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Identifying the question

After you have identified the questions that you will eventually answer, the next step is to decide what format each question lends itself to. There are four basic formats. Let s do an actual essay question to demonstrate each format. [Pg.26]

Article 30 provides for a situation where several applications have been made for a particular medicinal product, and Member States have adopted divergent decisions concerning the authorisation of the medicinal product or its suspension or withdrawal. A Member State, or the EC, or the MAH, may refer the matter to the CHMP for application of the procedure laid down in Article 32. The Member State concerned, the MAH or the EC must clearly identify the question which is referred to the CHMP for consideration and, where appropriate, must inform the holder. [Pg.529]

Besides synthesis, Hofmann degradation of 208 has established that spermine is part of the pithecolobines. By this degradation reaction, a number of different alkylamines were formed and identified. The question of whether all pithecolobines contain spermine or whether compounds also exist that contain the l,12-diamino-4,8-diazadodecane (thermospermine) has not yet been answered completely. [Pg.146]

The main method applied in analysis of fire debris is GC. The analysis of fire debris has three stages. The first stage is isolation of accelerants from the matrix and their concentration, followed by separation of particular components and their chromatographic analysis and, last, identification of potential accelerants. The efficiency of the first stage strongly determines the possibility of identification of the isolated and adsorbed organic compounds. An improperly performed first stage could make it impossible to identify the questioned substances. [Pg.301]

Christenson RH, Duh S-H, Price CP. Identifying the question the laboratory s role in testing provisional assumptions aimed at improving patient outcomes. In Price CP and Christenson RH (editors). Evidence-Based Laboratory Medicine from principles to outcomes. AACC Press, Washington, 2003 21-37. [Pg.348]

X-ray crystal structure analyses have shown that each protein does not have an entirely different folding pattern, but that most protein structures are made up from one or more of a number of possible structural motifs, most of which have, by now, been identified. The questions that could be asked include why does the protein have the amino acid sequence that it does what is the significance of each amino acid why does the molecule fold in the way that it does and what are the functional results of such a folding The controls imposed on protein folding include the interactions between main-chain and side-chain atoms in the folded polypeptide chain the manner in which subunits, if any, interact with each other and the way in which the active site, if the protein is an enzyme, is formed. These controls lead to the ultimate size and... [Pg.237]

An accident analysis technique should provide a framework or process to assist in understanding the entire accident process and identifying the most important systemic causal factors involved. This chapter describes an approach to accident analysis, based on STAMP, called CAST (Causal Analysis based on STAMP). CAST can be used to identify the questions that need to be answered to fully understand why the accident occurred. It provides the basis for maximizing learning from the events. [Pg.349]

Traditionally, hazard identification has considered whether fatalities or injuries to people occur as a result of equipment, system or procedural failures. However, to ensure that all possible events leading to fatalities or injuries were identified for inclusion in the SRM, in addition to referencing the existing hazard identification studies it was decided to consider the hazards using a novel approach whereby the generic injury mechanisms by which a person can be killed or injured are identified. The question was then asked how can this type of injury be caused on a railway system ... [Pg.72]

This paper describes flie various ways in which schools experiences of change have been researched, and the key elements and outcomes of the change process identified. The questions I address are ... [Pg.92]


See other pages where Identifying the question is mentioned: [Pg.124]    [Pg.529]    [Pg.44]    [Pg.49]    [Pg.14]    [Pg.345]    [Pg.282]    [Pg.38]    [Pg.25]    [Pg.45]    [Pg.51]    [Pg.110]    [Pg.9]   
See also in sourсe #XX -- [ Pg.21 , Pg.42 ]




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