A Survey on Method Naming Standards: Questions and Responses Artifact

Author(s):  
Reem S. Alsuhaibani ◽  
Christian D. Newman ◽  
Michael J. Decker ◽  
Michael L. Collard ◽  
Jonathan I. Maletic
2021 ◽  
Vol 13 (6) ◽  
pp. 3339
Author(s):  
Madhavi Venkatesan ◽  
Fenner Dreyfuss-Wells ◽  
Anjali Nair ◽  
Astrid Pedersen ◽  
Vishnu Prasad

This paper is the outcome of a course project for Economics of Sustainability (Northeastern University, Boston, Massachusetts). Facilitated and under the direction of the instructor, course participants designed a survey instrument where questions and responses were developed to be indicators of behavioral bias related to the environment. The consumer good targeted in the survey was convenience-based coffee consumption, and convenience was defined by the use of single-use disposable coffee cups. The discussion highlights the survey development process including literature review-based expectations specific to each question. The paper concludes with next steps, which involve the administration of the instrument and evaluation of the survey results.


Language ◽  
1986 ◽  
Vol 62 (1) ◽  
pp. 213-214
Author(s):  
Sandra A. Thompson

Language ◽  
1986 ◽  
Vol 62 (1) ◽  
pp. 213
Author(s):  
Sandra A. Thompson ◽  
Anna-Brita Stenström ◽  
Anna-Brita Stenstrom

2001 ◽  
Vol 6 (1) ◽  
pp. 27-46 ◽  
Author(s):  
Jesús Romero-Trillo ◽  
Ana Llinares García

The present article investigates the use of interrogatives made by teachers and the responses given by learners in two different (bilingual and non-bilingual) English language classroom contexts in two Spanish nursery schools. The analysis shows the relevance of the type of functions made by the teachers through interrogatives, rather than the quantity of input in the target language. The study classifies the functions of interrogatives in the pre-school context and makes a statistical corpus-driven analysis of the questions and responses in the two schools. Finally, the article makes some suggestions, based on the data, about the kind of questions than can lead to a more natural L2 development in the classroom context.


2020 ◽  
Vol 10 (1) ◽  
pp. 40-46
Author(s):  
Mehr Jain

Background. Surgical safety checklists are a standard of care for safe operating room practice, but their use has not been associated with reductions in adverse perioperative outcomes in some settings. Non-adherence and partial checklist completion may contribute to this lack of effect. Objective. To examine whether a surgical safety checklist using distributed responsibility of checklist item completion, by allocation of questions and responses among operating room staff, increases surgical safety checklist compliance. Methods. With Quality and Risk Management approval, a multicomponent strategy consisting of novel surgical safety checklist focused on distributed responsibility of checklist item completion was evaluated in orthopaedic operating rooms at The Hospital for Sick Children, Toronto, from July to August 2016 using a before-and-after study design. The intervention consisted of a wall-mounted reusable checklist with questions and responses designated to specific operating room team members. Team training was provided beforehand, operating room team leaders were identified to promote the intervention, and revisions to the checklist content and process were implemented based on feedback on feasibility and clinical sensibility. Results. A total of 45 and 59 children were included in pre-intervention and intervention groups, respectively. Overall, 87% (1,354/1,560) of checklist items were observed. Checklist item completion was significantly increased in the post-intervention group (77% [615/802]) compared with the pre-intervention group (27% [150/522]) (P<0.001). Conclusions. These findings suggest that a multicomponent strategy of designating responsibility for item completion among operating room team members and using a memory aid can improve compliance with surgical safety checklist item completion.


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