Framing Questions Research Articles

Technical specification for developing a clinical practice guideline for the integration of traditional Chinese medicine and Western medicine.

Developing a clinical practice guideline (CPG) for integrating traditional Chinese medicine (TCM) and Western medicine (WM) requires the accurate identification, collation, and integration of all available evidence on TCM and WM in a comprehensive, meaningful, and resource-efficient manner. This entails framing appropriate clinical questions, retrieving and synthesizing evidence from multiple resources, and providing concise and complete recommendations for specific diseases. However, some existing CPGs for integrating TCM and WM lack deep and organic integration. As the effective preparation of a CPG for integrating TCM and WM typically involves a complex set of principles, methodology, and steps, we believe that a cohesive, step-by-step guide on how to prepare a CPG for integrating TCM and WM is essential. To facilitate the design and development of a robust CPG, we present a clear and concise methodology, outlining relevant principles and procedures, supported by references for guidance. This technical specification aims to simplify the methodology for preparing a CPG for integrating TCM and WM; provide healthcare professionals and researchers with methodologically sound tools; and enhance the quality of CPGs for integrating TCM and WM. This technical specification may help elucidate this complex process, facilitate evaluation of the quality of published CPGs for integrating TCM and WM, and improve the understanding and application of recommendations for the combined and integrated use of TCM and WM in a new system.

Thematic Trends in Data Curation Literature

ABSTRACTThe field of data curation is rapidly changing due to new developments in technologies and techniques for conducting data work. As the field of data curation evolves, researchers, practitioners, and educators need to be able to respond to these developments. One way to understand trends in a field is by examining published literature. This study first gathered data curation literature through a modified systematic literature review with the framing question, ‘What competencies, skill sets, and proficiencies are needed to conduct data curation activities?’. These literatures were then analyzed using bibliometric analysis, visual analysis of the citation data, and topic modeling to understand trends in the data curation field.

Six personas to adopt when framing theoretical research questions in biology.

Theory is a critical component of the biological research process, and complements observational and experimental approaches. However, most biologists receive little training on how to frame a theoretical question and, thus, how to evaluate when theory has successfully answered the research question. Here, we develop a guide with six verbal framings for theoretical models in biology. These correspond to different personas one might adopt as a theorist: 'Advocate', 'Explainer', 'Instigator', 'Mediator', 'Semantician' and 'Tinkerer'. These personas are drawn from combinations of two starting points (pattern or mechanism) and three foci (novelty, robustness or conflict). We illustrate each of these framings with examples of specific theoretical questions, by drawing on recent theoretical papers in the fields of ecology and evolutionary biology. We show how the same research topic can be approached from slightly different perspectives, using different framings. We show how clarifying a model's framing can debunk common misconceptions of theory: that simplifying assumptions are bad, more detail is always better, models show anything you want and modelling requires substantial maths knowledge. Finally, we provide a roadmap that researchers new to theoretical research can use to identify a framing to serve as a blueprint for their own theoretical research projects.

Beyond frequency: Evaluating the validity of assessing the context, duration, ability, and botherment of depression and anxiety symptoms in South Brazil.

Assessment tools for depression and anxiety usually inquire about the frequency of symptoms. However, evidence suggests that different question framings might trigger different responses. Our aim is to test if asking about symptom's context, ability, duration, and botherment adds validity to Patient Health Questionnaire-9, General Anxiety Disorder-7, and Patient-Related Outcome Measurement Information Systems depression and anxiety. Participants came from two cross-sectional convenience-sampled surveys (N = 1,871) of adults (66% females, aged 33.4 ± 13.2), weighted to approximate with the state-level population. We examined measurement invariance across the different question frames, estimated whether framing affected mean scores, and tested their independent validity using covariate-adjusted and sample-weighted structural equation models. Validity was tested using tools assessing general disability, alcohol use, loneliness, well-being, grit, and frequency-based questions from depression and anxiety questionnaires. A bifactor model was applied to test the internal consistency of the question frames under the presence of a general factor (i.e., depression or anxiety). Measurement invariance was supported across the different frames. Framing questions as ability (i.e., "How easily …") produced a higher score, compared with framing by context (i.e., "In which daily situations …"). Construct and criterion validity analysis demonstrate that variance explained using multiple question frames was similar to using only one. We detected a strong overarching factor for each instrument, with little variances left to be explained by the question frame. Therefore, it is unlikely that using different adverbial phrasings can help clinicians and researchers to improve their ability to detect depression or anxiety. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Time Preferences and Lunar New Year: An Experiment

Abstract We conduct an experiment to examine how the attitude toward time preference changed when there was a time-related occasion, specifically the Lunar New Year. We anticipated that individuals would be more patient as measured by a battery of questions after the New Year. However, we find that individuals only appear more patient when those questions pose the amount of time they have to wait in year increments rather than other units of time. More experimentation is necessary to identify the peculiarities of framing questions around this “New Years Effect.”

Clinicians' Use of Choice Framing in ICU Family Meetings.

To quantify the frequency and patterns of clinicians' use of choice frames when discussing preference-sensitive care with surrogate decision-makers in the ICU. Secondary sequential content analysis. One hundred one audio-recorded and transcribed conferences between surrogates and clinicians of incapacitated, critically ill adults from a prospective, multicenter cohort study. Surrogate decision-makers and clinicians. None. Four coders identified preference-sensitive decision episodes addressed in the meetings, including topics such as mechanical ventilation, renal replacement, and overall goals of care. Prior critical care literature provided specific topics identified as preference-sensitive specific to the critical care context. Coders then examined each decision episode for the types of choice frames used by clinicians. The choice frames were selected a priori based on decision science literature. In total, there were 202 decision episodes across the 101 transcripts, with 20.3% of the decision episodes discussing mechanical ventilation, 19.3% overall goals of care, 14.4% renal replacement therapy, 14.4% post-discharge care (i.e., discharge location such as a skilled nursing facility), and the remaining 32.1% other topics. Clinicians used default framing, in which an option is presented that will be carried out if another option is not actively chosen, more frequently than any other choice frame (127 or 62.9% of decision episodes). Clinicians presented a polar interrogative, or a "yes or no question" to accept or reject a specific care choice, in 43 (21.3%) decision episodes. Clinicians more frequently presented options emphasizing both potential losses and gains rather than either in isolation. Clinicians frequently use default framing and polar questions when discussing preference-sensitive choices with surrogate decision-makers, which are known to be powerful nudges. Future work should focus on designing interventions promoting the informed use of these and the other most common choice frames used by practicing clinicians.

Framing Assessment Questions in the Age of Artificial Intelligence: Evidence from ChatGPT 3.5

With the rise of artificial intelligence (AI), higher education faces a significant challenge in learning assessment. The emergence of tools like ChatGPT raises concerns regarding the potential for cheating and the reliability of assessment outcomes. This paper aims to address these concerns by proposing a methodology for framing questions that effectively measures learning outcomes while reducing the risk of AI-enabled cheating. To achieve this objective, we employ a methodological approach that involves getting responses from ChatGPT 3.5 to various question prompts across different domains. These responses are then evaluated by faculty members specializing in management education. Through this process, we aim to identify question-framing strategies that effectively assess learning outcomes while minimizing susceptibility to AI Cheating. Our analysis reveals several key findings. Certain question Types (Decision Making, Recent Events, and Experiential Learning) demonstrate greater resilience against AI-generated responses, indicating their potential effectiveness in assessing student learning. This study offers original insights into the challenges and opportunities associated with learning assessment in the context of AI integration. The paper tries to provide valuable guidance for Policymakers, educators & students seeking to enhance the integrity and reliability of their assessment practices. Doi: 10.28991/ESJ-2024-08-03-09 Full Text: PDF

Systematic Review of Models Usedto Handle Class Imbalance in Anomaly Detection for Energy Consumption

The widespread integration of Smart technologies into energy consumption systems has brought about a transformative shift in monitoring and managing electricity usage. The imbalanced nature of anomaly data often results in suboptimal performance in detecting rare anomalies. This literature review analyzes models designed to address this challenge. The methodology involves a systematic literature review based on the five-step framework proposed by Khan, encompassing framing research questions, identifying relevant literature, assessing article quality, conducting a critical review, and interpreting results. The findings show that classical machine learning models like Support Vector Machines (SVM) and Random Forests (RF) are commonly used. In conclusion, classical machine learning models like SVM and RF struggle to recognize rare anomalies, while deep learning models, notably Convolutional Neural Networks (CNNs) and Long Short-Term Memory (LSTM), show promise for automatically learning elaborate representations and improving performance while dealing with class imbalance.

SFL as a socially accountable praxis: who and what are we working for?

Abstract In this paper we explore the concept of socially accountable SFL praxis in designing, conducting, and disseminating participatory work with minoritized youth and communities. Using a reflexive methodology, we explore our often-failed attempts at developing a socially accountable SFL praxis in the southeast of the United States to support minoritized youth and their educators. Specifically, we reflect on (1) our biases, theoretical predispositions, assumptions, and power relations vis-à-vis the researched, and (2) on how these aspects affected every stage of the research, from the disciplinary framing of the research questions, the choice of the research methodology, to how we presented our findings. The article concludes with an emphasis on socially accountable SFL praxis as a pivotal approach to strengthen and support minoritized communities within the context of structural inequality.

Implementation of a countywide adult suicide review commission: Development, lessons learned, and recommendations.

Fatality review is a public health approach designed to inform efforts to prevent fatalities of a certain kind (e.g., suicide, homicide) or in a specific setting or population (e.g., hospitals, youth). Despite extensive literature on fatality review generally, the literature on suicide review teams specifically is scant. The aim of this paper is to: describe the implementation of a local adult suicide review commission, detail examples of initial outcomes and recommendations developed by the commission, and provide recommendations and/or best practices for how to develop and implement an adult suicide review team. We utilize framing questions from the American Association of Suicidology's psychological autopsy framework. By using these guiding questions in the discussion, members are invited to explore not only the stressors that may have more immediately preceded the suicide event itself, but to situate those stressors in the context of the individual's life course. Several recommendations proposed by our commission have resulted in tangible outcomes and are detailed using Haddon's Matrix as a guiding prevention planning tool. We have highlighted the need to move beyond looking at individual-level help-seeking to focus on structural/systemic issues that result in stress or create unsafe environments for at-risk individuals.

Impact of supervisors ‘feedback on development of pedagogical skills among prospective teachers during teaching practicum

The study examined the Impact of supervisors’ feedback on development of prospective teachers’ pedagogical skills during teaching practicum. for achieving this purpose. The researcher selected the prospective teachers as population of the study. he drew the 416 prospective teachers as sample for the research. He used cluster sampling for the sample selection. The instrument for the study was a closed-ended questionnaire based on five-point Likert scale. The researcher used quantitative approach for carrying out the research. He collected numerical data. He analyzed the data by using one-sample-t-test. He employed the SPSS for analyzing the data. The findings showed that the study's alternative hypotheses were accepted, indicating that supervisors’ feedback have an impact on the development of pedagogical skills among the prospective teachers during their teaching practicum. Prospective teachers perceived that their skill of setting expectations from students, skill of aligning the lessons with already set objectives, and skill of framing questions for teaching had been significantly improved because of timely feedback. The study's findings provide valuable insights into the use of supervisors’ feedback for developing prospective teachers’ pedagogical skills during teaching practicum.

Negotiating severity behind the scenes: prenatal testing in Germany.

Foetal-related severity is a key concept in policy and legislation relating to access to both reproductive technologies and selective abortions in many countries around the world, but not in Germany. This study sheds light on how 'severity' in the context of prenatal testing is understood and negotiated within the particular socio-cultural and legal context of Germany, where 'severity' relating to foetal clinical findings neither counts as a justification to implement population prenatal screening programs, nor as a legal ground to terminate pregnancy. This study explores the views of women who undergo prenatal testing, as well as of professionals who encounter them, through semi-structured interviews. It showcases how they frame severity and questions whether the existing legal and regulatory framework relating to prenatal testing and termination of pregnancy addresses their concerns and needs regarding reproductive decision-making. The interviews (n = 27) reveal that despite it being legally outside the explicit reasons for testing and termination of pregnancy, both women and professionals negotiate severity behind the scenes. Their interpretation of severity is highly context-dependent and relies on clinical, social and familial facets. Their perceptions of severity guide them in their handling of and decision-making around pregnancy management. Acknowledging the personal nature of severity assessment and providing professional or legal guidance which explicitly mentions foetal anomaly as a legitimate factor in pregnancy management could provide healthcare professionals and patients with the room needed to manage the pregnancy favourably.

"STEM in Genere”: an impact evaluation

Research on labour market disparities between men and women has long since identified horizontal segregation in the educational system as one of the main factors driving the gender pay gap. One of the factors identified in the literature believed to be at the heart of horizontal gender segregation is the lack of representation and visibility of women in STEM fields. In this paper, we investigate the effectiveness of a program named “STEM in Genere”, developed within the Gender Equality Plan 2022-2024 of the University of Brescia (Italy), which is aimed at contrasting the underrepresentation and the stereotypical representation of women in science among primary and lower secondary school students. Students of participant classes will meet an educator for a total of 2 hours, in which counter-stereotypical thinking of women in science will be stimulated via learning games. Teachers of participant classes will follow in parallel a dedicated workshop about non-stereotypical science teaching. The effects of the program on students' gender stereotypes in science and study/job aspirations will be evaluated via a randomised controlled trial (RCT) conducted in primary and secondary schools of the Brescia province, an affluent province located in the northern part of Italy. In particular, we will randomise classes within participating schools to have a good balance between the statistical power of the experiment and potential contamination threats. The contribution of this evaluation is threefold. First, we will collect first-hand data on students' views and aspirations in a country - Italy - in which the population traditionally holds quite conservative views about gender roles. Second, we will provide robust, experimental evidence on the effectiveness of the program “STEM in Genere”, which is potentially scalable nationwide. Lastly, we will contribute to the methodological debate about question framing in survey methodology, by randomly varying the formulation of the questions in the surveys. Policy implications for educational and learning environments will be discussed.

Automatic Question Paper Generator Using Artificial Intelligence

This process involves using Natural Language Processing (NLP) techniques, specifically LSTM (Long Short-Term Memory) algorithms, to generate questions from text while ensuring semantic accuracy and syntactic coherence. Unlike tasks such as summarization and paraphrasing, generating questions requires not only understanding the text but also being able to frame questions that elicit specific information, thus necessitating answers. To overcome this challenge, the approach involves several steps. First, the text undergoes preprocessing with NLP techniques to remove irrelevant or redundant information, as well as to identify and extract keywords crucial for generating questions. Next, LSTM algorithms are employed to process the text and keywords, enabling the system to understand the context and semantic nuances present in the text. Once the text has been processed, the system begins constructing questions. Instead of directly asking questions based on the extracted keywords, the LSTM algorithm twists or rephrases the questions to ensure they are not merely repetitions of the original text. This twisting process involves rearranging sentence structures, altering word choices, or introducing subtle variations to produce questions that are natural-sounding and coherent while still effectively eliciting the desired information. By leveraging NLP techniques and LSTM algorithms in this manner, the system can generate questions that are not only semantically accurate and syntactically cohesive but also effectively engage with the content of the text, overcoming the challenge of needing answers to frame meaningful questions. This approach represents an innovative use of NLP technology to enhance question generation capabilities, enabling more robust and contextually relevant questioning from textual data.

INQUIRY BASED LEARNING TO DEVELOP SOCIAL SKILLS: RESEARCH REVIEW

The modern era demands that society members who have good social skills like communication skills, interpersonal skills, decision making skills and learnt verbal and nonverbal behavior. These necessary skills can be developed through the modification in the current instructional strategies. From the past times teachers are heavily rely only on chalk and talk method. Now there is a demand of society to shift the teaching learning process to learner centered and this can be possible through the adoption of constructivism based instructional methods like inquiry-based learning. It is that learning, in which learners construct their concepts with framing questions, constructing hypotheses, designing and conduction of experiments, generation of explanations. All the phases of inquiry driven instruction utilize the social skills for collective working.

On the question of the internal frame

ABSTRACT This paper attempts to expand José Bleger's classic, metapsychological descriptions of the psychoanalytic frame to formulate and emphasize the role of the analyst's internal frame in establishing a psychoanalytic observational perspective in the analytic situation. The rationale for doing so follows from clinical necessity, especially when working with patients and psychic organizations that are ‘beyond neurosis' and in non-traditional settings such as distance and telemetric analyses. Clinically speaking, in its most effective state, the analyst’s internal frame can inform the possibility of an observational vertex aimed at the intuitive grasp of psychic reality rather than a sense-based, empirical observation of parameters denoted by the elements of a consensually validatable social reality.

Proximities of Violence

Jonathan Glazer’s The Zone of Interest (2023) takes an unorthodox approach to Holocaust cinema, studying the everyday life of the Commandant of Auschwitz and his family in their home just outside the wall of the camp, while never directly representing the violence inside. Voyeurism, extended takes, and unstable points of identification create an ethical crisis for the viewer, who is left questioning the mechanics, and the limits, of empathy. The film offers a sensory bounty: tactile images, pastoral greenery, and heightened sounds. These surface-rich images in particular function in dialogue with a history of Holocaust cinema, complicating already vexing questions of cultural memory and political framing. And the pointed focus on the administration of fascism within the home exposes both the domestic implementation of a “blood and soil” ideology, and the ways in which intimacy and proximity can both uphold and erode the frameworks of war.

Backtalk: Academic jargon and the illusion of objectivity

Although some people view quantitative studies as more legitimate than qualitative studies, both methods are subject to bias, Iris Rotberg explains. The study’s methodological strengths and weaknesses are determined when researchers frame questions, choose samples and outcome measures, and collect data. These design decisions and their implementation are far more important determinants of research validity than are the subsequent data analyses, whether quantitative or qualitative.

Teachers’ Research Competence and Engagement: Basis for Research Development Plan

Teachers’ research and competence posited complementary synergy theorizing that teachers with higher research competence are engaged in research pursuits relevant to professional growth within the context of education. This research addressed six key objectives by profiling respondents, assessing teachers’ competence on framing questions and data collection, identifying literature and theoretical knowledge, and analyzing and presenting research data, and research engagement levels on motivation to write research, and difficulty in conducting research, determining significant relationships between competence and engagement, exploring the correlation between engagement and respondents’ profiles, and designing a research development plan. Employing an adapted survey questionnaire using a universal sampling method, 391 teachers across the two districts in the Division of El Salvador City were surveyed during the School Year 2023–2024. Statistical tools such as means, frequency, standard deviation, Pearson-r, and triangulations were applied for data analysis. Findings indicated a positive correlation between teachers’ research competence and engagement. A significant relationship was identified between engagement and moderating variables like related training and position. Despite the teachers being competent and engaged, their research work was hindered by the number of coordinatorships they handled. It is important to emphasize the research competence and engagement for educational improvement as it illuminates the current state of teachers’ research skills and lays the groundwork for a targeted Research Development Plan.

Empirical challenges in the study of employer associations and their representativeness

AbstractThe article examines the quality and appropriateness of the data available to measure firms' affiliation to employer associations (EAs). We find large discrepancies in affiliation rates obtained from the five different data sources available for France, leading us in particular to discard tax data. Focusing on survey data, we show that asking managers about affiliation to EAs in general or affiliation to a list of specific EAs can lead to large differences in affiliation rates, highlighting the importance of the framing of survey questions. We then provide methods to estimate an aggregate firm‐level affiliation rate from surveys covering workplaces with 11 or more employees. Exploiting (i) conflicting survey responses regarding EA affiliation between distinct establishments in the same firm and (ii) survey responses for firms that report paying contributions to EAs in their financial statements, we finally estimate the shares of employers that wrongly declare being or not being affiliated to EAs, and provide a rate of affiliation corrected for such errors. The implications for econometric analysis of the high observed error rates are discussed.