4. Des questions Complete each question with the appropriate term. Use all of the question words from the list. (6 x 2.5 pts. each = 15 pts.) À quelle heure Combien Où Pourquoi  Que/Qu’    Qui   1.  ____________________ est la librairie? ____________________ commence le cours de biologie? 3.  ____________________ est-ce que vous allez à l’épicerie? ____________________est-ce que tu prends? 5.  ____________________ est au téléphone? 6.  ____________________ coûte le livre de biologie?

5 Une journée Say where everyone is going to go or what they are going to do today. (6 x 2.5 pts. each = 15 pts.)   —Nous, nous adorons l’art contemporain. —Vous ______________________________________________________________________________. —Tu étudies cet après-midi? —Oui, je _____________________________________________________________________________. —Joseph et Jenny nagent ce soir. —Ils _________________________________________________________________________________. —Carole a un cours de chimie le lundi. —Elle _______________________________________________________________________________. —Le film est à 17h30. —On _______________________________________________________________________ vers 17h00. —Malik a besoin de manger quelque chose. —Il _________________________________________________________________________________.

A researcher removes participant names and identifying information from transcripts before sharing findings. What ethical principle is the researcher protecting?

A researcher collects survey data measuring student satisfaction and conducts interviews with students during the same time period. The researcher then compares and integrates both sets of results to develop a more complete understanding. Which mixed methods design is this?

What was the original name for “Google”?

A researcher writes a literature review but does not explain what previous research has failed to address. What key component is missing?

A university implements a voluntary first-year tutoring program. End-of-year analysis shows tutoring participants (participants=127) have higher GPAs than non-participants (participants = 200). The president recommends expansion across the institution. Further analysis reveals: Tutoring participants had higher high school GPAs (3.61 vs. 3.35) before college Participation was entirely voluntary; self-selection likely indicates higher motivation Tutoring participants also attended office hours (68% vs. 42%) and study groups (71% vs. 34%) more frequently First-generation students participated at lower rates (12% of tutoring participants vs. 31% of non-participants) despite identical initial college GPAs Students who participated in tutoring also had higher rates of advisor contact and academic planning discussions The most serious threat to concluding that tutoring caused the GPA difference is:

Why do researchers cite sources when defining variables in quantitative research?

A researcher is interested in studying mentoring programs for first-generation college students. In the literature review, the researcher summarizes 15 articles describing mentoring program outcomes, including retention rates, GPA improvements, and program satisfaction. However, all of the studies focus on measurable outcomes and program effectiveness. None examine how first-generation students personally experience mentoring or how mentoring influences their sense of belonging. The researcher decides to conduct interviews with students to explore their mentoring experiences. What is the strongest justification for this qualitative study?

A researcher randomly assigns students to either an online tutoring program or no tutoring program. At the end of the semester, the researcher compares GPAs between the groups. Why does random assignment strengthen this study?