Question generating tool
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This document provides guidance on developing a high-quality research question. It instructs the user to brainstorm what they know and want to know about their topic without judgment. The user then selects the 10 best statements or questions and converts any statements into questions. Any closed questions should be highlighted. The document explains that open questions are better for research as they cannot be answered simply and require analysis. An example is provided to illustrate the difference between a closed and open question. The user is prompted to change any closed questions into open questions. Question stems are then provided to help improve the questions. Finally, the document instructs the user to evaluate their final research question.
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Question Generating Tool
Research question generating tool- very useful for extended essay questions and other academic pieces of work.
Question generating tool
This document provides guidance on developing research questions. It instructs the user to brainstorm what they know and want to know about their topic without judging. The best 10 statements or questions should be identified and any closed questions should be changed to open questions. Closed questions that can be answered simply should be made more open by requiring investigation and analysis. Question stems are then provided to help improve any remaining questions by making them more open-ended. The user is finally asked to evaluate their final research question based on various criteria like specificity, significance and feasibility.
Question Generating Process
The document provides guidance on developing research questions. It includes steps for brainstorming what is already known about a topic and what remains unknown, identifying the 10 best statements or questions, changing statements to questions, making questions more open-ended, using question stems to improve questions, and evaluating the final research question. The overall process helps generate open-ended research questions about a topic that require investigation and analysis to answer.
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- Later thinkers like Wittgenstein argued that meaning depends on use within a language game or form of life, not verification. Religious language may have meaning for believers without needing to satisfy philosophical tests of meaning.
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This document discusses concepts of God from a philosophical perspective. It examines questions about proving God's existence, the nature of God, and different understandings of God. Key points made include that God is traditionally conceived as the most perfect being, with attributes like being omnipotent, omniscient, omnipresent, perfectly good, transcendent and immanent. The document also discusses different approaches to understanding God, such as theism, atheism, agnosticism and pantheism.
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Effective Use of Surveys in UX | Triangle UXPA Workshop
On a scale of 1-10, how much do you love this workshop?
Ok, hopefully that is an obviously bad question, both because it hasn't happened yet and because it has some bias baked right in. But take a quick look around all the surveys floating out in the world, and they often don't seem much better. Surveys can be a powerful tool for a UX researcher, but many of us haven't learned how to get the most out of them. In this workshop we'll cover:
Best use cases for surveys (and when to avoid them)
An overview of question types
Guidelines for writing effective, unbiased survey questions
Tips to increase overall engagement and participation
Hands on practice crafting surveys
Basic survey analysis
The Research Problem Statement
The research problem statement is one of the first steps in developing a Doctoral Thesis proposal. It is the starting point of the research process. Identifiable aspects of a research problem include something is broken, it has a cause and effect relationship, and there are initial observations and evidence mentioned. Developing a research problem statement from an identified problem isn’t easy but is an essential step in the thesis proposal process. To assist in the what and how, the Doctorate Hub team has been putting together this slideshow.
PR 2 Chapter 3.pptx
This document discusses research methods and instrument design. It covers sampling procedures, data gathering, research instruments, and statistical analysis. It focuses on questionnaire design, providing tips for writing clear, unbiased questions. These tips include using simple language, short questions, common terms, and scales. The document emphasizes pretesting questionnaires to identify issues before full data collection.
Research problem copy
This document outlines 5 ways to formulate a research problem and provides steps to narrow a research topic into a specific research problem. The 5 ways are: 1) specify research objectives, 2) review the context, 3) explore the nature of the problem, 4) define variable relationships, and 5) consider consequences of alternative actions. Additional steps include distinguishing a subject area, dissecting it into sub-areas, deciding on an area of interest, generating research questions, and deciding on objectives to answer the questions. Formulating the problem clearly with manageable objectives and variables helps ensure effective and relevant research.
Question Generation
The document discusses generating a research question about poverty and inequality. It provides background information on the topic and things that are already known versus things that are unknown. Several potential research questions are then generated and evaluated. The best question selected is "How and why does poverty affect nature?" This question is then further refined to be more open-ended and investigate the complex ways in which poverty can impact the environment.
Writing surveys that work
This document provides an overview of best practices for writing effective surveys and questionnaires. It discusses key concepts like the difference between surveys and censuses, and surveys and questionnaires. It outlines common issues like sampling, design, analysis, question wording, response methods, and question ordering that should be considered. Best practices are presented such as clearly defining the research goal, verifying that a survey is needed, pretesting the questionnaire, and getting feedback from others. The goal is to help people construct surveys that accurately measure constructs and avoid biases.
Class 21 n
1. The document provides an agenda for reviewing and improving elements of an argumentative essay, including outlining, addressing counterarguments and alternative solutions, using in-text citations, writing introductions and conclusions, and developing sentence strategies.
2. It explains the difference between addressing counterarguments versus discussing alternative solutions. It also provides examples and strategies for writing introductions, conclusions, and improving sentence structure.
3. Students are assigned homework to add an introduction and conclusion to their draft based on strategies from the document, and to submit a self-assessment of their work via email before the last class meeting.
Writing surveysthatwork
Here are some potential issues with this 11-point satisfaction scale:
- Partially labeled scales can lead to different interpretations of the scale points.
- Forced distribution with a neutral point may push respondents towards the middle who don't truly feel neutral.
- Lumping the 7+ responses together obscures variation in attitudes above satisfied.
- Subtracting below 6 from above 9 assumes equal intervals between scale points which may not reflect how respondents conceptualize satisfaction.
- Unipolar scales can't capture dissatisfaction which is important information. A bipolar scale may better measure the construct.
In summary, this scale has response option and analysis issues that could undermine the validity and reliability of the satisfaction measure.
Writing surveys that work
This document provides an overview of best practices for writing effective surveys and questionnaires. It discusses key concepts like the difference between surveys and censuses, and surveys and questionnaires. It outlines common issues like sampling, design, analysis, question wording, response methods, and question ordering that should be considered. Best practices are presented such as clearly defining the research goal, verifying that a survey is needed, pretesting the questionnaire, and getting feedback from others. The goal is to help people construct surveys that accurately measure constructs and avoid biases.
Class 21 n
This document provides an agenda for a class that covers various aspects of writing a proposal essay, including outlining, counterarguments, alternative solutions, citations, introductions, conclusions, and sentence strategies. It discusses potential outline structures, the difference between counterarguments and alternative solutions, strategies for writing introductions and conclusions, and how to avoid ambiguous language and sentences lacking agents. Students are assigned homework to add an introduction and conclusion to their draft, check for clarity and agents, and submit a self-assessment.
1_Steps_in_Problem_Solving and managing your tasks
The document outlines the seven steps in problem solving: 1) Define and identify the problem, 2) Analyze the problem, 3) Identify possible solutions, 4) Select the best solution, 5) Evaluate solutions, 6) Develop an action plan, and 7) Implement the solution. It provides details on each step, such as writing a statement to define the problem, asking questions to analyze it, brainstorming possible solutions, discussing pros and cons of solutions, creating a plan with tasks and timelines, and following the plan while preparing for issues. Common mistakes are also listed, like not defining the problem clearly or jumping to conclusions.
Fsr competency based interviews
This document provides guidance on competency-based interviews. It explains that competency-based interviews focus on behaviors and ask candidates to provide examples of when they demonstrated key competencies. The document advises candidates to prepare by developing examples using the STAR technique and to practice their answers. It also provides sample questions across 8 common competency areas and advises candidates on techniques for responding confidently during the interview.
Problem solving technique , strategies
This document discusses problem solving techniques in three paragraphs:
1) It defines problem solving as an instructional strategy that involves motivating students to analyze problems, put forward hypotheses to solve them, and test those hypotheses.
2) It outlines the 5 steps of problem solving: 1) define the problem, 2) brainstorm ideas, 3) decide on a solution, 4) implement the solution, and 5) review the results.
3) It discusses improving problem solving skills by understanding the 5 steps and working to strengthen areas of weakness by teaming up with others who have complementary strengths.
Class 20 1 a vocab game
This document provides guidance on writing introductions and conclusions for essays. It discusses several strategies for opening an essay, such as using a scenario, statistics, or historical analogy. It also discusses ending strategies like summarizing the solution, reminding readers of something special about the problem or solution, suggesting consequences of failure to solve the problem, or providing a call to action. The document then covers sentence strategies, including avoiding ambiguous uses of "this" and "that" and revising sentences that lack an agent. It concludes with assigning homework of adding an introduction and conclusion to a draft essay and revising for clarity and inclusion of agents.
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Effective Use of Surveys in UX | Triangle UXPA Workshop
Effective Use of Surveys in UX | Triangle UXPA Workshop
1_Steps_in_Problem_Solving and managing your tasks
1_Steps_in_Problem_Solving and managing your tasks
More from philipapeters
The problem of evil and suffering
1) The document discusses philosophical arguments regarding the problem of evil and suffering in the world and how it relates to the existence of an omnipotent, omniscient and benevolent God.
2) It examines theodicies proposed by St. Irenaeus and St. Augustine that attempt to reconcile God's attributes with the existence of evil. Irenaeus' theory involves human evolution towards God, while Augustine argues that evil stems from free will and is ultimately part of God's just system.
3) Critics argue that these theodicies cannot logically reconcile an all-powerful God with the existence of unnecessary suffering, and question whether free will outweighs immense pain.
How to write a philosophy essay
This document provides guidance on how to write a philosophy essay. It discusses establishing a position or thesis in relation to the essay question, developing an argument to support that thesis over the body of the essay using evidence from philosophers, and restating the main argument in the conclusion. Key tips include carefully selecting supporting arguments, using signposts to guide the reader, and evaluating arguments based on their clarity, consistency, coherence and comprehensiveness. The document also provides an example introduction and recommends committing introductory statements to memory.
Final schedule for 2015
The document outlines a final schedule for 2015 that assigns staff to various weeks and includes transportation details. For the weeks of June 10th, October 27th, November 10th, and November 17th, it lists the staff assigned and bus routes including times and pick-up/drop-off locations. It also indicates that for certain weeks, TCL will not be serving the KJL route. The final two weeks are dedicated to working on the website.
Freud religion
Freud analyzes religion and its purpose from a psychological perspective. He argues that for most ordinary people, religion provides explanations for life's mysteries and assurances of divine protection. However, Freud sees religion as an infantile and incongruous delusion that is unable to align with reality. He asserts that religion stems from humanity's desire for happiness and protection from suffering, and represents a mass delusion that people cling to for comfort without recognizing it as such. Freud ultimately concludes that religion circumscribes choices and forces infantilism by promoting distorted views of reality for the false promise of happiness and protection from pain.
Religious experience
This document discusses religious experiences and whether they can be used as evidence for the existence of God. It defines religious experiences as involving a sense of wonder, insight, and holiness. Two approaches to interpreting religious experiences are described: experiential, which allows the experience to speak for itself, and propositional, which extracts definite propositions from experiences. Specific types of religious experiences like mysticism and revelation are examined. While revelatory experiences feel authoritative to those who have them, philosophy struggles to assess experiences that are beyond rational assessment. William James' description of mystical experiences is summarized. The document explores problems with using religious experiences as evidence for God, as the objective and subjective aspects must both be considered.
Five activities questions
The document discusses a graph showing that 12 million people are legally downloading music while 9 million are illegally downloading music. However, the bottom part of the graph is misleading. The document does not provide any additional context or explanation for why the bottom of the graph may be misleading.
Mind mapping
A mind map is a diagram used to visually organize information. It uses images, colors, and branches connected to a central concept to structure key points and show relationships. To create a mind map, you start with an image in the center of a blank page and radiate branches out in curved lines, using different colors, with one key word or image per line. This structure allows the mind to make connections and understand and remember information more easily.
How do we know
This document provides an introduction to thinking about different ways of knowing and evaluating knowledge. It asks the reader to consider how they know certain facts about themselves and to make a list of things they are certain of. It then prompts the reader to recall and explain the different ways of knowing to others, including imagination, memory, faith, and intuition. Finally, it includes tasks for the reader to categorize how different questions are known and whether some questions have right versus multiple answers.
Yr 12 revision questions section 1 and 2
This document contains a syllabus and review questions covering various topics related to the philosophy of religion. The topics include definitions of key terms like "God", arguments for and against God's existence, problems of evil and suffering, religious language and experiences. The review questions probe ideas around defining divinity, the diversity of views on God, atheism/agnosticism, philosophical arguments regarding God, theodicies, analyzing religious language, and assessing religious experiences.
The idea of god
This document discusses concepts of a higher being from a philosophical perspective. It examines questions about whether a higher being can be proven through reasoning or experience, and explores the nature of religious language. It defines key attributes often associated with God such as omnipotence, omniscience, and omnipresence. It also discusses concepts of God being both transcendent and immanent, and surveys different approaches to the divine like theism, atheism, and agnosticism.
Faith and motivation for belief
This document discusses different views on the relationship between faith, reason, and religious belief. It outlines Pascal's wager argument that it is reasonable to have faith in God due to the risk of infinite punishment for non-belief. Criticisms of Pascal's argument are presented, including that it appeals to self-interest rather than truth, and assumes only one possible God. The role of faith in supporting religious belief is complex, with some seeing faith as leading to unjustified beliefs, while others see faith and reason as both having important but different roles to play.
Examiner feedback samples
The document summarizes examiner comments for 8 student responses to a philosophy text. For Student H, the examiner provides the highest marks, praising the clear and coherent writing, impressive use of personal examples from studying the course, deep understanding of issues in the text, and sustained insightful evaluation of philosophical activity as raised in the text.
Ea sample h_en
The document discusses the nature of philosophical activity. It presents philosophy as continuously challenging assumed opinions and examining them at their roots. Two alternatives to authentic philosophy are described as a survival-focused life or uncritical acceptance of ideology. The text distinguishes between having a viewpoint and actively doing philosophy through challenging positions. It argues philosophy is a process of inquiry into and criticism of assumptions, confirmed by studying different philosophical approaches like Platonism, Cartesianism, and Nietzschean nihilism. While agreeing that philosophical activity avoids an unfulfilled life, it notes the text fails to explain philosophy's value for communities by establishing new values and paradigms.
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Question generating tool
- 1. RESEARCH QUESTION GENERATION Focus – What is the topic? Describe your topic here
- 2. Thing we Know and Want to KnowBrainstorm under the two columns as much as you can about the topic already and ideas about what you could or want to find out about it. You can use this tool to help with your question generation. DON’T JUDGE ANYTHING AT THIS STAGE!! • Think we know • Want to know
- 3. 10 of the Best! 1 • 2 • 3 • 4 • 5 • 6 • 7 • 8 • 9 • 10 1. Copy the best 10 statements/ questions from the last exercise. 2. Change any statements to questions at this point. 3. Identify any closed question by highlighting them.
- 4. Closed to OpenFor genuine effective enquiry it is better to have a series of open questions. These are questions that cannot be answered simply but instead, need research and analysis to be addressed. If any of the questions in your list are closed, then now is the time to try and make them open. Closed e.g. “How can climate change be stopped?” This is a relatively closed question because the answer is simply to stop putting CO2 into the atmosphere. Open An improved version of this question might be…”To what extent can the effects of climate change be off set?”. This question requires investigation and analysis of the conflicting information that will be out there. Closed Write any closed questions here Open Write the open versions of your questions here
- 5. Review and Improve Your improved questions here Question stems are a good way of helping to improve your questions. The stems below are useful in constructing good research questions. Use these to modify your questions and see if you can improve them. To what extent…? How far…? Whose responsibility is it…? Should…? Do the benefits of… outweigh the disadvantages? What is more important…?
- 6. WordsNumbers ActionsNature Your questions here tions here stions here Your questions here Your questions here Your questions heretions here Your questions here
- 7. Evaluate Your Final QuestionThis tool might help you take a final critical look at your question. How does it score on the scales? A “good” question will score highly in all areas.