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Journal articles on the topic 'Why-Not questions'

Author: Grafiati

Published: 15 February 2025

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1

Friedman, Susan Stanford. "Why Not Compare?" PMLA/Publications of the Modern Language Association of America 126, no. 3 (May 2011): 753–62. http://dx.doi.org/10.1632/pmla.2011.126.3.753.

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Why not compare? It's a janus-faced question, a double entendre, its dual meanings depending on emphasis. On the one hand, what are all the reasons why we should not compare? But, on the other hand, why shouldn't we compare, and what are the costs if we do not? Embedded in these questions are more fundamental ones ranging from the epistemological to the methodological. What do we mean by comparison, what effects do our comparisons have, and how do we actually do comparison? By “we” here, I address those involved in intellectual work who face choices on whether or not to engage in comparison; I do not, in this essay, address those who study how and why individuals or human societies compare and with what consequences.

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2

Maltsev, Oleg. "Why Fate is Not Popular." Newsletter on the Results of Scholarly Work in Sociology, Criminology, Philosophy and Political Science 3, no. 1 (January 7, 2022): 8–23. http://dx.doi.org/10.61439/uake7898.

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In this paper, the author proposes a praxeological and epistemological reflection on the issue of why the phenomenon of "fate" has lost popularity in the 21st century, particularly in our current times. First and foremost, the very question itself is critically examined and empirically researched. The historical and socio-cultural preconditions for the genesis of the perception of the construct "fate" and its individual elements are reviewed. One of the practical innovations and discoveries presented in this scientific research involves models that provide an understanding of fate as a system, while also addressing a range of practical questions. These questions include how and why people perceive their fate, what the main barriers and "enemies' are that prevent people from learning to control their fate, and how they can realize the future they desire.

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3

Orlandi, Nico. "Why Not Reductionism?" Journal of Consciousness Studies 29, no. 7 (July 14, 2022): 218–25. http://dx.doi.org/10.53765/20512201.29.7.218.

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Neurocognitive Mechanisms is a well-informed and provocative book. In these comments, I raise questions about the distinctiveness of Piccinini's positive proposals when it comes to the status of the special sciences and to the notion of mental representation.

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Zhong, Zhefan, Xin Lin, Liang He, and Jing Yang. "Answering why-not questions on KNN queries." Frontiers of Computer Science 13, no. 5 (June 17, 2019): 1062–71. http://dx.doi.org/10.1007/s11704-018-7074-4.

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5

Wang, Meng, Jun Liu, Bifan Wei, Siyu Yao, Hongwei Zeng, and Lei Shi. "Answering why-not questions on SPARQL queries." Knowledge and Information Systems 58, no. 1 (January 19, 2018): 169–208. http://dx.doi.org/10.1007/s10115-018-1155-4.

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Liu, Qing, Yunjun Gao, Gang Chen, Baihua Zheng, and Linlin Zhou. "Answering why-not and why questions on reverse top-k queries." VLDB Journal 25, no. 6 (September 3, 2016): 867–92. http://dx.doi.org/10.1007/s00778-016-0443-4.

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7

Zhian He and Eric Lo. "Answering Why-Not Questions on Top-K Queries." IEEE Transactions on Knowledge and Data Engineering 26, no. 6 (June 2014): 1300–1315. http://dx.doi.org/10.1109/tkde.2012.158.

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Wang, Meng, Weitong Chen, Sen Wang, Jun Liu, Xue Li, and Bela Stantic. "Answering why-not questions on semantic multimedia queries." Multimedia Tools and Applications 77, no. 3 (September 2, 2017): 3405–29. http://dx.doi.org/10.1007/s11042-017-5151-6.

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9

Łukaszyk, Ewa. "Why Minor, Not Major?" Colloquia Humanistica, no. 2 (June 13, 2015): 13–16. http://dx.doi.org/10.11649/ch.2013.015.

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Why Minor, Not Major?Even if the probability that some of these languages might one day be reborn from the ashes and reintroduced to everyday communication is very low, we still need to preserve at least some trace of humanity’s linguistic diversity. It is a task that concerns all of us, not only the peoples whose direct heritage these languages are. We are still unable to answer many of the fundamental questions in linguistics, concerning such aspects as the origin of human speech and the generaltraits or structures that underlie all human forms of communication. If languages continue dying at the pace they do, soon we will have no material left to carry on this quest any further.These questions, central to the humanities today, justify the choice of the topic for this issue of "Colloquia Humanistica". The joint efforts of the authors who contributed to it, evidently cannot cover either the vastness of the problems, or the geographic diversity of the world’s minor cultures, literatures and languages. Nonetheless, some examples have been chosen, illustrating the research problems that are currently topical and bringing to the general academic consciousness cultural realities that we are still less familiar with.

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10

Ko, Andrew J., and Brad A. Myers. "Extracting and answering why and why not questions about Java program output." ACM Transactions on Software Engineering and Methodology 20, no. 2 (August 2010): 1–36. http://dx.doi.org/10.1145/1824760.1824761.

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11

Wegener, Charlotte. "“I don’t know why I’m here”: from knot-working to not-knowing." Journal of Organizational Ethnography 3, no. 2 (August 12, 2014): 246–58. http://dx.doi.org/10.1108/joe-07-2013-0016.

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Purpose – The purpose of this paper is to examine the idea of getting lost during field studies as a point of departure for reframing the initial research question. Design/methodology/approach – The paper presents field notes and reflections to illustrate the process of tracing innovation in the field by means of a theoretical concept – “knot-working” as proposed by Engeström (2008). By paying attention to seemingly irrelevant empirical data and experiences of being lost, the author infuses another theoretical concept – “not-knowing” as proposed by Lather (2007). Findings – By questioning research questions, it becomes possible to challenge conventional assumptions in the field under study as well as assumptions underlying existing theory. It is argued that good research questions evolve iteratively throughout a study and might be even more valuable than answers (Alvesson and Sandberg, 2013). The paper illustrates how not-knowing can serve as a methodological perspective from where ordinary held assumptions can be reconsidered, thus paving the way for novel research questions that can enhance established theory. Originality/value – The paper questions the initial research question: “How is the elderly care sector affected by innovation imperatives,” and ends up posing the reverse question: How are innovation imperatives affected – or how could they be affected – by the notion of care.

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12

Bidoit, Nicole, Melanie Herschel, and Katerina Tzompanaki. "Immutably answering Why-Not questions for equivalent conjunctive queries." Ingénierie des systèmes d'information 20, no. 5 (October 28, 2015): 27–52. http://dx.doi.org/10.3166/isi.20.5.27-52.

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13

Gao, Yunjun, Qing Liu, Gang Chen, Baihua Zheng, and Linlin Zhou. "Answering why-not questions on reverse top- k queries." Proceedings of the VLDB Endowment 8, no. 7 (February 2015): 738–49. http://dx.doi.org/10.14778/2752939.2752943.

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14

Sun, Ping, Caimei Liang, Guohui Li, and Ling Yuan. "Researching Why-Not Questions in Skyline Query Based on Orthogonal Range." Electronics 9, no. 3 (March 18, 2020): 500. http://dx.doi.org/10.3390/electronics9030500.

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This paper aims to answer “why-not” questions in skyline queries based on the orthogonal query range (i.e., ORSQ). These queries retrieve skyline points within a rectangular query range, which improves query efficiency. Answering why-not questions in ORSQ can help users analyze query results and make decisions. We discuss the causes of why-not questions in ORSQ. Then, we outline how to modify the why-not point and the orthogonal query range so that the why-not point is included in the result of the skyline query based on the orthogonal range. When the why-not point is in the orthogonal range, we show how to modify the why-not point and narrow the orthogonal range. We also present how to expand the orthogonal range when the why-not point is not in the orthogonal range. We effectively combine query refinement and data modification techniques to produce meaningful answers. The experimental results demonstrate that the proposed algorithms have high-quality explanations for why-not questions in ORSQ in the real and synthetic datasets.

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Philippe, Hervé, Henner Brinkmann, Dennis V. Lavrov, D. Timothy J. Littlewood, Michael Manuel, Gert Wörheide, and Denis Baurain. "Resolving Difficult Phylogenetic Questions: Why More Sequences Are Not Enough." PLoS Biology 9, no. 3 (March 15, 2011): e1000602. http://dx.doi.org/10.1371/journal.pbio.1000602.

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16

Islam, Md Saiful, Chengfei Liu, and Jianxin Li. "Efficient Answering of Why-Not Questions in Similar Graph Matching." IEEE Transactions on Knowledge and Data Engineering 27, no. 10 (October 1, 2015): 2672–86. http://dx.doi.org/10.1109/tkde.2015.2432798.

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17

Colebrook, Claire. "Not Symbiosis, Not Now: Why Anthropogenic Change Is Not Really Human." Oxford Literary Review 34, no. 2 (December 2012): 185–209. http://dx.doi.org/10.3366/olr.2012.0041.

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Despite first appearances it is the early work of Derrida, less concerned with questions of ethics, politics and justice, that is most pertinent for the anthropocene era. Only an attention to what Derrida provisionally referred to as 'text,' has the capacity to take the environmental imagination beyond homely conceptions of the earth as a horizon of sense and human projects, allowing for the anthropocene's imagination of the human scarring of the planet to be both read and misread. This misreading will be most fruitful when the thought experiment of the anthropocene allows us to imagine the human archive from an inhuman (and impossible) point of view.

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18

Wylie, Breanne E., Stacia N. Stolzenberg, and Angela D. Evans. "Children’s accuracy in answering Why and How Come questions." International Journal of Behavioral Development 45, no. 3 (January 7, 2021): 238–43. http://dx.doi.org/10.1177/0165025420979364.

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Children’s developing understanding of language may influence their ability to accurately respond to questions inquiring about their event knowledge (i.e., Why and How Come questions), potentially creating misinterpretations in adult–child communication. The present study examined 120 5-, 7-, and 9-year-old’s accuracy in responding to Why and How Come questions about the cause of their behaviors. Children’s accuracy improved with age, highlighting a developmental milestone whereby children become highly accurate by 7 years of age. Further, the semantic differences in question type did not influence children’s responses, as there were no differences in children’s accuracy when answering Why or How Come questions. The findings from this study highlight the developmental shift in children’s abilities to answer Why and How Come questions, and thus the importance of considering the age and linguistic abilities of the child when inquiring about their event knowledge.

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19

Li, Yanhong, Wang Zhang, Changyin Luo, Xiaokun Du, and Jianjun Li. "Answering why-not questions on top-k augmented spatial keyword queries." Knowledge-Based Systems 223 (July 2021): 107047. http://dx.doi.org/10.1016/j.knosys.2021.107047.

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20

Luo, Changyin, Tangpeng Dan, Yanhong Li, Xiaofeng Meng, and Guohui Li. "Why-not questions about spatial temporal top-k trajectory similarity search." Knowledge-Based Systems 231 (November 2021): 107407. http://dx.doi.org/10.1016/j.knosys.2021.107407.

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21

Santoso, Bagus Jati, and Tosca Yoel Connery. "ANSWERING WHY-NOT QUESTIONS ON REVERSE SKYLINE QUERIES OVER INCOMPLETE DATA." JUTI: Jurnal Ilmiah Teknologi Informasi 17, no. 1 (March 12, 2019): 84. http://dx.doi.org/10.12962/j24068535.v17i1.a824.

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22

Hand, R. J. "Hard Questions—Easy Science? Or Why Do Scientists Not Teach Philosophy?" Teaching in Higher Education 4, no. 1 (January 1999): 121–24. http://dx.doi.org/10.1080/1356251990040108.

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23

Bakmand, Bente. "National language planning, why (not)?" Journal of Intercultural Communication 2, no. 1 (March 10, 2000): 1–8. http://dx.doi.org/10.36923/jicc.v2i1.368.

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This paper will focus on national political views on the appropriateness of language planning in relation to respectively the status, the corpus and the acquisition of various languages. In the light of concrete `language policy events' and the debates - parliamentary, in the media and in academic discourse - in relation to these, the aim of the paper is to discuss which domains within language matters are considered objects of national political intervention and for which reasons. French language policy which is relatively explicit will be compared with more implicit Danish language policy. The interrelations of ideologically and pragmatically founded reasons for intervening in various language matters will be discussed: In an internationally oriented world, where cultural and linguistic pluralism prevail at the expense of national homogeneity, which role is left for national language policy, if any? Can a phenomenon which traditionally has been considered mainly as a tool for uniting nations possibly become a tool for granting and improving democracy in modern Western European societies' internal and external communication? Or should national governments once and for all leave such matters to individual choices, EU language policies or market forces? Answering in depth to these broad questions is not the ambition of the paper, whereas outlining tendencies in the ongoing political discourses connected to the issue is the aim, in the light of the approaches in the scientific study of language planning and language policy.

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24

Herschel, Melanie. "A Hybrid Approach to Answering Why-Not Questions on Relational Query Results." Journal of Data and Information Quality 5, no. 3 (March 2, 2015): 1–29. http://dx.doi.org/10.1145/2665070.

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25

French, Robert M., and Christophe Labiouse. "Why co-occurrence information alone is not sufficient to answer subcognitive questions." Journal of Experimental & Theoretical Artificial Intelligence 13, no. 4 (October 2001): 421–29. http://dx.doi.org/10.1080/09528130110104122.

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26

Li, GuoHui, Ping Sun, Ling Yuan, MingLi Wang, and HongJu Cheng. "Research on why-not questions of top-K query in orthogonal region." Multimedia Tools and Applications 78, no. 21 (December 12, 2018): 30197–219. http://dx.doi.org/10.1007/s11042-018-6920-6.

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27

Dias, Patrick. "Life-Long Readers of Poetry? Why Not?" LEARNing Landscapes 3, no. 1 (March 1, 2009): 123–38. http://dx.doi.org/10.36510/learnland.v3i1.321.

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I have come to believe that most students who have read and studied poetry in school and college do not go on to read and enjoy poetry in their adult lives because they do not expect to understand a poem of any complexity on their own. Unfortunately, years of conditioning into such dependence have also victimized teachers into functioning as guardians of the poem’s meaning. In an attempt to find out what students could realize from a poem without teacher direction, I discovered in studies at various levels of schooling that students working in small groups without any expectation that the teacher held and would provide "the one right meaning," generated rich and powerful readings of challenging poems far beyond any understanding that the teacher could have mediated with questions.

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28

Valero-Mora, Pedro, David Shinar, Ruben Ledesma, and Narelle Haworth. "Why women do not use the helmet when riding a bicycle." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 1594–98. http://dx.doi.org/10.1177/1541931218621360.

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Women seem to use the helmet when riding a bicycle less frequently than men. Two possible explanations for this behavior are that 1) it is less appalling to them because of lack of comfort or other reasons, or 2) they use bicycles in a more cautious way than men so they feel that they do not need the helmet as much. The present paper explores these two explanations in 5,691 cyclists that responded to an online survey conducted in 17 countries as part of an EU COST project. Answers to questions related to the two aforementioned explanations were analyzed graphically and three questions that showed the most conspicuous differences between males and females were identified. These were: ‘Helmets are a problem because they disturb your hair’, ‘I am a fast rider’, and ‘I am a skilled rider’. The responses to these three questions plus their interactions with the gender of the respondent were used as predictors of the proportion of helmet wear. The results showed that: 1) the three questions predicted the use of the helmet, 2) the interaction between gender and hair disturbance was not significant, and 3) the interactions between gender and being a fast cyclist and being a skilled rider were both statistically significant showing that women that regard themselves as slow riders or skillful riders use relatively less the helmet than men in similar conditions.

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Yang, Lichun, Shenghua Bao, Qingliang Lin, Xian Wu, Dingyi Han, Zhong Su, and Yong Yu. "Analyzing and Predicting Not-Answered Questions in Community-based Question Answering Services." Proceedings of the AAAI Conference on Artificial Intelligence 25, no. 1 (August 4, 2011): 1273–78. http://dx.doi.org/10.1609/aaai.v25i1.8082.

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This paper focuses on analyzing and predicting not-answered questions in Community based Question Answering (CQA) services, such as Yahoo! Answers. In CQA services, users express their information needs by submitting natural language questions and await answers from other human users. Comparing to receiving results from web search engines using keyword queries, CQA users are likely to get more specific answers, because human answerers may catch the main point of the question. However, one of the key problems of this pattern is that sometimes no one helps to give answers, while web search engines hardly fail to response. In this paper, we analyze the not-answered questions and give a first try of predicting whether questions will receive answers. More specifically, we first analyze the questions of Yahoo Answers based on the features selected from different perspectives. Then, we formalize the prediction problem as supervised learning – binary classification problem and leverage the proposed features to make predictions. Extensive experiments are made on 76,251 questions collected from Yahoo! Answers. We analyze the specific characteristics of not-answered questions and try to suggest possible reasons for why a question is not likely to be answered. As for prediction, the experimental results show that classification based on the proposed features outperforms the simple word-based approach significantly.

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Fakih, Abdul-Hafeed, Ali Abbas Falah Alzubi, and Sami Algouzi. "The morpho-syntax of question particles in Standard Arabic." PLOS ONE 19, no. 5 (May 24, 2024): e0299710. http://dx.doi.org/10.1371/journal.pone.0299710.

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Unlike wh-question questions in Standard Arabic (SA), which received much attention in the past decades in different approaches within generative grammar, question particles (yes-no questions) in SA have not yet been studied thoroughly in minimalist syntax, and less attention has been paid to them. There is a need to analyze SA question articles and explore their syntactic behavior within minimalism. The reason why this topic has been selected for study is that SA question particles have not been investigated in detail yet in Chomsky’s Phase Theory; it has not been analyzed how question particles are derived and represented morpho-syntactically in a clause structure. Therefore, this study aims to investigate the morpho-syntax of SA question particles and provide satisfactory answers to the following questions: (i) Do question particles in SA undergo any syntactic movement to [Spec-CP] in the derivation of yes-no questions? If not, why?, (ii) Are question particles based-generated in [Spec-CP]?, and (iii) How can question particles be accounted for neatly in Chomsky’s Phase-based Theory? The paper adopts Chomsky’s Phase Theory to examine the interaction between the assumptions of this theory and the SA data on question particles. The study findings reveal that, unlike English, question particles in SA do not undergo any syntactic movement while deriving yes-no questions and are assumed to be base-generated in [Spec-CP]. Such question particles are not part of the verb morphology and are merely morphological affixes used as devices to mark interrogativity in the syntax; they do not carry any agreement and tense features that trigger syntactic movement to the clause-initial position.

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31

Wilkinson, Daricia, Öznur Alkan, Q. Vera Liao, Massimiliano Mattetti, Inge Vejsbjerg, Bart P. Knijnenburg, and Elizabeth Daly. "Why or Why Not? The Effect of Justification Styles on Chatbot Recommendations." ACM Transactions on Information Systems 39, no. 4 (October 31, 2021): 1–21. http://dx.doi.org/10.1145/3441715.

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Chatbots or conversational recommenders have gained increasing popularity as a new paradigm for Recommender Systems (RS). Prior work on RS showed that providing explanations can improve transparency and trust, which are critical for the adoption of RS. Their interactive and engaging nature makes conversational recommenders a natural platform to not only provide recommendations but also justify the recommendations through explanations. The recent surge of interest inexplainable AI enables diverse styles of justification, and also invites questions on how styles of justification impact user perception. In this article, we explore the effect of “why” justifications and “why not” justifications on users’ perceptions of explainability and trust. We developed and tested a movie-recommendation chatbot that provides users with different types of justifications for the recommended items. Our online experiment ( n = 310) demonstrates that the “why” justifications (but not the “why not” justifications) have a significant impact on users’ perception of the conversational recommender. Particularly, “why” justifications increase users’ perception of system transparency, which impacts perceived control, trusting beliefs and in turn influences users’ willingness to depend on the system’s advice. Finally, we discuss the design implications for decision-assisting chatbots.

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32

Student. "HOW VERSUS WHY." Pediatrics 84, no. 6 (December 1, 1989): A34. http://dx.doi.org/10.1542/peds.84.6.a34.

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One tendency that accompanies a preoccupation with technique is for discourse relating to it (technique) to displace questions as to whether or not it should be pursued at all. That is, "how" questions displace "why" questions.

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33

Chappell, Sophie-Grace. "Is Consciousness Gendered?" European journal of analytic philosophy 19, no. 1 (March 17, 2023): SI8–13. http://dx.doi.org/10.31820/ejap.19.1.7.

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We can ask whether there anything it is distinctively like to be female or male (a question about sex). And we can ask whether there anything it is distinctively like to be feminine or masculine (a question about gender). I think the answer to both these questions is “Obviously yes”. Why yes? And why obviously? Consciousness is gendered, and obviously gendered, because the political realities of what it is like to be masculine, and what it is like to be feminine, are distinctively different. Moreover, consciousness is sexed too, and obviously sexed, because the physical realities of what it is like to be male, and what it is like to be female, are distinctively different. And that is why the answer to our two questions is not just “Yes”, but “Obviously yes”.

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34

Gross, Rita M. "Finding the Rights Questions about Religious Diversity." Interreligious Studies and Intercultural Theology 4, no. 1 (April 14, 2020): 76–87. http://dx.doi.org/10.1558/isit.40153.

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This article argues that all current theologies of religion share the presupposition that differences among religions are a problem, even a mistake, and that unity or agreement would be preferable to difference and religious diversity. But theologians of religion need to start at the other end of the puzzle, conceding from the get-go that religious diversity is here to stay, is inevitable, normal, natural, and, therefore, not the major problem or issue. The important questions are not about them, the others who are different from us, but about us. Why do we dislike diversity so much? Why does it make us so uncomfortable? Why does difference so frequently elicit the response of ranking the different options hierarchically? And, most important of all, how can we cure our own discomfort with diversity? The article also suggests that we need to practice the spiritual disciplines that help us overcome our egocentric preferences for a world in which everyone else would be just like us and can, instead, live comfortable in a world that accommodates vast differences.

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Ali, Azham Md. "1MDB: The Auditor General Office’s Questions." Journal of Public Administration and Governance 6, no. 1 (February 19, 2016): 50. http://dx.doi.org/10.5296/jpag.v6i1.9056.

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Following the prime minister’s instruction on March 4, 2015, the Auditor-General Office (AGO) began its audit 1Malaysia Development Berhad (1MDB) on March 10, 2015. But there are some very important questions left unanswered with the conduct of the audit including: What are the objectives of the audit by the auditor-general? Why the prime minister declaring no wrongdoing at the 1MDB while at the same time wanting AGO audit? Why the failure to specify the necessary such as the probe’s terms of reference and timeframe? And last but certainly not the least is: Should the auditor-general be the one to audit the IMDB?

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36

Kerkman, Dennis D., Kay L. Kellison, Marites F. Piñon, Donna Schmidt, and Sharon Lewis. "The Quiz Game: Writing and Explaining Questions Improve Quiz Scores." Teaching of Psychology 21, no. 2 (April 1994): 104–6. http://dx.doi.org/10.1207/s15328023top2102_11.

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The quiz game is designed to increase learning by requiring students to write a multiple-choice question on each reading assignment and explain why each response is correct or not. To test the game's effects, one developmental psychology class wrote questions with explanations of each response, whereas another class did not write questions. Both classes took pop quizzes composed of the 10 best questions the experimental class wrote. If more than half of the experimental class missed a question, the question writen received bonus points. The experimental class had significantly higher quiz scores than the control class, even when grade point averages were statistically controlled. The questions' formal correctness predicted quiz scores, but their conceptual quality did not. Perhaps explaining each response elaborated the experimental students' conceptual network, resulting in improved quiz performance.

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37

Pak, Marjorie. "Head movement and allomorphy in children's negative questions." Proceedings of the Linguistic Society of America 3, no. 1 (March 3, 2018): 33. http://dx.doi.org/10.3765/plsa.v3i1.4321.

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English-speaking preschoolers occasionally produce negative questions with a ‘doubled’ auxiliary (e.g. Why did you didn’t know?). These 2AuxQs apparently involve a failure to raise [NEG n’t] to C (cf. Why didn’t you know?). I analyze 2AuxQs as the product of two independent errors: a planning error (raising T-to-C without raising Neg-to-T first) and an allomorphy error (overgeneralization of ‑n’t). The planning error results from lack of practice: serial head-movement is relatively uncommon in English, and true Neg-to-T-to-C may be rarer than appearances suggest. In e.g. Why don’t we play, ok?, -n’t is not interpreted within TP—and strikingly, 2AuxQs are unattested here.

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38

Frishkoff, Patricia A. "Strategic Questions for University-Based Family Business Programs." Family Business Review 11, no. 4 (December 1998): 355–61. http://dx.doi.org/10.1111/j.1741-6248.1998.00355.x.

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Family business programs are popular at universities and will continue to emerge and develop. But sustaining a program is not easy. This article poses strategic questions that are important to leaders of both new and long-standing programs. The article begins with a core question—Why should this university have a family business program] Topics that follow challenge, ask further questions, and provide advice.

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39

Lloyd, Michael. "THE HORTATIVE AORIST." Classical Quarterly 68, no. 2 (December 2018): 415–24. http://dx.doi.org/10.1017/s0009838819000132.

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The final section on the aorist indicative in Goodwin'sMoods and Tensesidentifies the following usage: ‘In questions with τί οὐ [‘why not’], expressing surprise that something is not already done, and implying an exhortation to do it’. Other scholars identify urgency or impatience in these questions. Albert Rijksbaron writes: ‘Questions with the 1stor 2ndperson of the aorist indicative, introduced by τί οὖν οὐ or τί οὐ, often serve, especially in Plato and Xenophon, asurgent requests[original emphasis] … The aorist indicative is more emphatic than the present: the speaker observes that a state of affairs which he apparently wants to occur has, in fact, not occurred, and he asks his interlocutor why it has not.’ Kühner and Gerth explain it as follows: ‘Der Redende wünscht in seiner Ungeduld gewissermassen die begehrte Handlung als eine schon geschehene zu sehen’ (‘the speaker impatiently wants, as it were, to see the desired action as one that has already been done’). They contrast allegedly less urgent examples in the present (‘der Ton der Frage ist alsdann ruhiger’, ‘the tone of the question is thereby milder’). These scholars stress the pastness of the aorist tense in communicating urgency and impatience: ‘Why have you not …?’. This remains the dominant view, regularly repeated in commentaries.

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Bambrough, Renford. "Question Time." Royal Institute of Philosophy Supplement 38 (March 1995): 189–201. http://dx.doi.org/10.1017/s1358246100007360.

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It makes straightforward sense to ask a person ‘Why did you decide to become a solicitor?’ (or a carpenter, shopkeeper, teacher or professional musician). There is no mystery about the question ‘Why did you decide to become a British citizen?’ (or a member of the Liberal Party, the Roman Catholic Church or the Aristotelian Society). It may be difficult to answer any of these questions. We may not remember, or may be unable to articulate, what first led us to seek ordination, join the Army or stand for Parliament; but the questions themselves are clear, and they ask for fair comment on matters of public or private interest. There are other questions that sound like these but raise difficulties of another order.

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Grim, Patrick. "The basic questions: What is reinforced? What is selected?" Behavioral and Brain Sciences 25, no. 2 (April 2002): 261. http://dx.doi.org/10.1017/s0140525x0233005x.

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Any behavior belongs to innumerable overlapping types. Any adequate theory of emergence and retention of behavior, whether psychological or biological, must give us not only a general mechanism – reinforcement or selection, for example – but a reason why that mechanism applies to a particular behavior in terms of one of its types rather than others. Why is it as this type that the behavior is reinforced or selected?

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Consolaro, Alberto, Renata Bianco Consolaro, and Leda Francischone. "Clarifications, guidelines and questions about the dental bleaching "associated" with orthodontic treatment." Dental Press Journal of Orthodontics 18, no. 5 (October 2013): 4–10. http://dx.doi.org/10.1590/s2176-94512013000500002.

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With regard to the best moment for carrying out or recommending dental bleaching to orthodontic patients, some explanations and orientations are given in order to answers the following questions: 1) Why orthodontic treatment completion is considered the best opportunity for carrying out the procedure? 2) Why dental bleaching should not be performed immediately before orthodontic treatment? 3) If that would be possible at any special case, what would that be? 4) Why dental bleaching should not be performed during orthodontic treatment? 5) If that would be possible at any special case, what would that be? This article highlights why it is essential to protect both the mucosa and the cervical region, regardless of the moment when dental bleaching is performed, whether associated with orthodontic treatment or not. The "how", "why" and "if" of whether or not it is convenient to perform dental bleaching before orthodontic treatment are still a matter of clinical suggestion, as it is a procedure that is under analysis, empirical knowledge waiting for scientific proof or disproof! Although tooth enamel has adamantine fluid flowing within it, providing a specific metabolism that is peculiar to its own and which could scientifically explain and base the option of carrying out teeth whitening before and during orthodontic treatment, we must still be very careful.

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Suciu, Dan. "Technical Perspective for." ACM SIGMOD Record 50, no. 1 (June 15, 2021): 77. http://dx.doi.org/10.1145/3471485.3471503.

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When a data analyst runs some query to analyze her data, she often wants to ask some follow-up questions, about the result of the query. Why-questions take many shapes, and occur in many scenarios. Why is a particular tuple in the answer? Why is it not in the answer? Why is this graph decreasing? Why did we observe a sudden burst of error messages in online monitoring? Database researchers have noted the need for why-questions, and the literature contains several approaches, mostly tailored to specific applications. Despite the interest and the work in this area, there is currently no consensus of what an explanation to a query answer should be, and how one should compute it.

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Schwarz, Bernhard, and Alexandra Simonenko. "On the logical makeup of how- and why-questions." Semantics and Linguistic Theory 28 (November 27, 2018): 533. http://dx.doi.org/10.3765/salt.v28i0.4434.

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We employ wh else-phrases as a novel tool for investigating the logicalmakeup of wh-questions. Applying the wh else-diagnostic to how- and why-questions,we show that they comprise two different logical types, which differ interms of whether or not two of their Hamblin answers can be compatible. How- andwhy-questions can also be classified in grammatical or notional terms (e.g.,Higginbotham 1993, Oshima 2007, Sæbø 2016). Our findings therefore raise thequestion of how the logical typology and grammatical or notional typologies ofhow- and why-questions might be related.

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Bix, Brian. "Conceptual Questions and Jurisprudence." Legal Theory 1, no. 4 (December 1995): 465–79. http://dx.doi.org/10.1017/s1352325200000215.

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Conceptual analysis is an integral part of legal theory, but the nature and purpose of such inquiries are often not clearly stated. In this article, I attempt to elaborate upon some of the differing reasons for conceptual analysis and what consequences may follow from choosing one objective rather than another. By showing that divergent purposes are often present in competing analyses of the same concept, I also hope to indicate why some “debates” in the jurisprudential literature are best understood as theorists talking past one another.

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SPOHR, KRISTINA. "GERMAN UNIFICATION: BETWEEN OFFICIAL HISTORY, ACADEMIC SCHOLARSHIP, AND POLITICAL MEMOIRS." Historical Journal 43, no. 3 (September 2000): 869–88. http://dx.doi.org/10.1017/s0018246x99001387.

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Ten years after German unification, this historiographical review discusses how the cascade of published material reflects on two questions vital for contemporary history on this subject: first, why and how did unification happen, and second, what kind of sources and evidence are used by authors to justify their particular interpretation of events? In answering these questions, this review will not only give an overview of published accounts – official, scholarly, and autobiographical – but go beyond the immediate confines of the 1990s to shed light on the question of why Chancellor Helmut Kohl was able to win a prize that had eluded all of his predecessors since Konrad Adenauer.

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Hampton, Jean. "The Nature of Immorality." Social Philosophy and Policy 7, no. 1 (1989): 22–44. http://dx.doi.org/10.1017/s026505250000100x.

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This article is concerned with the nature of individual moral failure. This has not been a standard issue for exploration in moral philosophy, where questions surrounding moral success have been more popular: in particular, the questions “What is it to do the moral thing (i.e., how do I identify moral success)?” and “Why am I supposed to do the moral thing (i.e., what is morality's authority)?” I want to change the subject and pursue answers to three importantly related questions about people's failure to be moral.First, I want to explore an issue in moral psychology: why do people behave immorally? I suspect this question has been largely ignored by philosophers because they have thought it a question for psychologists, and one that, at any rate, has an easy surface answer. Isn't it our immorality simply the result of our excessive self-interest? Yet we shall see in what follows that this answer is not nearly good enough, and that philosophers have a lot to contribute in determining what would count as a satisfactory answer. We shall also see that different meta-ethical theories purporting to explain the authority of moral action implicitly assume different and often mutually inconsistent accounts of why (and when) we fail to be moral, and our analysis will show that none of these accounts of moral failure is unproblematic.

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Bryant, Christina, and Deborah Koder. "Why psychologists do not want to work with older adults – and why they should. . ." International Psychogeriatrics 27, no. 3 (October 22, 2014): 351–54. http://dx.doi.org/10.1017/s1041610214002208.

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It is well-documented that the population of much of the developed world is aging. On the one hand, this represents a success story in terms of reducing deaths from infectious and a number of systemic diseases, most notably cardiovascular disease. On the other hand, it also presents a challenge to provide adequate health services to a population with rapidly increasing longevity, as well as an opportunity to develop policies that can assist in promoting good physical and mental health. A number of authors have asked whether we are ready to meet the challenges of an aging population (Doyleet al., 2009; Connolly, 2012). Over the years, prominent psychologists have suggested that clinical psychology could play a greater role in the provision of services for older adults, and lamented the apparent lack of enthusiasm on the part of psychologists to work with this group (e.g. Karelet al., 2012). In this paper, we examine a range of questions pertinent to this theme: where are the psychologists in the provision of mental health services to older adults? What contribution can psychologists make to improve the mental health of this growing sector of the population? How can we encourage more psychologists to specialize in working with older adults?

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DiGiulio, Sarah. "3 Questions on...Why Childhood Cancer Survivors Are Living Longer, But Not Healthier, Lives." Oncology Times 39, no. 2 (January 2017): 42. http://dx.doi.org/10.1097/01.cot.0000512189.73733.52.

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Dyer, C. "Former health minister questions why GPs did not sound alarm bells about Stafford hospital." BMJ 343, sep08 3 (September 8, 2011): d5744. http://dx.doi.org/10.1136/bmj.d5744.

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