc.), which can significantly reduce the waste of time, reduce the probability of errors of different types, carry out the different methods of analysis.
 In the process of the socialization of a person studying a variety of surveys are widely used, the results of which must be systematized and analyzed. In order to collect such data, it is expedient to use the possibilities of the Internet, which allows reaching a large audience of respondents and reduce the waste of time both by respondents and researchers. Currently online surveys are often used by Google Forms, which provides tools for creating questionnaires of different types of questions, storing received replies, transferring them to spreadsheets in Google Drive, and initial analysis. In the case of increased requirements to the complexity and quality of the questionnaire, as well as the need to reach a large number of respondents, you should turn to specialized web resources, such as SurveyMonkey. The data obtained during the online survey can be analyzed using statistical programs (Statgraphics, Statistica, S-plus, SPSS, Systat, etc.). In particular, such programs provide an opportunity for cluster and factor analysis to classify the phenomena studied and identify the most influential factors.
 Consequently, important steps in the study of the phenomenon of socialization and the level of socialization of the individual are the collection of data (through online surveys using Google Forms) and their analysis using software (office spreadsheets, general-purpose statistical packages or specialized programs aimed at performing specific statistical procedures).

Understanding literature reviews: Implications for music therapy

ABSTRACT Social science and health care researchers, including music therapy researchers, have conducted various types of literature reviews; these types have largely been understood as either traditional or systematic reviews. However, authors, both within and outside of music therapy, have used mixed terminology, provided questionable rationales for categorization, disagreed about categorization, or used ambiguous language to describe broad review methodologies. As an alternative to categorization, one could view literature review processes and methodologies from the standpoint of historical development and methodological value; each methodology answers different types of questions through review’s characteristics. The purpose of this article is to present a comprehensive overview of literature review processes and methodologies by (a) describing the general purposes of narrow and broad literature reviews, (b) providing a historical overview of broad reviews, and (c) describing broad review methodologies in relation to their respective definitions, histories, methodological characteristics, purposes, example questions, and study examples from healthcare and music therapy literature. After providing a general overview of categories and histories of reviews, the author analyzes a total of 25 broad literature review methodologies and 2 salient broad review procedures. The author then discusses implications for music therapy research and practice, specifically in relation to current broad review publications, policy development, information flow, stakeholder engagement, and tertiary reviews. Furthermore, this article may act as an initial reference for researchers and educators.

"Why is Toma late to school again?" Preschoolers identify the most informative questions.

The current study investigates whether preschoolers are able to successfully identify the most effective among given questions, adapting their reliance on different types of questions (constraint-seeking vs. hypothesis-scanning) based on the quantitative measure of expected information gain. Children were presented with storybooks describing the reasons why a fictional character, Toma, was late to school over several days. In 3 experiments with 5-year-old children, we manipulated the frequency and likelihoods of the reasons presented. Children were asked to identify which of 2 given questions would be more effective in finding out why Toma was late to school again. In a fourth experiment, we investigated whether preschoolers are adaptive learners, that is, whether they can identify the most effective question iteratively, and we extended our investigation to younger preschoolers (3- and 4-year-olds). We find that children assessed the effectiveness of different types of questions based on the hypothesis space currently under consideration, and this adaptation may be guided by expected information gain. Overall, our results suggest that over the preschool years, children begin to develop the computational foundations that support successful question-asking strategies. (PsycINFO Database Record

Training Methods of Listening-Based Journalistic Questioning

The study introduces the pedagogy of listening-based questioning training (LBJQ) for journalism students and journalists. The approach provides basic training and is somewhat different from the usual interview training as LBJQ focuses on training in basic skills: listening and reflective responding skills, as well as the ability to use different types of questions efficiently. The aim of the exercises is to help the journalist to get the most precise information possible from people with various social skills and styles. The article explains theoretical approaches and provides sample exercises for trainers and journalists.

Analisis Kesalahan Mahasiswa dalam Menyelesaikan Soal Negasi Pernyataan Majemuk pada Logika Matematika

This research aims to determine what kind of mistakes made PGMI students even semester of the academic year 2016/2017 in solving the problem of compound statement negation on mathematical logic and to know the alternative solution. The type of this research is descriptive research with qualitative approach. The research instrument used in this research is mathematical logic test and interview. The data analyzed is the result of student work on the worksheet that made a mistake. The results of this study indicate that students experience some errors that are marking errors, mistranslate logic symbols, concept errors, mistakes remembering the truth value in the statement truth table, and error concluded. After knowing the types of mistakes made by students in working on the question of negation of compound statements, then the alternative solution that can be given to this research problem is to use learning techniques that enable students to think well Like discussing, speaking and writing in front of the class to explain Directly so that students can retain their memories much longer, emphasizing the importance of much work on the matter by watching the right symbols or practicing remembering and writing symbols through the questions, giving repetitive exercise of different types of questions, and routine assignments To be memorized by truth values in mathematical logic.