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. Next, the user identifies and converts any closed questions into more open questions requiring further research and analysis. Question stems are then provided to help improve the questions. Finally, the user evaluates their final research question.
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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 Tool
Research question generating tool- very useful for extended essay questions and other academic pieces of work.
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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3) Additional analysis of characteristics like a speaker's appearance, stage presence, and visuals like color usage provide clues into what makes certain talks more fascinating, inspiring or funny.
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The document discusses various types of interviews for research purposes, including structured, semi-structured, and unstructured interviews. It recommends recording interviews verbatim and provides tips for developing interview questions. The document suggests interviewing 15 ± 10 people and discusses when interviews are typically conducted, as well as software that can help with analysis.
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The document discusses questions that will be asked of experts for a documentary about how technology has changed their work. It analyzes whether each question will provide a positive or negative representation of technology. The questions range from how technology has changed over time, whether its progress is seen as positive or negative, and if experts feel pressure to keep up or find their work has been made easier by technology. The document concludes that answers to the questions will be edited and presented in a balanced way to neither overly praise nor criticize technology.
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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 Tool
Research question generating tool- very useful for extended essay questions and other academic pieces of work.
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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1) The document analyzes data from TED talks to provide insights into how to give an effective talk.
2) It finds that the most popular talks tend to be longer and discuss topics that are easily relatable, like happiness or food, rather than more technical topics.
3) Additional analysis of characteristics like a speaker's appearance, stage presence, and visuals like color usage provide clues into what makes certain talks more fascinating, inspiring or funny.
Interviews FAQ
The document discusses various types of interviews for research purposes, including structured, semi-structured, and unstructured interviews. It recommends recording interviews verbatim and provides tips for developing interview questions. The document suggests interviewing 15 ± 10 people and discusses when interviews are typically conducted, as well as software that can help with analysis.
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The document discusses questions that will be asked of experts for a documentary about how technology has changed their work. It analyzes whether each question will provide a positive or negative representation of technology. The questions range from how technology has changed over time, whether its progress is seen as positive or negative, and if experts feel pressure to keep up or find their work has been made easier by technology. The document concludes that answers to the questions will be edited and presented in a balanced way to neither overly praise nor criticize technology.
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3) Evaluate the top 4-5 solutions, considering possible outcomes and challenges of each.
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This is a preview from The Mobile Academy Autumn 2015 programme run by Julia Shalet. Julia is Course Director at The Mobile Academy, Founder at Product Doctor (her campaign for people-centred innovation) , a team member of the @leanplc team at Pearson and Co-Organiser at Mobile Monday London.
The Mobile Academy is a 10 week evening course for innovators where industry experts deliver sessions in business, design and how to work with mobile technology, bringing the sort of real life case studies that you can't find in the text books.(It does not teach programming!). Participants are encouraged to get involved in curating the programme and bring with them a diverse range of skills from varied backgrounds. It is a new style of programme called "community based learning" and has been designed to offer up practical tools and tips in a fast moving industry.
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MAP is a computerized adaptive test that measures academic progress in reading, language usage, math, and science. It adjusts the difficulty of questions based on whether students answer correctly to find their precise achievement level. Teachers use MAP results to identify strengths and weaknesses to help guide student learning and instruction. The document provides examples of different types of test questions and reminds students to use best test-taking strategies and do their best.
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1. The document provides tips for preparing for the Common Admission Test (CAT) exam, including creating a study plan, brushing up on basics, practicing with mocks, analyzing performance, and developing an exam day strategy.
2. It emphasizes the importance of practicing a variety of shortcuts to solve questions quickly, focusing on weaknesses, and engaging in other activities besides studying to avoid burnout.
3. On exam day, it advises treating it like any other day, sticking to your strategy, and not panicking if the exam seems too easy or difficult. Beyond the exam, it notes the importance of preparing for interviews and discussions to have the best chance of admission.
PDSA – tools used in ‘Plan’
The document discusses tools that can be used in the 'Plan' step of the PDSA cycle to define problems and develop goals to test changes. These include root cause analysis techniques like 5 Whys, brainstorming, and fishbone diagrams to identify the underlying causes of issues. The 5 Whys technique involves asking "why" multiple times to get to the root cause. Brainstorming generates many ideas, while fishbone diagrams provide a structured way to identify potential causes. SMART goals are also discussed as a tool to help develop specific, measurable, attainable, relevant, and time-bound goals for testing changes.
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Natalie Urquhart of iHire presented at Expo 2012. She explained how a resume can be an effective marketing, personal piece.
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The document provides guidance for solving challenging situations through positive expectations and language. It recommends defining the situation in writing, considering all possible causes and solutions, making a clear mutually agreed upon decision with assigned responsibility and deadlines, following up, and focusing on the future solution while looking for good and valuable lessons learned. It concludes by asking about common or reoccurring challenging situations.
March 03 decision making
This document outlines a 7-step process for decision making: 1) identify the problem, 2) consider results for success, 3) identify alternative actions, 4) predict consequences, 5) estimate probability of consequences, 6) choose the best plan of action, and 7) finish the plan and evaluate results. It discusses defining standards, identifying problems, brainstorming solutions, considering outcomes, choosing a plan, implementing it, and reviewing results. The document provides examples of personal standards and guides the reader through applying the decision making process to a case study with their partner.
Have tools at your disposal
To become successful in life, you must always be ready to face any life obstacles. Learn how becoming a lifetime learner will help you become successful in facing any life obstacles to developing a successful lifestyle.
Asking the right questions
This presentation explains how different way of asking questions has an impact on the quality of answers that you can obtain.
Writing a Good Purpose Statement (Problem Statement)
The document discusses problem statements for scientific experiments. It explains that a good problem statement is a single question that identifies the independent variable being changed and dependent variable being measured. It provides examples of good problem statements that test the effect of one independent variable on one dependent variable. Poor problem statements are too broad or can be answered with yes/no. The document encourages choosing a problem statement that can be experimentally tested.
Acknowledge it to manage it v1
Why do we not acknowledge risk when we encounter it? What makes us select options that go against all best practices imaginable? Is there a way to avoid or recover from these bad decisions? Acknowledge it To Manage it describe a simple 4 step process that should be ingrained in any project management, or risk management plan.
Week 3
This document discusses conventions of academic writing. It emphasizes recognizing academic writing conventions, structuring effective paragraphs, and applying online learning to evaluate and correct writing. Key aspects of academic writing include being clear, accurate, formal, logical, and supported. Specific conventions discussed include using the third person unless reflecting personally, avoiding contractions and rhetorical questions, keeping an objective tone, and minding spelling, grammar and punctuation. Effective paragraphs are structured using "WEED" - stating the topic, providing an explanation, using examples, and specifying relevance.
Solutions
The document discusses the steps of problem solving:
1) Define the problem clearly and analyze its effects and obstacles. For example, a dry plant that is dying due to lack of water.
2) Brainstorm many possible solutions and write them down without judging them yet.
3) Evaluate the top 4-5 solutions, considering possible outcomes and challenges of each.
4) Create an action plan with details of tasks, timelines, and objectives to implement the best solution. Monitor progress and adjust if needed.
5) Implement the solution, evaluate results, and refine if the problem is not yet solved.
Cause & effect analysis part 1
Prt 1 of the Cause nd effect workshop. This claass will intorduce the use of C&E in business problem-solving and the use of tools like the Fishbone (or Ishakawa) diagram.
Steps To Conduct A Science Project
The 10 step document outlines the process for conducting a science project, including:
1) Browsing literature to find an idea and formulate questions.
2) Making a list of topic ideas and determining the hypothesis.
3) Identifying existing data that raises questions.
4) Searching additional literature and designing experiments to test the hypothesis.
5) Stating the hypothesis as a testable statement of cause and effect.
4 Solving problem
The document discusses problem solving concepts and the problem solving process. It defines a problem as a state of difficulty that needs to be resolved where the goals need to be attained but the solution is uncertain. It notes that people make decisions everyday to solve problems like what to wear or do. It outlines six steps to ensure the best decision in problem solving: identify the problem, understand it, identify alternative solutions, select the best solution, list instructions to implement it, and evaluate the solution. It also discusses algorithmic solutions which can be solved through a series of known actions.
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First Discussion Guide for the course Introduction to Logic, which I teach at an international business school. All contents were quoted directly from Critical Thinking by Moore and Parker
Introduction to argument elements
The document provides examples and explanations to help identify the premises and conclusions of arguments. It demonstrates how to distinguish premises from conclusions by looking for indicator words and logical connections. The ability to break down arguments into their component premises and conclusions is an important critical thinking skill.
Logic in argumentative writing
Logic is a formal system that helps writers invent, demonstrate, and prove arguments. It works by testing propositions against one another to determine their accuracy and form a conclusion. To use logic in argumentative writing, writers must lay out each premise clearly, provide evidence for each premise, and draw a clear connection to the conclusion. However, logic does not always prove an argument because people may rely on emotions or experiences to determine accuracy instead of logic alone.
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This document contains the slides from a presentation on communication skills and self-esteem given by V. Vijayamohan. The presentation covers topics such as defining communication, facts about communication, common communication problems, effective communication processes, and connecting with listeners. It provides examples and tips on active listening, answering questions, empathy, marketing oneself, and communicating with subordinates.
Thesis Defense Exam Presentation
This document summarizes Hüseyin Çakır's thesis defense presentation on the development of fuzzy syllogistic algorithms and applications of distributed reasoning approaches. The presentation covered the introduction and aims of the thesis, which were to use syllogisms as a reasoning mechanism, analyze the structural properties of syllogisms, introduce fuzzy syllogisms to assign possibilistic values to propositions, and verify the approach with applications. It also discussed the research approach, background on syllogisms including Aristotle's theory and formal representations, structural analysis of syllogisms using set relationships, and potential application areas for syllogistic reasoning.
Diagramming Arguments
The document provides instructions for diagramming arguments contained within passages of text. It explains how to identify premises and conclusions, number statements, arrange the numbers to show relationships of argument support, and represent implicit premises. It also discusses different types of argument structures that can be contained within a single passage, including independent vs. linked premise support, arguments with an unstated premise, and passages containing multiple arguments.
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This document discusses categorical propositions, including their four classes (A, E, I, O), quality, quantity, distribution, and opposition. It describes the traditional square of opposition and immediate inferences. It then introduces the Boolean interpretation, which removes existential import from universal propositions and transforms the square of opposition. Finally, it presents symbolic notation and Venn diagrams for representing categorical propositions under the Boolean interpretation.
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This document provides an overview of identifying premises and conclusions in arguments. It defines premise and conclusion indicators as words or phrases that typically introduce a premise or conclusion. Examples of premise indicators include "since", "because", and "for". Examples of conclusion indicators include "therefore", "so", and "accordingly". The document then provides 10 examples of arguments and asks the reader to identify the premise and conclusion in each. It aims to help the reader analyze the components of arguments and understand how premise and conclusion relationships are structured.
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1) The document discusses logical reasoning and rules for logical deductions, including premises, quantifiers, and Venn diagrams.
2) It outlines basic rules for logical deductions, such as the middle term not appearing in the conclusion, and premises and conclusions having only 3 distinct terms.
3) An example deduction is provided to demonstrate applying the rules, showing that the conclusion is "Some sappy movies are great."
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This document discusses different types of logical fallacies. It describes fallacies of relevance where the premises are not relevant to the conclusion. It also covers fallacies of defective induction where the premises are too weak to support the conclusion. Additionally, it outlines fallacies of presumption that assume too much and fallacies of ambiguity involving ambiguous language. Specific fallacies like appeals to emotion, straw man arguments, and slippery slopes are provided as examples.
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This document provides an overview of key terms and concepts related to logic and argument analysis for chapters 2-3 of a course. It defines terms like paraphrasing, diagramming, types of definitions and disputes. It also provides examples of paraphrasing and diagramming arguments, including premises, conclusions and the relationships between them. The objectives are to be able to paraphrase, diagram and analyze different types of arguments using these techniques.
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This document discusses different types of reasoning including logical arguments using premises and conclusions, Boolean operators, and truth tables. It also covers modern logic using quantifiers and examining statements about mothers. Additionally, it addresses language and logic through examples of implicature and presupposition. Finally, it touches on plausible reasoning using inductive inference, probabilities, and Bayes' theorem.
Decision making scenarios
A man started a courier business called "Street Kids International" to provide employment for street children in developing countries. He had the children deliver packages to embassies by bicycle. Since many children could not read, he had each embassy include a picture of its flag with packages so the children could identify deliveries. This solution helped the business succeed. The children were grateful for the work and later decided to learn to read to make the company more efficient.
Basic Concepts of Logic
This document provides an overview of basic concepts in logic, including:
- Logic is defined as the science of reasoning, concerned with determining correct vs incorrect reasoning.
- Reasoning involves making inferences by drawing conclusions from premises. Arguments consist of statements where one is the conclusion and the others are premises intended to support the conclusion.
- Logic divides into deductive logic and inductive logic. Deductive logic examines necessarily truth-preserving arguments, while inductive logic examines arguments where the premises make the conclusion probable but not certain.
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This document discusses syllogisms in ordinary language. It begins by outlining objectives related to identifying ways arguments can deviate from standard form, reducing the number of terms in a syllogism, and translating categorical propositions. It then covers reducing terms to three, translating propositions into standard form, using parameters for uniform translation, identifying enthymemes and sorites, and disjunctive and hypothetical syllogisms. It concludes with discussing types of dilemmas and methods for responding to them.
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The document discusses critical thinking and its importance. It covers 7 standards of critical thinking: clarity, precision, accuracy, relevance, logical correctness, and fairness. It also discusses the benefits of critical thinking in classrooms, workplaces and life. Barriers to critical thinking include lack of information, poor reading skills, bias, and close-mindedness. Critical thinkers think independently and understand the value of critical thinking, while uncritical thinkers tend to follow group opinions without criticism.
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The document discusses the key differences between deductive and inductive arguments. It notes that when evaluating an argument, one should consider whether the premises are true and whether the premises provide good reasons to accept the conclusion. For chapter 3, it will only focus on the latter. It provides examples of deductive and inductive arguments. It also outlines different ways to determine whether an argument is deductive or inductive, such as looking for indicator words, applying tests of strict necessity and charity, and identifying if the argument follows a commonly used pattern of deductive or inductive reasoning.
Concept of networks and communication
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Question generating process (2)
The document provides guidance on developing research questions. It includes sections on brainstorming what is already known about a topic and what remains unknown, identifying the 10 best statements or questions, converting closed questions to open questions, using question stems to improve questions, and evaluating the final research question. The overall purpose is to help generate a research question through a process of refining an initial topic focus into a clear and open-ended question suitable for further investigation.
Question generating process (2)
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.
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 purpose is to help generate high-quality research questions through an iterative process.
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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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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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.