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Books on the topic 'RELATE questionnaire'

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Published: 4 June 2021
Last updated: 17 February 2022

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1

Balding, John. The primary health related behaviour questionnaire: Sample and accompanying materials. Exeter: Schools Health Education Unit, University of Exeter, 1990.

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2

Fisher, Terri D. Handbook of sexuality related measures. 3rd ed. New York, NY: Routledge, 2010.

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3

Richard, Hammersley, and Scottish Cocaine Research Group, eds. A Very greedy drug: Cocaine in context. Amsterdam: Harwood Academic Publishers, 1996.

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4

New Zealand. Law Commission. Legislation and its interpretation: The Acts Interpretation Act 1924 and related legislation : a discussion paper and questionnaire. Wellington, N.Z: Law Commission, 1987.

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5

HEA Schools Health Education Unit., ed. Young people in 1987: The health related behaviour questionnaire results for 18,407 pupils between the ages of 11 and16. Exeter: University of Exeter, HEA Schools Health Education Unit, 1988.

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6

Shinner, P. A. Standardising the selection of parcel delivery drivers: The criterion-related validity of a cognitive ability test anda personality questionnaire. Manchester: UMIST, 1996.

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7

Balding, John. Young people in 1988: The health related behaviour questionnaire results for 33,459 pupils between the ages of 11 and16. Exeter: HEA Schools Health Education Unit. University of Exeter, 1989.

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8

Balding, John. Young people in 1991: The health related behaviour questionnaire results for 23,928 pupils between the ages of 12 and16. Exeter: Schools Health Education Unit, University of Exeter, 1992.

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9

Balding, John. Young people in 1990: The health related behaviour questionnaire results for 18,941 pupils between the ages of 11 and16. Exeter: Schools Health Education Unit, University of Exeter, 1992.

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10

University of Exeter. Schools Health Education Unit., ed. Young people in 1989: The health related behaviour questionnaire results for 15,672 pupils between the ages of 11 and 16. (Exeter): Schools Health Education Unit, University of Exeter, 1992.

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11

Balding, John. Young people in 1997: The Health Related Behaviour Questionnaire results for 37,538 pupils between the ages of 9 and 16. Exeter: Schools Health Education Unit, 1998.

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12

Balding, John. Young people in 1993: The health related behaviour questionnaire results for 29,074 pupils between the ages of 11 and 16. Exeter: University of Exeter - Schools Health Education Unit, 1994.

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13

Balding, John. Young people in 1994: The health related behaviour questionnaire results for 48,297 pupils between the ages of 11 and 16. Exeter: Schools Health Education Unit, University of Exeter, 1995.

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14

Balding, John. Young people in 1996: The Health Related Behaviour Questionnaire results for 22,067 pupils between the ages of 12 and 15. Exeter: Schools Health Education Unit, Univ. of Exeter, 1997.

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15

University of Exeter. Schools Health Education Unit., ed. Young people in 1995: The health related behaviour questionnaire results for 23,918 pupils between the ages of 10 and 15. Exeter: Schools Health Education Unit, University of Exeter, 1996.

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16

Balding, John. Young people in 1992: The health related behaviour questionnaire results for 20,218 pupils between the ages of 11 and 15. Exeter: Schools Health Education Unit, Univ. of Exeter, 1993.

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17

Balding, John. Young people in 1986: The health related behaviour questionnaire results for 18,002 pupils between the ages of 11 and 16. Exeter: HEA Schools Health Education Unit, 1987.

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18

Balding, John. Young people in 1999: The health related behaviour questionnaire results for 36,856 young people between the ages of 10 and 15. Exeter: Schools Health Education Unit, 2000.

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19

Balding, John. Young people in 2001: The health related behaviour questionnaire results for 15,881 young people between the ages of 10 and 15. Exeter: Schools Health Education Unit, 2002.

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20

Balding, John. Young people in 2004: The health related behaviour questionnaire results for 40,439 young people between the ages of 10 and 15. Exeter: SHEU, 2005.

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21

Gartshore, Philip J. Admission procedures in UK schools of architecture: A questionnaire survey of the admissions procedures in UK Schools of Architecture, specifically related towards policy on the relevance of science and technical subjects. Portsmouth: Portsmouth Polytechnic, School of Architecture, 1988.

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22

Balding, John. Young people in 1998 - and looking back as far as 1983: The Health-Related Behaviour Questionnaire results for 18, 221 young people aged 12-13 and 14-15 in 1998, and approximately 200,000 since 1983. Exeter: Schools Health Education Unit, 1999.

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23

Balding, John. Young people and illegal drugs into 2000: Did illegal drug levels peak in the mid-1990's : a report based on data collected using the Health Related Behaviour Questionnaire from more than 300,000 young people since 1987, and in particular from 40,229 between the ages of 9 and 15 in 1999. Exeter: Schools Health Education Unit, 2000.

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24

Measuring health: A review of quality of life measurement scales. 3rd ed. Maidenhead, Berkshire, England: Open University Press, 2005.

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25

Measuring health: A review of quality of life measurement scales. 2nd ed. Buckingham: Open University Press, 1997.

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26

Bowling, Ann. Measuring health: A review of quality of life measurement scales. Milton Keynes [England]: Open University Press, 1991.

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27

Mee, Sarah, and Zoe Clift. Assessment. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198757689.003.0001.

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Meticulous assessment—both subjective and objective—is an essential part of managing hand conditions. Objective measures include range of motion, power grip, pinch grip, oedema, and dexterity testing. Subjective measures include a clinical history, sensibility, and sensation testing, pain scales, and Patient Related Outcome Measures (PROMS), global (e.g. EQ5D, VAS pain), region specific (e.g. Michigan Hand Questionnaire, Disabilities of the Hand, Arm, Shoulder, QuickDASH, Patient Related Wrist and Hand Evaluation), and condition specific (e.g. Boston Carpal Tunnel Questionnaire).
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28

Davis, Clive M., Robert Bauserman, George E. Schreer, Sandra L. Davis, and William L. Yarber. Handbook of Sexuality-Related Measures. Sage Publications, Inc, 2004.

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29

Edo-Tokyo Museum Material Gathering Office., ed. The location of Japan-related materials in Western Europe: Results of "A questionnaire concerning Japan-related material". Tokyo: Edo-Tokyo Museum Material Gathering Office, 1991.

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30

Simms, Leonard, Trevor F. Williams, and Ericka Nus Simms. Assessment of the Five Factor Model. Edited by Thomas A. Widiger. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199352487.013.28.

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We review the current state of the science with respect to the assessment of the Five Factor Model (FFM), a robust structural model of personality that emerged from two distinct traditions: The lexical and questionnaire traditions. The lexical tradition is predicated on the hypothesis that important individual differences in personality are encoded as single words in language. This bottom-up tradition has suggested that five broad factors account for much of the personality variation observed among individuals: Extraversion (or Surgency), Agreeableness, Conscientiousness (or Dependability), Neuroticism (vs. Emotional Stability), and Openness to Experience (or Intellect/Culture). The questionnaire tradition emphasizes the measurement of similar constructs, largely through top-down development of measures. We examine the strengths and limitations associated with existing measures of the FFM and related models, focusing on measures rooted in the lexical and questionnaire traditions. We also consider maladaptive FFM measures and conclude by analyzing important issues in the FFM assessment literature.
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31

D, Fisher Terri, ed. Handbook of sexuality related measures. 3rd ed. New York, NY: Routledge, 2010.

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32

Handbook of Sexuality-Related Measures. Taylor & Francis Group, 2019.

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33

Davis, Clive M., Terri D. Fisher, Robin R. Milhausen, John K. Sakaluk, and William L. Yarber. Handbook of Sexuality-Related Measures. Taylor & Francis Group, 2019.

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34

Davis, Clive M., Terri D. Fisher, Robin R. Milhausen, John K. Sakaluk, and William L. Yarber. Handbook of Sexuality-Related Measures. Taylor & Francis Group, 2019.

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35

Davis, Clive M., Terri D. Fisher, Robin R. Milhausen, John K. Sakaluk, and William L. Yarber. Handbook of Sexuality-Related Measures. Taylor & Francis Group, 2019.

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36

Handbook of sexuality-related measures. Thousand Oaks, Calif: Sage Publications, 1998.

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37

Kaasa, Stein, and Jon Håvard Loge. Quality of life in palliative care: principles and practice. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199656097.003.0197.

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To improve or sustain patients’ health-related quality of life (HRQOL) is the main goal of palliative care. In health care, HRQOL encompasses a range of components that are measurable and related to health, disease, illness, and medical interventions. Another term, patient-reported outcome (PRO), is used and understood as any measure that collects responses directly from the patients and measures any aspect of patients’ health status that is reported by the patients without any interpretation by health-care providers or family members. The selection of PRO-instruments (questionnaires) is recommended to follow a sequential approach. Define overall aim(s), define the research question(s), agree upon the key outcome(s), and select the appropriate set of questions/questionnaires guided by the primary and secondary outcomes. In general, it is recommended to use a HRQOL measure of generic or disease-specific character and supplement it with domain-specific measure(s) (such as measurement of fatigue, pain, anxiety, depression, etc.) reflecting the purpose(s) of the data collection.
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38

Health matters: young people in West Sussex in the 1990's: The West Sussex health related behaviour questionnaire report. Chichester: Chichester Health Promotion Unit, 1995.

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39

Health matters: young people in West Sussex in the 1990's: The West Sussex health related behaviour questionnaire report. Chichester: Chichester Health Promotion Unit, 1995.

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40

T, Hodgson J., and Great Britain. Health and Safety Executive., eds. Self-reported work-related illness: Results from a trailer questionnaire on the 1990 Labour Force Survey in England and Wales. Sudbury: Health & Safety Executive, 1993.

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41

Langford, Bradley J. Implementation of a self-administered questionnaire to identify patients at risk of medication-related problems in the family health centre. 2004, 2004.

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42

"Exeter survey" health related behaviour questionnaire: Summary report on the 1993 East Sussex survey of 14 and 15 year olds. Eastbourne: Information Unit, East Sussex Health Authority, 1993.

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43

John, Balding, and HEC Schools Health Education Unit., eds. Mayfly: A study of 1,237 school pupils aged 14-15 who completed the Health Related Behaviour Questionnaire in May 1983. Exeter: HEC School Health Education Unit, 1986.

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44

Jain, Rakesh, and Shailesh Jain. Disability in chronic low back pain. Edited by Paul Farquhar-Smith, Pierre Beaulieu, and Sian Jagger. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198834359.003.0076.

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The landmark paper discussed in this chapter, ‘Pain-related fear is more disabling than pain itself: Evidence on the role of pain-related fear in chronic back pain disability’, published by Crombez et al. in 1999, investigates the issue of disability in chronic low back pain and explores the role of psychological factors in disability. The paper reports on three independent chronic low back pain studies in which behavioural performance and the degree of reported disability were correlated with psychological factors such as catastrophization, negative affect, anxiety, and pain-related fear (e.g. fear of re-injury). In a counterintuitive finding, pain-related fear was more disabling that the pain itself. This paper thus highlighted the need to assess and address the psychological domains of pain; it also validated three questionnaires that are important in the pain field, and established a biopsychosocial approach to understanding, explaining, and treating chronic low back pain.
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45

Honorato, Hercules Guimarães. Relato de uma experiência acadêmica: O "eu" professor-pesquisador - Vol III. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-378-7.

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This study aims to present the plurality of the teacher’s perception, which emerges from the actions taken to minimize the difficulties that come up in remote education. Its relevance is found in the actions and reactions of those involved, and make up possibilities for generating public policies that motivate and foster quality education. The following research question guided this work: What lessons could be learned by those involved in their teaching practice after schools reopen? An exploratory research was carried out, by choosing the methodological approach of qualitative research. Data collection was performed using an online questionnaire, directed to teachers who worked in the classroom and started working in remote education. Sharing knowledge is complex and demands a variety of actions, interventions, processes that, however sophisticated the technology used, it certainly does not allow to develop all the strategies that the teacher uses in the classroom. Technologies help with physical distance. But we believe the exchange that happens naturally between teacher and student, and between student and student, exists only when everyone is in the same physical environment, under the same physical and human conditions, especially in basic education. The lessons learned: (i) improve our training or post-training with the introduction of disciplines related to digital and technological means; (ii) understand that remote education is a possibility to be applied in our teaching practice; (iii) include viable teaching, learning and assessment alternatives in the Political Pedagogical Project; (iv) at parent-teacher conferences or class meetings, seek to collect all possible observations, both positive and negative. We need to considerate new routes, minimize the questions that arise during practice, in order to adapt to the new technological strategies of the art of teaching.
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46

J, Balding, University of Exeter. School of Education., and Health Education Council. Schools Health EducationUnit., eds. Mayfly: A study of 1,237 school pupils aged 14-15 who completed the health related behaviour questionnaire in May 1983 : report. University of Exeter School of Education HEC Schools Health Education Unit, 1986.

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47

Berka, Eva M. Development and initial evaluation of a new questionnaire to assess health-related quality of life before and after surgical orthodontic treatment. 2004.

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48

Durand, V. Mark. When Children Don't Sleep Well: Parent Workbook. Oxford University Press, 2008. http://dx.doi.org/10.1093/med:psych/9780195329483.001.0001.

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This online guide will help parents effectively manage their child's sleep problems without the use of drugs. Each module describes a different problem and gives options for treating it. Bedtime disturbances, night waking, sleep terrors, nightmares, and other sleep-related issues are all addressed in this workbook. It also includes a module on bedwetting. Working with a therapist, parents will choose the best intervention options for their family. It provides step-by-step instructions for carrying out each intervention, is easy-to-use, and complements the program described in the corresponding therapist guide. It includes questionnaires for parents about their child(ren) and family, as well as forms for recording the child's sleep and behaviour.
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49

Gelman, Andrew, and Deborah Nolan. Student activities in survey sampling. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198785699.003.0018.

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This chapter outlines some of our more effective demonstrations for teaching sampling. Part I of this book contains many activities related to sampling that we also use in our more advanced courses on the subject (e.g., see chapter 6 for an activity on estimating family size, and chapter 9 for a candy weighing activity). This chapter describes additional student activities that we have developed for the advanced undergraduate survey sampling class. These include provocative questionnaires to demonstrate question bias and statistical literacy packets for dissecting news stories about surveys. In addition, this chapter contains sample handouts used for teaching particular topics, techniques for encouraging student participation, and materials to organize student projects on complex surveys.
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50

Pereira, Erlândia Silva, and Rogério de Melo Costa Pinto. Rodas de Conversa Dialógicas: O processo de criação de uma metodologia de investigação e intervenção em saúde. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-198-1.

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The present research constitutes as a research-intervention carried out with Control Agents of Zoonoses (CCZ) - Dengue Control Program. The objective was to evaluate the effectiveness of the intervention of the Dialogical Conversation Wheels for refinement of the perception of Quality of Life of these workers. In the midst of this, the variations of the perception of the Quality of Life by the participants when inserted in the Wheels are identified. For that, the WHOQOL-bref instrument is used to collect quantitative data related to the Quality of Life of the research subjects, and the Dialogical Conversation Wheels as a tool for collecting qualitative data and also as a mediating space between the questionnaire and the workers. The methodology used thus involves both the quantitative and content analysis of these data, as well as an analysis of the workers' discourse from their speeches in the Dialogical Conversation Wheels, in which the researcher appropriates a Freirean look to carry out the discussion, which presents the speech of the participants of the Wheels itself in an elucidatory and explanatory way. . From the analysis of the four domains evaluated by the WHOQOL-breaf: Physical, Psychological, Social and Environmental, what can be perceived about the differences of scores (percentage) between the moments of the research, is, firstly, that there is a significant change in the perception of QV between at least two of the moments, which is expressed between moments 0 and 1, with the realization of five wheels between them.The main result that can be perceived concerns the fact that the Dialogical Conversation Wheel fulfills its objective, as the aspects related to quality of life are discussed, the return to the questionnaire is carried out in a more reflective way, in which the instrument itself can approach the reality of these people. It is also explicit that it is not any group that allows us to refine the perception about quality of life, since the Wheel of Dialogic Conversation is organized in such a way as to provide reception, encounters / confrontations of the subjects with the other, in a singular way, with himself, facing the stagnation and the massification of his daily life to denaturalize what is constructed as his life.
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