Journal articles: 'Answer group'

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Babakov, Aleksei V. "Answer from Muromtsev's group." FEBS Letters 361, no. 1 (March 13, 1995): 128. http://dx.doi.org/10.1016/0014-5793(56)90003-5.

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Dorothea Crites. "Psychotherapy Can Help Answer “What Now?” for the #MeToo Movement." Group 42, no. 3 (2018): 267. http://dx.doi.org/10.13186/group.42.3.0267.

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Giuliodori, Mauricio J., Heidi L. Lujan, and Stephen E. DiCarlo. "Student interaction characteristics during collaborative group testing." Advances in Physiology Education 33, no. 1 (March 2009): 24–29. http://dx.doi.org/10.1152/advan.90161.2008.

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We used collaborative testing in a veterinary physiology course (65 students) to answer the following questions: 1) do students with individual correct responses or students with individual incorrect responses change their answers during group testing? and 2) do high-performing students make the decisions, that is, are low-performing students carried by high-performing peers? To address these questions, students first completed the exam in the traditional format as individuals. After completing the exam as individuals, students completed the same exam in groups of two. Finally, the same questions were discussed by the instructor and students (instructor feedback). We found that students with individual incorrect responses changed their answers during group testing more often than students with individual correct responses (odds ratio: 7.58, P < 0.01). Furthermore, student feedback was more beneficial when group members had different individual answers than when they had same individual answers ( P < 0.05). In addition, when group members had different individual answers, more answers were changed to correct responses than to incorrect responses (77% vs. 23%, P < 0.01). It was more important to have the correct answer than to be the high-performing student, because the student with the correct response (being either the high- or low-performing student) generally prevailed (∼ 80% of the time, P = 0.5). Finally, the positive effects of group testing (77% of total effects, P < 0.05) were due to students who changed their individual answer to the correct response after discussion with peers with the correct response and also with the incorrect individual response.

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Relling, Alejandro E., and Mauricio J. Giuliodori. "Effect of peer instruction on the likelihood for choosing the correct response to a physiology question." Advances in Physiology Education 39, no. 3 (September 2015): 167–71. http://dx.doi.org/10.1152/advan.00092.2014.

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The aims of the present study were to measure the effects of individual answer (correct vs. incorrect), individual answer of group members (no vs. some vs. all correct), self-confidence about the responses (low vs. mid vs. high), sex (female vs. male students), and group size (2–4 students) on the odds for change and for correctness after peer instruction in a veterinary physiology course ( n = 101 students). Data were assessed by multivariable logistic regression analysis. The likelihood for change after peer instruction increased when the confidence on an individual answer was low ( P < 0.01), when the answer was incorrect ( P < 0.01), and when group members had different responses ( P < 0.01). The likelihood for correctness after peer instruction increased when the confidence in group answers was high ( P < 0.01), when the individual answer was correct ( P < 0.01), and when at least one of the group members had the correct response ( P < 0.01). After peer discussion, more changes were from incorrect to correct responses than vice versa (72% vs. 28%, P < 0.01). Changes to correct answers occurred after discussion with peers having both the correct individual response (76% of times) and also the incorrect individual answer (24% of times). In conclusion, the benefits of peer instruction are due to students having correct answers generally prevail in discussions. Also, students who all have incorrect answers can get the correct answer through debate and discussion.

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Kablan, Zeynel. "Comparison of individual answer and group answer with and without structured peer assessment." Research in Science & Technological Education 32, no. 3 (August 11, 2014): 251–62. http://dx.doi.org/10.1080/02635143.2014.931840.

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ROSEN, ALISON C. "ADULT GROUP HOMES: THE ANSWER TO OVER-PROTECTION." Journal of the Institute of Mental Subnormality (APEX) 1, no. 3 (August 26, 2009): 10–11. http://dx.doi.org/10.1111/j.1468-3156.1973.tb00035.x.

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BOVDI, VICTOR, and ALEXANDER KONOVALOV. "INTEGRAL GROUP RING OF THE MATHIEU SIMPLE GROUP M24." Journal of Algebra and Its Applications 11, no. 01 (February 2012): 1250016. http://dx.doi.org/10.1142/s0219498811005427.

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We study the Zassenhaus conjecture for the normalized unit group of the integral group ring of the Mathieu sporadic group M24. As a consequence, for this group we give a positive answer to the question by Kimmerle about prime graphs.

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Nakayama, Shinnosuke, Elizabeth Krasner, Lorenzo Zino, and Maurizio Porfiri. "Social information and spontaneous emergence of leaders in human groups." Journal of The Royal Society Interface 16, no. 151 (February 2019): 20180938. http://dx.doi.org/10.1098/rsif.2018.0938.

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Understanding the dynamics of social networks is the objective of interdisciplinary research ranging from animal collective behaviour to epidemiology, political science and marketing. Social influence is key to comprehending emergent group behaviour, but we know little about how inter-individual relationships emerge in the first place. We conducted an experiment where participants repeatedly performed a cognitive test in a small group. In each round, they were allowed to change their answers upon seeing the current answers of other members and their past performance in selecting correct answers. Rather than following a simple majority rule, participants granularly processed the performance of others in deciding how to change their answers. Toward a network model of the experiment, we associated a directed link of a time-varying network with every change in a participant's answer that mirrored the answer of another group member. The rate of growth of the network was not constant in time, whereby links were found to emerge faster as time progressed. Further, repeated interactions reinforced relationships between individuals' performance and their network centrality. Our results provide empirical evidence that inter-individual relationships spontaneously emerge in an adaptive way, where good performers rise as group leaders over time.

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Helrich, Carl S. "Answer to Question #52. Group velocity and energy propagation." American Journal of Physics 66, no. 8 (August 1998): 658–59. http://dx.doi.org/10.1119/1.18946.

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Mathar, Richard J. "Answer to Question #52. Group velocity and energy propagation." American Journal of Physics 66, no. 8 (August 1998): 659. http://dx.doi.org/10.1119/1.18947.

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McDonald, Kirk T. "Answer to Question #52. Group velocity and energy propagation." American Journal of Physics 66, no. 8 (August 1998): 656–58. http://dx.doi.org/10.1119/1.18950.

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Wong, Stephen, and Daniel F. Styer. "Answer to Question #52. Group velocity and energy propagation." American Journal of Physics 66, no. 8 (August 1998): 659–61. http://dx.doi.org/10.1119/1.19069.

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Farivar, Sydney, and Noreen M. Webb. "Helping and Getting Help—Essential Skills for Effective Group Problem Solving." Arithmetic Teacher 41, no. 9 (May 1994): 521–25. http://dx.doi.org/10.5951/at.41.9.0521.

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Seventh grade teacher: “My students have been working together in groups for a while now. They're getting along fine. But I'm finding that a lot of them still don't understand the work. I tell them to ‘work together’ and that it is all right to help each other. Sometimes I worry that they are only giving each other the answers. How can I get them to focus on problem solving and not just putring down the right answer?”

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Salomons, Nicole, Sarah Strohkorb Sebo, Meiying Qin, and Brian Scassellati. "A Minority of One against a Majority of Robots." ACM Transactions on Human-Robot Interaction 10, no. 2 (May 2021): 1–22. http://dx.doi.org/10.1145/3442627.

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Studies have shown that people conform their answers to match those of group members even when they believe the group’s answer to be wrong [2]. In this experiment, we test whether people conform to groups of robots and whether the robots cause informational conformity (believing the group to be correct), normative conformity (feeling peer pressure), or both. We conducted an experiment in which participants (N = 63) played a subjective game with three robots. We measured humans’ conformity to robots by how many times participants changed their preliminary answers to match the group of robots’ in their final answer. Participants in conditions that were given more information about the robots’ answers conformed significantly more than those who were given less, indicating that informational conformity is present. Participants in conditions where they were aware they were a minority in their answers conformed more than those who were unaware they were a minority. Additionally, they also report feeling more pressure to change their answers from the robots, and the amount of pressure they reported was correlated to the frequency they conformed, indicating normative conformity. Therefore, we conclude that robots can cause both informational and normative conformity in people.

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Harlow, Kirk C. "Effect of Knowledge of One Correct Choice on Group Performance." Psychological Reports 65, no. 3 (December 1989): 861–62. http://dx.doi.org/10.2466/pr0.1989.65.3.861.

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In this study of the effect of goal specificity as knowledge of a single correct choice on group performance 28 groups of five persons were assigned to one of two conditions in a problem-solving role play. In one condition group members were told there was only one correct answer among seven choices, and in the other members were told simply to choose what they thought was the best answer. Analysis yielded significantly more correct responses among the groups knowing there was one correct answer, although no difference was found in the amount of time taken to solve the problem.

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HUNTJENS, RAFAËLE J. C., MADELON L. PETERS, LIESBETH WOERTMAN, LOES M. BOVENSCHEN, ROY C. MARTIN, and ALBERT POSTMA. "Inter-identity amnesia in dissociative identity disorder: a simulated memory impairment?" Psychological Medicine 36, no. 6 (January 26, 2006): 857–63. http://dx.doi.org/10.1017/s0033291706007100.

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Background. Although included in the current edition of the DSM, there does not seem to be consensus among mental health professionals regarding the diagnostic status and scientific validity of dissociative identity disorder (DID). This study was aimed at the detection of simulation of inter-identity amnesia in DID.Method. A sample of 22 DID patients was included, together with a matched control sample of subjects instructed to simulate inter-identity amnesia, a guessor group that had no knowledge of the stimulus material and a normal control group. A multiple-choice recognition test was included. The rate of incorrect answers was determined. Moreover, the specific simulation strategy used was examined by providing subjects with a range of choices that varied in extent of disagreement with the correct answer and determining whether plausible or implausible answer alternatives were selected.Results. On the recognition test DID patients selected incorrect answers above chance like simulators. Patients thus seem to use their knowledge of the correct answer in determining their given answer. They were not characterized by a well-thought-out simulating behaviour style, as indicated by the differences in selection of specific answer alternatives found between patients and simulators.Conclusions. DID patients were found not to be characterized by an actual memory retrieval inability, in contrast to their subjective reports. Instead, it is suggested that DID may more accurately be considered a disorder characterized by meta-memory problems, holding incorrect beliefs about their own memory functioning.

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Hausman, Cheryl L., Jeffrey C. Weiss, Janet S. Lawrence, and Carter Zeleznik. "Confidence weighted answer technique in a group of pediatric residents." Medical Teacher 12, no. 2 (January 1990): 163–68. http://dx.doi.org/10.3109/01421599009006692.

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Neumann, Joachim, Stephanie Simmrodt, Holger Teichert, and Ulrich Gergs. "Comparison of Online Tests of Very Short Answer versus Single Best Answers for Medical Students in a Pharmacology Course over One Year." Education Research International 2021 (January 12, 2021): 1–10. http://dx.doi.org/10.1155/2021/7767935.

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Single best answers (single choice, SC) are the classical tools used in medical examinations on all levels of education. In contrast, very short answer (VSA) probably requires sound prior knowledge and deeper learning than SC, and VSA should make cueing and guessing impossible. Hence, in a basic pharmacology course, we wanted to compare the SC and VSA formats directly at the end of the course and one year later. Medical students (n = 211) were given a formative online test. Two groups were randomly formed (A and B). Participants in group A were first given fifteen single choices (one out of five) pharmacology questions and thereafter fifteen very short answer questions (open question which were to be answered online and semiautomatically assessed). Very similar questions with regard to learning objectives but in opposite order were given to group B. After one year, about half of students from group A were again given the very same questions (AA) or the opposite questions (AB). Likewise, group B was again tested with the opposite questions (BA) or the same (BB). The SC questions in groups A, AA, AB, B, BA, and BB were in sum easier to answer than the corresponding VSA questions. Repeating the test after one year with the same students increased retention of right answers by about 1.5 points. In summary, direct comparison questions in the VSA format are more difficult for our students to answer than questions in the SC format, conceivably because cueing and guessing are eliminated. Knowledge retention is present by repeating the very same examination format online. Retention of knowledge is higher when starting with VSA (group B) both for a subsequent SC format or a VSA format. These data would argue for more use of the VSA format at least in pharmacology examinations.

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Loughran, Daniel, Ramin Takloo-Bighash, and Sho Tanimoto. "ZERO-LOCI OF BRAUER GROUP ELEMENTS ON SEMI-SIMPLE ALGEBRAIC GROUPS." Journal of the Institute of Mathematics of Jussieu 19, no. 5 (November 29, 2018): 1467–507. http://dx.doi.org/10.1017/s1474748018000440.

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We consider the problem of counting the number of rational points of bounded height in the zero-loci of Brauer group elements on semi-simple algebraic groups over number fields. We obtain asymptotic formulae for the counting problem for wonderful compactifications using the spectral theory of automorphic forms. Applications include asymptotic formulae for the number of matrices over $\mathbb{Q}$ whose determinant is a sum of two squares. These results provide a positive answer to some cases of a question of Serre concerning such counting problems.

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Harton, Helen C., Laura R. Green, Craig Jackson, and Bibb Latané. "Demonstrating Dynamic Social Impact: Consolidation, Clustering, Correlation, and (Sometimes) the Correct Answer." Teaching of Psychology 25, no. 1 (January 1998): 31–35. http://dx.doi.org/10.1207/s15328023top2501_9.

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This demonstration illustrates principles of group dynamics and dynamic social impact and can be used in classes in social psychology or group dynamics. Students discuss their answers to multiple-choice questions with neighbors and answer them again. Discussion consistently leads to the consolidation (reduced diversity), clustering (spatial-self-organization), correlation (emergent linkages), and continuing diversity of responses. “Truth” does not necessarily win, showing that the social reality of the group may be more important than objective reality.

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PUTMAN, ANDREW. "ABELIAN COVERS OF SURFACES AND THE HOMOLOGY OF THE LEVEL L MAPPING CLASS GROUP." Journal of Topology and Analysis 03, no. 03 (September 2011): 265–306. http://dx.doi.org/10.1142/s179352531100060x.

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We calculate the first homology group of the mapping class group with coefficients in the first rational homology group of the universal abelian ℤ/L-cover of the surface. If the surface has one marked point, then the answer is ℚτ(L), where τ(L) is the number of positive divisors of L. If the surface instead has one boundary component, then the answer is ℚ. We also perform the same calculation for the level L subgroup of the mapping class group. Set HL = H1(Σg; ℤ/L). If the surface has one marked point, then the answer is ℚ[HL], the rational group ring of HL. If the surface instead has one boundary component, then the answer is ℚ.

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Collins, Harry. "Interactional Imogen: language, practice and the body." Phenomenology and the Cognitive Sciences 19, no. 5 (June 18, 2020): 933–60. http://dx.doi.org/10.1007/s11097-020-09679-x.

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Abstract Here I try to improve on the available answers to certain long-debated questions and set out some consequences for the answers. Are there limits to the extent to which we can understand the conceptual worlds of other human communities and of non-human creatures? How does this question relate to our ability to engage in other cultures’ practices and languages? What is meant by ‘the body’ and what is meant by ‘the brain’ and how do different meanings bear on the questions? The central answer developed here is that it is possible, given the right circumstances, for a competent human from any human group to understand the culture of any other human group without engaging in their practices though there are barriers when it comes to communication across species. This answer has important social and political consequences and consequences for the debate about artificial intelligence.

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Bleher, Frauke M., and Wolfgang Kimmerle. "On the Structure of Integral Group Rings of Sporadic Groups." LMS Journal of Computation and Mathematics 3 (2000): 274–306. http://dx.doi.org/10.1112/s1461157000000309.

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AbstractThe object of this article is to examine a conjecture of Zassenhaus and certain variations of it for integral group rings of sporadic groups. We prove the ℚ-variation and the Sylow variation for all sporadic groups and their automorphism groups. The Zassenhaus conjecture is established for eighteen of the sporadic simple groups, and for all automorphism groups of sporadic simple groups G which are different from G. The proofs are given with the aid of the GAP computer algebra program by applying a computational procedure to the ordinary and modular character tables of the groups. It is also shown that the isomorphism problem of integral group rings has a positive answer for certain almost simple groups, in particular for the double covers of the symmetric groups.

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LIFSCHITZ, VLADIMIR. "Achievements in answer set programming." Theory and Practice of Logic Programming 17, no. 5-6 (August 30, 2017): 961–73. http://dx.doi.org/10.1017/s1471068417000345.

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AbstractThis paper describes an approach to the methodology of answer set programming that can facilitate the design of encodings that are easy to understand and provably correct. Under this approach, after appending a rule or a small group of rules to the emerging program, we include a comment that states what has been “achieved” so far. This strategy allows us to set out our understanding of the design of the program by describing the roles of small parts of the program in a mathematically precise way.

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Wimbarti, Supra, and Willy Kristianto Yappy. "Development of Face Recognition Software to Differentiate Autism Spectrum Disorder from Typical Adolescents." Jurnal Psikologi 47, no. 3 (December 23, 2020): 163. http://dx.doi.org/10.22146/jpsi.60459.

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The purpose of this research was two folds: (1) to establish the face recognition software; and (2) to differentiate the ability in face recognition between Autism Spectrum Disorder (ASD) from typical adolescents. The subjects were adolescents between 10-16 years old. The experimental group consisted of 31 adolescents with ASD, the control group consisted of 32 typical adolescents. Research was done using experimental method, with face recognition software. Data collected were the number of correct faces recognized and the time needed to recognize and touch the face. The hypothesis was adolescents with ASD have worse face recognition ability compared to typical adolescents. Result showed that there were differences between ASD group compared to normal group both in the number of correct face recognitions and the time needed to choose a face with a finger touch. A one-way MANOVA revealed a significant multivariate main effect for type of groups toward the number of correct answers and time needed to answer, Wilks’ λ = 0.739, F (2,60) = 10.610, p < 0.001. The univariate main effect were also examined, whereupon significant univariate main effect for type of groups were obtained for both the amount of correct answer, F (1,61) = 15.468 p < 0.001, and the amount of time needed to answer, F (1,61) = 21.360 p < 0.001.

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Hollister, James, Sam Richie, and Arthur Weeks. "EINO The Answer." Contemporary Issues in Education Research (CIER) 3, no. 5 (November 9, 2010): 43. http://dx.doi.org/10.19030/cier.v3i5.205.

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This study investigated the various methods involved in creating an intelligent tutor for the University of Central Florida Web Applets (UCF Web Applets), an online environment where student can perform and/or practice experiments. After conducting research into various methods, two major models emerged. These models include: 1) solving the problem for the student 2) helping the student when they become stymied and unable to solve the problem. A storyboard was created to show the interactions between the student and system along with a list of features that were desired to be included in the tutoring system. From the storyboard and list of features, an architecture was created to handle all of the interactions and features. After the initial architecture was designed, the development of the actual system was started. The architecture underwent a several iterations to conclude with a working system, EINO. EINO is an intelligent tutoring system integrated into the UCF Web Applets. The final architecture of EINO incorporated a case-based reasoning system to perform pattern recognition on the student’s input into the UCF Web Applets. The interface that the student interacts with was created using Flash™. EINO was implemented in three of the experiments from the UCF Web Applets. A series of tests were performed on the EINO tutoring system to determine that the system could actually perform each and every one of the features listed initially. The final test was a simulation of how the EINO would perform in “real life.” Test subjects with the same educational level as the target group were chosen to spend an unlimited time using each of the three experiments. A single experiment is designed to reinforce a topic currently being covered by the book. Each of the test subjects filled out a survey on every lab to determine if the EINO system produced a helpful output.

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Donati, Camillo, Andrea Guazzini, Giorgio Gronchi, and Andrea Smorti. "About Linda Again: How Narratives and Group Reasoning Can Influence Conjunction Fallacy." Future Internet 11, no. 10 (October 8, 2019): 210. http://dx.doi.org/10.3390/fi11100210.

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Conjunction fallacy (together with other systematic reasoning errors) is usually explained in terms of the dual process theory of reasoning: Biases should be ascribed to fast and automatic processes, whereas slow and deliberative processes are responsible of producing answers that are correct with respect of normative criterion. The dual process theory is related to Bruner’s distinction between narrative and paradigmatic thought: Both modes of thought can be characterized by the two different processes of reasoning. In this paper, we explore the role of Bruner’s mode of thought manipulating also the difference between group vs individual reasoning. We observed that the narrative strategy of response induces more wrong answers. However, narrative-based strategies have higher effectiveness in the case of group reasoning. Our results suggest that narrative reasoning and group reasoning may induce violations of the conjunction rule when acceptable by the verisimilitude of the story. Five models are also presented in order to predict answer correctness and strategy of reasoning using a text analysis software.

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Havas, George, Derek F. Holt, P. E. Kenne, and Sarah Rees. "Some challenging group presentations." Journal of the Australian Mathematical Society. Series A. Pure Mathematics and Statistics 67, no. 2 (October 1999): 206–13. http://dx.doi.org/10.1017/s1446788700001178.

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AbstractWe study some challenging presentations which arise as groups of deficiency zero. In four cases we settle finiteness: we show that two presentations are for finite groups while two are for infinite groups. Thus we answer three explicit questions in the literature and we provide the first published deficiency zero presentation for a group with derived length seven. The tools we use are coset enumeration and Knuth-Bebdix rewriting, which are well-established as methods for proving finiteness or otherwise of a finitely presented group. We briefly comment on their capabilities and compare their performance.

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Ganshorn, Heather. "A Librarian Consultation Service Improves Decision-Making and Saves Time for Primary Care Practitioners." Evidence Based Library and Information Practice 4, no. 2 (June 14, 2009): 148. http://dx.doi.org/10.18438/b8289j.

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A Review of: McGowan, Jessie, William Hogg, Craig Campbell, and Margo Rowan. “Just-in-Time Information Improved Decision-Making in Primary Care: A Randomized Controlled Trial.” PLoS ONE 3.11 (2008): e3785. 10 Mar 2009 Objectives – To determine whether a point-of-care librarian consultation service for primary care practitioners (PCPs) improves the quality of PCPs’ decision-making; saves PCPs time; reduces the number of point-of-care questions that go unanswered due to time constraints; and is cost-effective. Overall PCP satisfaction with the service was also assessed. Design – Randomized controlled trial. Setting – Four Family Health Networks (FHNs) and 14 Family Health Groups (FHGs) in Ontario, Canada. These represent new models for primary care service delivery in Ontario. Subjects – PCPs working within the selected FHNs and FHGs. The majority of these were physicians, but the sample also contained one resident, one nurse, and four nurse-practitioners. Methods – Subjects were trained in the use of a Web-based query form or mobile device to submit their point-of-care questions electronically. They were also trained in query formulation using PICO (patient, intervention, comparison, and outcome). Allocation was concealed by an independent company hired to manage data for the project. Participants were not randomized; rather the questions were randomized using a random-number generator. To ensure blinding of the librarians, all questions submitted were answered by a librarian. Answers to questions in the intervention group were relayed by a third party to the practitioner within minutes. Answers to the questions in the control group were not communicated to the physician. Blinding of the PCP subjects was not possible, as they either received or did not receive an answer. Subjects were asked to respond to a questionnaire 24 hours after submitting their question. If the question was in the control group, subjects were asked to indicate whether they had let the question remain unanswered or pursued an answer on their own. In order to assess cognitive impact of both librarian-provided information and self-sought information, respondents were asked to rate information on a scale from high positive to negative impact on decision making. Two linear regression models were run on the data, with participant response time as the dependent variable in the first model, and librarian response time as the dependent variable in the second. Main Results – The service received a total of 1,889 questions, of which 472 (25%) were randomized to the control group, and 1,417 (75%) to the intervention group. Analysis run on both groups found that the types and complexity of questions were similar between the two groups, as was librarian response time. Questions were rated for complexity (the rating scale is included in the article), and most (85%) had a Level 1 complexity rating, meaning there was only one concept listed for each PICO element. The primary outcome measure was the amount of time required to answer the question. Average librarian time to respond to questions was 13.68 minutes per question. Average PCP time to find answers to their own questions was 20.29 minutes; however, subjects only attempted to answer 40.5% of control-group questions themselves. Cost-effectiveness analysis was run on these times, and the authors found that the average per-question salary cost for a librarian to answer these questions (based on 15 minutes per question) was $7.15, while average salary cost for a PCP to spend 15 minutes searching for information ranged from $20.75 to $27.69. The results of the questionnaire indicated a significant positive impact of the information on clinician decision-making. Approximately 60% of the questions in the control group went unanswered, whereas all of the questions in the intervention group were answered. Of the questions answered by the information service, 63.7% of the answers were rated by participants as having a high positive impact on decision-making, versus 14.9% of answers to questions in the control group that practitioners sought out themselves. Seventeen percent of the answers were rated as having a moderate positive impact in the intervention group, versus 5.9% in the control group. Only 7.8% of answers in the intervention group were rated as having no impact, versus 24.8% of answers in the control group. A negative impact (where practitioners found too much or too little information or information that they disagreed with or felt was harmful) was found for 7.7% of librarian-provided answers, compared with 44.9% of practitioner-sought answers. Satisfaction was very high, according to the exit satisfaction survey, with 86% agreeing that the service had a positive impact on decision-making, and 83% stating that relevant answers were provided in an appropriate time frame. Most participants (72%) would consider using such a service, and 33% indicated they would be willing to pay for this type of service. Conclusion – A point-of-care reference service, in which librarians answer primary care practitioners’ questions within minutes, has a very positive impact on clinical decision making and a high rate of client satisfaction. This system saves PCPs time, which may allow them to spend more time with patients. In supporting good clinical decision making, the service may also decrease the need for referrals and further tests. The service is cost-effective, as librarians find better quality information than practitioners, and they do it faster, on a lower per-hour salary.

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Baxter, Donald L. M. "Social Complexes and Aspects." ProtoSociology 35 (2018): 155–66. http://dx.doi.org/10.5840/protosociology2018359.

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Is a social complex identical to many united people or is it a group entity in addition to the people? For specificity, I will assume that a social complex is a plural subject in Margaret Gilbert’s sense. By appeal to my theory of Aspects, according to which there can be qualitative difference without numerical difference, I give an answer that is a middle way between metaphysical individualism and metaphysical holism. This answer will enable answers to two additional metaphysical questions: (i) how can two social complexes have all the same members and (ii) how can there be a social complex of social complexes?

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Arndt, Theresa. "Residents and Medical Students Correctly Answer Clinical Questions More Often with Google and UpToDate than With PubMed or Ovid MEDLINE." Evidence Based Library and Information Practice 6, no. 2 (June 24, 2011): 39. http://dx.doi.org/10.18438/b8bw4b.

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Objective – To determine which search tool (Google, UpToDate, PubMed or Ovid-MEDLINE) produces more accurate answers for residents, medical students, and attending physicians searching on clinical questions in anesthesiology and critical care. Searcher confidence in the answers and speed with which answers were found were also examined. Design – Randomized study without a control group. Setting – Large university medical center. Subjects –Subjects included 15 fourth year medical students (third and fourth year), 35 residents, and 4 attending physicians volunteered and completed the study. One additional attending withdrew halfway through the study. The authors were unsuccessful in recruiting an equal number of subjects from each group. Methods – A set of eight anesthesia and critical care questions was developed, based on their commonality and importance in clinical practice and their answerability. Four search tools were employed: Google, UpToDate, PubMed, and Ovid MEDLINE. In part I, subjects were given a random set of four of the questions to answer with the search tool(s) of their choice, but could use only one search tool per question. In part II, several weeks later, the same subjects were randomly assigned a search tool with which to answer all 8 questions. The authors state that “for data analysis, PubMed was arbitrarily chosen to be the “reference standard.”” Statistical analysis was used to identify significant differences between PubMed and the other search tools. Main Results – Part I: Subjects choosing a search tool were more likely to find a correct answer with Google or UpToDate. There were no statistically significant differences in confidence with answers between any of the search tools and PubMed. Part II: Though subjects were assigned a search tool, some questions were repeated from part I. For repeated questions, Ovid users (compared to PubMed users) were significantly less likely to find the correct answer for repeated questions. Otherwise, there was no statistically significant difference in questions answered correctly. Confidence did not differ. When asked to answer new questions, subjects using Google and UpToDate were significantly more likely to find a correct answer than PubMed users. UpToDate users were more confident. There was no statistical difference in primary outcome (correct answer with high confidence) between Google, Ovid, and PubMed. Pooled data from parts I and II, removing repeated questions: Subjects using Google and UpToDate were more likely to find correct answers. Confidence was highest among UpToDate users. Average search time per question (limited to 5 minutes per question) in ascending order of time spent was: UpToDate, Google, PubMed, and Ovid. Conclusion – While the number of participants is small, the results suggest that the popular search engine Google and the commercially produced secondary online source UpToDate are more useful and efficient for finding answers to questions arising in anesthesiology and critical care practice than tools focused exclusively on indexing the primary literature.

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Brown, Marcy L. "Varied Search Protocols Lead to Clinically Relevant Results." Evidence Based Library and Information Practice 3, no. 1 (March 17, 2008): 65. http://dx.doi.org/10.18438/b8x88x.

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A review of: Patel, Manesh R., Connie M. Schardt, Linda L. Sanders, and Sheri A. Keitz. “Randomized Trial for Answers to Clinical Questions: Evaluating a Pre-Appraised Versus a MEDLINE Search Protocol.” Journal of the Medical Library Association 94.4 (2006): 382-6. Objective – To determine the success rate of electronic resources for answering clinical questions by comparing speed, validity, and applicability of two different protocols for searching the medical literature. Design – Randomized trial with results judged by blinded panel. Setting – Duke University Medical Center in Durham, North Carolina, United States of America. Subjects – Thirty-two 2nd and 3rd year internal medicine residents on an eight-week general medicine rotation at the Duke University Medical Center. Methods – Two search protocols were developed: Protocol A: Participants searched MEDLINE first, and then searched pre-appraised resources if needed. Protocol B: Participants searched pre-appraised resources first, which included UpToDate, ACP Journal Club, Cochrane Database of Systematic Reviews, and DARE. The residents then searched MEDLINE if an answer could not be found in the initial group of pre-appraised resources. Residents were randomised by computer-assisted block order into four blocks of eight residents each. Two blocks were assigned to Protocol A, and two to Protocol B. Each day, residents developed at least one clinical question related to caring for patients. The questions were transcribed onto pocket-sized cards, with the answer sought later using the assigned protocol. If answers weren’t found using either protocol, searches were permitted in other available resources. When an article that answered a question was found, the resident recorded basic information about the question and the answer as well as the time required to find the answer (less than five minutes; between five and ten minutes; or more than ten minutes). Residents were to select answers that were “methodologically sound and clinically important” (384). Ten faculty members formally trained in evidence-based medicine (EBM) reviewed a subset of therapy-related questions and answers. The reviewers, who were blinded to the search protocols, judged the applicability and internal validity of the answers. Results – In total, 120 questions were searched using protocol A and 133 using protocol B; 104 answers were found by the protocol A group and 117 by the protocol B group. In protocol A, 97 answers were found in MEDLINE (80.8%) and six answers were found in pre-appraised resources (5.0%). In protocol B, 85 answers were found in pre-appraised resources (64.6%) and 31 were found in MEDLINE (23.3%). UpToDate was the major resource for answers in protocol B. A statistically greater number of answers were found in less than five minutes in protocol B (p

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Saban, Ilan, and Muhammad Amara. "The Status of Arabic in Israel: Refiections on the Power of Law to Produce Social Change." Israel Law Review 36, no. 2 (2002): 5–39. http://dx.doi.org/10.1017/s0021223700012310.

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AbstractThe status of Arabic in Israel gives rise to question. Israel is a rare case of an ethnic nation-state that grants the language of minority group with a legal status which isprima facieone of equality. Both Hebrew and Arabic are the official languages of the State of Israel. What are the reasons for this special state of affairs? The answer is threefold: historic, sociological and legal. In various ways the potential inherent in the legal status of Arabic has been depleted of content, and as a result of that, as well as other reasons, the socio-political status of Arabic closely resembles what you would expect the status of a language of a minority group in a state that identifies itself as the state of the majority group to be. This answer, however, is another source of puzzlement – how does such a dissonance between law and practice evolve, what perpetuates it for so long, is change possible, is it to be expected?We present an analysis of the legal status of Arabic in Israel and at the same time we proceed to try and answer the questions regarding the gap between the legal and the sociopolitical status of Arabic. We reach some of our answers through a comparison with the use of law to change the status of the French language in Canada. One of these answers is that given the present constellation in Israel, the sociopolitical status of Arabic cannot meaningfully be altered by legal means.

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Alard, Pascale. "Using IF AT strategy in the Dental Immunology curriculum has a beneficial impact on the performance of second year dental students." Journal of Immunology 202, no. 1_Supplement (May 1, 2019): 61.13. http://dx.doi.org/10.4049/jimmunol.202.supp.61.13.

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Abstract When considering health professions education, providing tools that allow students to become life-long learners is critical. Acquisition of knowledge is more effective in the form of practice activities where learners can think critically and solve problems. Learning Immunology not only requires memorization of new terminology, but also learning concepts. The Immunology program for dental students is very intensive as they learn a tremendous amount of information in a very compressed period of time. In this study, students were divided into groups of 4 – 6 who worked on several questions about the material covered that week using the Immediate Feedback Assessment Technique (IF AT). Students in each group discussed the possible answers before selecting the final answer. If the answer was incorrect, they could choose another answer until they were successful. At the end of each session, the answers and concepts behind the questions and answers were thoroughly discussed. Students appeared to be engaged, and in response to a survey, most found the exercise helpful in achieving a deeper understanding of the concepts as well as good practice for the exam. Their performance on the exam was better than the previous year, with a 50% decrease in students scoring <70, and a 40% increase in students scoring >87. Since the same group of students did not perform better on the following exam on Microbiology, where the instructors did not include this learning strategy, we ruled out the possibility that this group was stronger overall. In addition, the order of the questions and the time spent on the exam had no impact on overall performance. In conclusion, holding IF AT sessions before the exam is highly beneficial and improves the performance of the students.

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WANG, HANFENG, and WEI HE. "NOTES ON -TOPOLOGICAL GROUPS AND HOMEOMORPHISMS OF TOPOLOGICAL GROUPS." Bulletin of the Australian Mathematical Society 87, no. 3 (August 30, 2012): 493–502. http://dx.doi.org/10.1017/s0004972712000561.

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AbstractIn this paper, it is shown that there exists a connected topological group which is not homeomorphic to any $\omega $-narrow topological group, and also that there exists a zero-dimensional topological group $G$ with neutral element $e$ such that the subspace $X = G\setminus \{e\}$ is not homeomorphic to any topological group. These two results give negative answers to two open problems in Arhangel’skii and Tkachenko [Topological Groups and Related Structures (Atlantis Press, Amsterdam, 2008)]. We show that if a compact topological group is a $K$-space, then it is metrisable. This result gives an affirmative answer to a question posed by Malykhin and Tironi [‘Weakly Fréchet–Urysohn and Pytkeev spaces’, Topology Appl. 104 (2000), 181–190] in the category of topological groups. We also prove that a regular $K$-space $X$ is a weakly Fréchet–Urysohn space if and only if $X$has countable tightness.

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Revilla, Melanie, Mick P. Couper, Oriol J. Bosch, and Marc Asensio. "Testing the Use of Voice Input in a Smartphone Web Survey." Social Science Computer Review 38, no. 2 (November 26, 2018): 207–24. http://dx.doi.org/10.1177/0894439318810715.

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We implemented an experiment within a smartphone web survey to explore the feasibility of using voice input (VI) options. Based on device used, participants were randomly assigned to a treatment or control group. Respondents in the iPhone operating system (iOS) treatment group were asked to use the dictation button, in which the voice was translated automatically into text by the device. Respondents with Android devices were asked to use a VI button which recorded the voice and transmitted the audio file. Both control groups were asked to answer open-ended questions using standard text entry. We found that the use of VI still presents a number of challenges for respondents. Voice recording (Android) led to substantially higher nonresponse, whereas dictation (iOS) led to slightly higher nonresponse, relative to text input. However, completion time was significantly reduced using VI. Among those who provided an answer, when dictation was used, we found fewer valid answers and less information provided, whereas for voice recording, longer and more elaborated answers were obtained. Voice recording (Android) led to significantly lower survey evaluations, but not dictation (iOS).

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ANDRUSZKIEWICZ, R. R., and M. WORONOWICZ. "A TORSION-FREE ABELIAN GROUP EXISTS WHOSE QUOTIENT GROUP MODULO THE SQUARE SUBGROUP IS NOT A NIL-GROUP." Bulletin of the Australian Mathematical Society 94, no. 3 (August 30, 2016): 449–56. http://dx.doi.org/10.1017/s0004972716000435.

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The first example of a torsion-free abelian group $(A,+,0)$ such that the quotient group of $A$ modulo the square subgroup is not a nil-group is indicated (for both associative and general rings). In particular, the answer to the question posed by Stratton and Webb [‘Abelian groups, nil modulo a subgroup, need not have nil quotient group’, Publ. Math. Debrecen27 (1980), 127–130] is given for torsion-free groups. A new method of constructing indecomposable nil-groups of any rank from $2$ to $2^{\aleph _{0}}$ is presented. Ring multiplications on $p$-pure subgroups of the additive group of the ring of $p$-adic integers are investigated using only elementary methods.

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Bächle, Andreas, and Leo Margolis. "Rational Conjugacy of Torsion Units in Integral Group Rings of Non-Solvable Groups." Proceedings of the Edinburgh Mathematical Society 60, no. 4 (March 16, 2017): 813–30. http://dx.doi.org/10.1017/s0013091516000535.

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AbstractWe introduce a new method to study rational conjugacy of torsion units in integral group rings using integral and modular representation theory. Employing this new method, we verify the first Zassenhaus conjecture for the group PSL(2, 19). We also prove the Zassenhaus conjecture for PSL(2, 23). In a second application we show that there are no normalized units of order 6 in the integral group rings of M10 and PGL(2, 9). This completes the proof of a theorem of Kimmerle and Konovalov that shows that the prime graph question has an affirmative answer for all groups having an order divisible by at most three different primes.

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Fernandez-Rivas, Aranzazu, Eva Sesma-Pardo, Iñaki Kerexeta, Aida Diaz-Cosgaya, Esther Vivanco, Federico Carminati, Miguel Angel Gonzalez Torres, et al. "Dialectical Behavior Group Therapy for Adolescents and Parents: Analysis of Answer Entropy." Psychology 13, no. 11 (2022): 1573–99. http://dx.doi.org/10.4236/psych.2022.1311099.

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Ayres, Joe, Tim Hopf, and Anthony Will. "Are reductions in ca an experimental artifact? A Solomon four‐group answer." Communication Quarterly 48, no. 1 (January 2000): 19–26. http://dx.doi.org/10.1080/01463370009385576.

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Dikranjan, Dikran, and Raffaele Di Santo. "Answer to Armacost's Quest on Topologically Torsion Elements of the Circle Group." Communications in Algebra 32, no. 1 (March 2004): 133–46. http://dx.doi.org/10.1081/agb-120027856.

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De Lima, Juliana Roberta Theodoro. "Homotopy of braids on surfaces: Extending Goldsmith’s answer to Artin." Journal of Knot Theory and Its Ramifications 28, no. 12 (October 2019): 1950072. http://dx.doi.org/10.1142/s021821651950072x.

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In 1947, in the paper “Theory of Braids,” Artin raised the question of whether isotopy and homotopy of braids on the disk coincide. Twenty seven years later, Goldsmith answered his question: she proved that in fact the group structures are different, exhibiting a group presentation and showing that the homotopy braid group on the disk is a proper quotient of the Artin braid group on the disk [Formula: see text], denoted by [Formula: see text]. In this paper, we extend Goldsmith’s answer to Artin for closed, connected and orientable surfaces different from the sphere. More specifically, we define the notion of homotopy generalized string links on surfaces, which form a group which is a proper quotient of the braid group on a surface [Formula: see text], denoting it by [Formula: see text]. We then give a presentation of the group [Formula: see text] and find that the Goldsmith presentation is a particular case of our main result, when we consider the surface [Formula: see text] to be the disk. We close with a brief discussion surrounding the importance of having such a fixed construction available in the literature.

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Bächle, Andreas, and Leo Margolis. "On the prime graph question for integral group rings of 4-primary groups I." International Journal of Algebra and Computation 27, no. 06 (September 2017): 731–67. http://dx.doi.org/10.1142/s0218196717500357.

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We study the Prime Graph Question for integral group rings. This question can be reduced to almost simple groups by a result of Kimmerle and Konovalov. We prove that the Prime Graph Question has an affirmative answer for all almost simple groups having a socle isomorphic to [Formula: see text] for [Formula: see text], establishing the Prime Graph Question for all groups where the only non-abelian composition factors are of the aforementioned form. Using this, we determine exactly how far the so-called HeLP method can take us for (almost simple) groups having an order divisible by at most four different primes.

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WANG, JIEYAN, and BAOHUA XIE. "PROPERTY (FA) OF THE GAUSS–PICARD MODULAR GROUP." Bulletin of the Australian Mathematical Society 84, no. 2 (March 15, 2011): 225–28. http://dx.doi.org/10.1017/s0004972710002066.

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AbstractIn this note, we prove that the Gauss–Picard modular group PU(2,1;Θ1) has Property (FA). Our result gives a positive answer to a question by Stover [‘Property (FA) and lattices in SU(2,1)’, Internat. J. Algebra Comput.17 (2007), 1335–1347] for the group PU(2,1;Θ1).

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Sassòli, Marco, and Laura M. Olson. "The relationship between international humanitarian and human rights law where it matters: admissible killing and internment of fighters in non-international armed conflicts." International Review of the Red Cross 90, no. 871 (September 2008): 599–627. http://dx.doi.org/10.1017/s1560775508000072.

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AbstractThis article explores the relationship between international humanitarian and human rights law during non-international armed conflict. It seeks to answer two questions which are crucial in practice, but where the relationship between the two branches and the answers of humanitarian law alone are unclear. First, according to which branch of law may a member of an armed group be attacked and killed? Second, may a captured member of an armed force or group be detained similarly to a prisoner of war in international armed conflicts or as prescribed by human rights? Through application of the lex specialis principle, this article discusses possible answers to these questions.

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Ross, Robert. "The Photographic Presentation of South Africa, 1874 and 1923." Itinerario 25, no. 3-4 (November 2001): 143–53. http://dx.doi.org/10.1017/s0165115300015023.

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What is, and was, South Africa? This is clearly not a question which has a single answer, nor has it ever had one. On the one hand, there is a constitutional answer. In these terms, South Africa did not exist before the creation of the Union in 1910 and since then has been the state created then, transformed into the Republic of South Africa in 1961 and transformed once again with the ending of white minority rule in 1994. On the other hand, there are innumerable answers, effectively those to be found in the minds of all South Africans, and indeed all those foreigners who have an opinion about the country. Nevertheless, these opinions are not random. Clearly, there are regularities to be found within them, such that it is possible, in principle, to describe at the very least the range of answers to this question which were held within particular groups of the population, either within the country or outside it, and also to use specific sources, emanating from a single person, or group of individuals, as exemplary of the visions held by a far wider group.

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ANWAR, KASYPUL, and GUSTI IRHAMNI. "PENERAPAN MODEL PEMBELAJARAN KOOPERATIF GIVING QUESTION AND GETTING ANSWER UNTUK MENINGKATKAN HASIL BELAJAR ILMU PENGETAHUAN SOSIAL PADA SISWA SEKOLAH MENENGAH PERTAMA NEGERI 6 BANJARMASIN." GANEC SWARA 15, no. 1 (March 6, 2021): 946. http://dx.doi.org/10.35327/gara.v15i1.196.

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Improving the quality of education is largely determined by the quality of learning. In this case, the teacher participates in efforts to improve the quality of learning. Teachers should play an active role and position themselves as professional educators. One of the learning methods that can be applied is the GQGA learning method. The GQGA (Giving Question and Getting Answers) method is a method that involves students in repeating the subject matter that has been studied. This research is an experimental study with a randomized pre and post-test control group design. Each group consisting of 10 people, namely the Treatment Group and the Control Group. The results show that (1) the process of implementing the cooperative learning model type Giving Question and Getting Answer to improve the Social Science Learning Outcomes in Junior High School 6 Banjarmasin is carried out by evaluating the learning outcomes for 6 weeks of learning; (2) The application of the cooperative learning model of the Giving Question And Getting Answer type can significantly improve the learning outcomes of Social Sciences in Students of 6 Banjarmasin Junior High Schools.

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Künzi, Urs-Martin. "A Hilbert Lattice With a Small Automorphism Group." Canadian Mathematical Bulletin 30, no. 2 (June 1, 1987): 182–85. http://dx.doi.org/10.4153/cmb-1987-026-0.

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AbstractWe construct an orthomodular inner product space to answer the questions posed by R. P. Morash in his paper "Angle bisection and orthoautomorphisms in Hilbert lattices" [6]. For example we show that every automorphism of the Hilbert lattice belonging to our inner product space has the property, that no atom is orthogonal to its image.

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Woods, R., T. Subramaniam, A. Patterson, M. Hennessy, and C. Timon. "Validation and evaluation of new assessments for the otolaryngology undergraduate medical clerkship." Journal of Laryngology & Otology 129, no. 12 (September 28, 2015): 1228–33. http://dx.doi.org/10.1017/s002221511500242x.

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AbstractObjectives:To validate and evaluate a short answer question paper and objective structured clinical examination. Validity and effect on overall performance were considered.Methods:Students completed a voluntary short answer question paper during their otolaryngology attachment. Short answer question paper results were collated and compared to the essay examination and new end of year objective structured clinical examination.Results:The study comprised 160 students. Questions were validated for internal consistency (Cronbach's alpha = 0.76). Correlations were determined for: short answer question paper and essay results (r = 0.477), short answer question paper and objective structured clinical examination results (r = 0.355), and objective structured clinical examination and essay results (r = 0.292). On unpaired t-tests comparing the short answer question paper group and non-short answer question paper group, essay results were 1.2 marks higher (p = 0.45) and the objective structured clinical examination results were 0.09 marks lower (p = 0.74) in the short answer question paper group.Conclusion:Two new valid summative assessments of student ability have been introduced, which contribute to an enhanced programme of assessment to drive student learning.

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Stephenson, Stanley D. "Increasing Performance in the Small Group CBT Setting." Journal of Educational Technology Systems 23, no. 1 (September 1994): 27–38. http://dx.doi.org/10.2190/9mmr-y04d-b9y4-qrh8.

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Pairs of students worked with CBT under different levels of advance notice. Students who were provided with an advance notice of a question they would later have to answer scored higher than students who did not receive an advance notice. The advance notice used in this study was relatively simple and did not require additional training or time.

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Journal articles on the topic 'Answer group'

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