Generating questions

Before we even define what density functional theory is, it is useful to relate a few vignettes of how it has been used in several scientific fields. We have chosen three examples from three quite different areas of science from the thousands of articles that have been published using these methods. These specific examples have been selected because they show how DFT calculations have been used to make important contributions to a diverse range of compelling scientific questions, generating information that would be essentially impossible to determine through experiments. 

In an ideal world, an easy-to-contact, responsive modifications man would be available for questions generated in Operations, Engineering, and Maintenance. This modifications man could be a Process Safety Engineer, Loss Prevention Engineer, or a mechanical or chemical engineer who has been trained in chemical process safety. Preferably, this individual would be an on-site plant employee, but he could be a company regional engineer, a property insurance consultant, or a contractor. The modifications man must understand basic loss-prevention principles of proper layout. 

The participants of the camp are from different states of the country and often most of them find this activity as an educative and challenging exercise. Tables 3 and 4 present the details of the RGCs conducted so far and number of questions generated during these RGCs respectively. 

Informed Participation. Those who are present need to be provided with highly accessible materials that frame the issue in a fair way and provide a baseline of data on which participants may begin their discussions. These background materials educate participants and create the foundation for a rich, informed table discussion. In addition to the written materials, issue experts also are available to respond to specific questions generated at tables during the discussion period. 

In general, the interviewer should use open rather than closed questions. An open question solicits a discursive reply, whereas a closed question generates yes/no answers. Closed questions are more likely to make the interviewee feel defensive because a no response may make him or her feel that they were at fault. On the other hand, an open question can open up unexpected and fruitful lines of thought. Therefore, it is much better to ask What happened next rather than Did you check the valve position Indeed, it is best to avoid use of the word you altogether. A question such as Why did you do that is quite likely to arouse a defensive response. 

Once the respondent has rated the four questions, generating a pattern of responses, the DFA program calculates the value of each of the four classification functions, using the three-point rating for each element. 

The field of polymer-modified electrodes was established with the publication of five papers in 1978 (1,25 8). These were by Van De Mark and Miller (J 25), Merz and Bard ( ), Doblhofer, Noelte, and Ulstrup (27), and Nowak, Schultz, Umana, Abruna, and Murray (28). These workers reported the intentional adsorption of electroactive polymers to the surfaces of solid electrodes. For example, a film of poly(vinylferrocene) on the surface of a solid electrode exhibited chemically reversible electro-oxidation that was consistent with a surface coverage of at least 20 monolayers (26). In this and contemporaneous reports, electron transfer was shown to occur among sites in a rather complex and thick film on the surface of an electrode. New theory had to be developed to explain these electron transfer events. Experiments and theoretical studies were carried out to address questions generated by... 

The principles associated with planned experimentation require change, however, some changes do not improve the system. Questions generated by planned experimentation include ... 

Figure 17-5 shows the basic components of a pump model. A variety of troubleshooting scenarios can be applied to this simple model. Variations depend on the instructor s experience and questions generated by the students. 

Like LIA in its early involvement with lead paint controversies. Ethyl saw virtue in commissioned studies of TEL s potential toxicity under the pubhcly perceived mantle of scientific objectivity. It commissioned the first of several studies that purported to show that using TEL was without pubhc health hazard, regardless of the earlier severe poisonings and deaths resulting from TEL s production and regardless of the many questions generated by the quality and circumstances of the early data generation. 

The main goal of the study was to examine the influence of the instructional model and the program Scientific Communication on JHS students. The questions generated by the study were as follows ... 

You could respond to these queries by exploring the risks that continually circulating cards - electronically blocked or not - still pose to the creditor, or whether or not the blocking of the credit card does in fact mark the passing of a definitive threshold (it does not). However, I suggest that the third and fourth posts point towards perhaps the most valuable function served by a creditor s demand for their credit card that the questions generated by this demand might prompt the borrower to contact the creditor - as, in fact, both these borrowers did (even if, as in the third post, the question in fact remains unresolved). 

SMHOG has developed a number of methods to address these fundamental questions, as well as more specific questions generated by stakeholders. The next... 

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