Answer Format Research Articles

Особенности жанра загадки в карачаево-балкарском фольклоре

This article is devoted to revealing the traits of origin, development, existence of riddle as a genre of Karachay-Balkarian folklore, identification of its principal specific features. It is observed that, having arisen based on sacred texts in a secret language, subsequently it transformed and gained a game form. At present, the game (ritual) part has lost its significance because of changes that have occurred in the way of life of the native people, and riddles functioned in a question–answer for-mat. The addressee of riddles has also changed: if earlier they were mostly used by adults during game competitions, then today riddles are often ranked among children’s genres of folklore, con-tributing to intergenerational transmission of information. The conducted research allows to state the existence of a close connection between the content of riddles and realities that surrounded their creators (geographical landscape, the world of flora and fauna, the material and spiritual cul-ture of the ethnic group). All this determined the range of the thematic scope of Karachay-Balkarian riddles and therefore increased their research potential both for specialists in folklore and for linguists, ethnologists, culturologists and ethnopsychologists. In addition, the attention of the works of this genre on the development of abstract, figurative thinking, fantasy actualizes the possibility of their use for pedagogical purposes.

P03 Utilizing a videography platform for the therapeutic management of chronic pain relating to Hypermobility in children and young people

Introduction/BackgroundMany patients present to Paediatric Rheumatology clinic, (53%) with chronic pain related to Hypermobility. Pre-Covid, an evidenced based hypermobility class was developed and run by the Allied Health Professional team for children and young people (C & YP), and their parents/carers. These 6 classes were group-based and included education and exercise therapy but were stopped due to the pandemic. Feedback gained was good from the class, although reported issues included reduced school attendance, accessibility due to location, parental time off work, financial and time implications of travel, and unsuitability of group interventions for CYP with social anxiety and autism disorders.Description/MethodA digital platform (Vimeo) was used to present Hypermobility education and exercise content created by the Paediatric Rheumatology team. The video aims to address these barriers, allowing more equality of access for all CYP; digital access allows CYP and parents to re-visit this information at any time, providing ongoing support for long term management of this condition. The digital platform is being developed to maximize the effectiveness of therapy resources and to improve the patients experience to promote self-management of their hypermobility.Funding was applied for via the Transformation service. Meeting with the hospital videographer enabled the AHP team to devise a template for the video including education on what is Hypermobility, on the role of exercise - targeted versus general, the benefits of exercise, supportive footwear, pain management, pacing, sleep hygiene, and hand function advice to manage hypermobility. The class exercise programme including hand therapy was videoed using a model.The video was filmed in half a day. It was filmed using an unscripted question- and- answer format. The Paediatric Rheumatology MDT were filmed in the video. The digital platform is currently with our videography team for further edit. Further signposting to established resources will be included in the Vimeo resource.Following a final edit, this resource will be used for this patient population group. Feedback from CYP and parents, along with other health professionals is planned.Discussion/ResultsOn receipt of the first edit, multi-source feedback from parents/carers, CYP and other health professionals is planned via Microsoft Teams. It is hoped to show the video via Teams and seek anonymized feedback on the Teams chat function. This feedback will be discussed by the Paediatric Rheumatology MDT and will inform the final edit of the Hypermobility video resource.Further data from Vimeo analytics will be gathered e.g. how many times video watched, how long video is watched for, and what devices are being used.It is hoped that the Hypermobility Video will help support CYP and families in the long-term management and pain resulting from this condition.Key learning points/ConclusionIt is hoped that the use of new technologies and innovative ways of delivering care can enable health professionals to implement clinical support, improve self-management of chronic pain related to hypermobility, whilst improving equitable patient access to therapy across the North-West.Multi-source feedback will help inform the final edit of the video resource. Ongoing evaluation and analysis of Vimeo data will inform whether the resource is a useful adjunct in long term management of pain arising from Hypermobility.

Innovating the Collection of Open-Ended Answers: The Linguistic and Content Characteristics of Written and Oral Answers to Political Attitude Questions

Abstract The rapid increase in smartphone surveys and technological developments open novel opportunities for collecting survey answers. One of these opportunities is the use of open-ended questions with requests for oral instead of written answers, which may facilitate the answer process and result in more in-depth and unfiltered information. Whereas it is now possible to collect oral answers on smartphones, we still lack studies on the impact of this novel answer format on the characteristics of respondents' answers. In this study, we compare the linguistic and content characteristics of written versus oral answers to political attitude questions. For this purpose, we conducted an experiment in a smartphone survey (N = 2402) and randomly assigned respondents to an answer format (written or oral). Oral answers were collected via the open source ‘SurveyVoice (SVoice)’ tool, whereas written answers were typed in via the smartphone keypad. Applying length analysis, lexical structure analysis, sentiment analysis and structural topic models, our results reveal that written and oral answers differ substantially from each other in terms of lengths, structures, sentiments and topics. We find evidence that written answers are characterized by an intentional and conscious answering, whereas oral answers are characterized by an intuitive and spontaneous answering.

Does dynamic pricing work in a winter-peaking climate? A case study of Hydro Quebec

Ever since California experienced its energy crisis two decades ago, dynamic pricing of electricity has been the topic of discussion in numerous conferences and papers. Scores of pilots involving some 400 treatments of time-varying rates have been done to assess customer response to dynamic pricing around the globe, beginning with California’s Statewide Pricing Pilot that ran from 2003 to 04. In the past few years, we are witnessing large scale deployment of static time-varying rates in states such as California and Michigan. Colorado is about to embark on that journey. However, other than OG&E’s deployment of dynamic pricing, we have not seen much deployment of dynamic pricing in North America. California’s power outages in August 2002 have rekindled interest in the topic. But almost all of the discussion about dynamic pricing has focused on summer peaking utilities. In this paper, we discuss the experience of Hydro Quebec, a winter peaking utility in Canada. Hydro Quebec has tested both critical-peak pricing and peak-time rebates. The results are very encouraging and quite consistent with results from summer peaking utilities.The article is based on a question and answer format with Frederic Pelletier, who advises Hydro Quebec on tariff strategy. He had posted some results from their dynamic pricing deployment on LinkedIn in response to some results I had posted from three-pilots with TOU rates that had been carried out in Maryland. I put a few questions to Frederic and this article evolved out of that conversation. In the article that follows, the questions are mine and the answers are exclusively his.

Using very short answer errors to guide teaching.

BackgroundStudent performance in examinations reflects on both teaching and student learning. Very short answer questions require students to provide a self‐generated response to a question of between one and five words, which removes the cueing effects of single best answer format examinations while still enabling efficient machine marking. The aim of this study was to pilot a method of analysing student errors in an applied knowledge test consisting of very short answer questions, which would enable identification of common areas that could potentially guide future teaching.MethodsWe analysed the incorrect answers given by 1417 students from 20 UK medical schools in a formative very short answer question assessment delivered online.FindingsThe analysis identified four predominant types of error: inability to identify the most important abnormal value, over or unnecessary investigation, lack of specificity of radiology requesting and over‐reliance on trigger words.ConclusionsWe provide evidence that an additional benefit to the very short answer question format examination is that analysis of errors is possible. Further assessment is required to determine if altering teaching based on the error analysis can lead to improvements in student performance.

Clarification of Most Relevant Concepts Related to the Microalgae Production Sector

Microalgae (including cyanobacteria) are the basis for an emerging worldwide industry but still face significant bottlenecks in contributing to the global economy. It is an enormous challenge to translate experiences from established industries such as aquaculture and agriculture to the microalgae sector. In particular, this includes the challenge of adapting regulations that apply to such macroscopic production and mindsets, to the microscopic world of microalgae and to the scale-up to a million times smaller. Current European and country-based regulations do not always, indeed rarely, consider relevant specific issues that limit the path for innovation and growth applicable to the microalgae sector. In this work, the boundaries for the main issues impacting this sector are presented and discussed. Examples and possible analytical frameworks are presented in a question and answer format. Relevant key topics and related boundaries are discussed: What are algae and how do microalgae differ from macroalgae? Why are algae and specifically microalgae relevant? Is algae cultivation an aquaculture process? Can algae and specifically microalgae be classified as vegetables and their production be classified as agriculture or are they an industrial process? How is algaculture compared with other agricultural sectors? What are organic algae? Can microalgae be grown in wastewater and how can they be used? What are toxic algae? What are the bottlenecks for microalgae culture scale-up? How does the microalgae biodiversity contribute to their development? We conclude that microalgae are developing as a novel agricultural enterprise that can provide major benefits to a sustainable circular economy and environment but require appropriate regulations and support from governments and businesses, recognising its unique attributes and potential.

Investigating cognitive processes in different item formats in reading tests through eye-tracking and verbal protocols

This study has investigated the differences in cognitive processes that test-takers undergo while answering reading comprehension questions in multiple-choice and open-ended short answer formats. For this purpose, data were collected from a group of undergraduate students in an English medium university through eye-tracking technology, immediate retrospective verbal protocols, and short semi-structured interviews. The results showed that the participants used careful reading skills more and comprehended the text more thoroughly in the open-ended format. However, in the MC format, they read less carefully and used more test-taking strategies. These findings contribute to the ongoing discussion on how item format can alter the cognitive processes in a reading comprehension test and confirm the effectiveness of eye-tracking in unveiling cognitive processes in combination with qualitative methods. This study has implications for reading test development.

Reinforcement of student-centered learning through social e-learning and e-assessment.

Student-centered learning has become more effective approach through utilizing of internet and electronic devices in interactive and social learning environments. During Covid-19 pandemic, interactive and social learning have significant role in conducting learning process at educational institutions. This study introduces new module based on students-centered format to examine recent known evaluation methods through interactive and social learning. Science, Technology, Engineering, and Mathematics (STEM) are the most sciences facing several challenges during social learning based on the nature of their courses and using mathematics and related practices. Mixed method of quantitative and qualitative data analysis were adopted to conduct the objectives of study. Six expertise in STEM were chosen for interviews to investigate and develop e-learning module and a sample of 623 students were selected to evaluate assessment module. This study developed PADA module through conducting workshop among educators and students in selected Islamic universities in Indonesia. The module has many benefits to conduct successful interactive and social learning during Covid-19 pandemic. The results also revealed that multiple choice format was more accurate than true–false format and short answers format for e-assessment. More instructions for re-use of this module have been represented as part of this study.

Collaborative witnessing: A North Korean’s immigration experience in South Korea

Collaborative witnessing is a form of “relational autoethnography” that allows interviews to be more informal and resembles a conversation rather than a structured question and answer format. Collaborative witnessing is the methodology utilized in this article, which is about the personal history of one North Korean defector, JeongOk Lee, who escaped to China twice and came to South Korea in 2004. Media and society refer to them as “North Korean defectors.” In this article, JeongOk shares her experience living in foreign countries through the stories and through three years of interviews. JeongOk provides stories and experiences in North Korea and South Korea. The conversations will reveal the hardships JeongOk experienced working in both North and South Korea. JeongOk experienced difficulties in language and work culture. Her experience resembles what many immigrants face when moving to a new country. These North Korean defectors, or refugees, should be viewed as immigrants through a multicultural lens rather than to focus on the controversial or political issues that arise when discussing North Korean refugees. North Korean refugees struggle to acclimate to South Korea’s culture, language, politics, lifestyle, and capitalist society. As a result, North Korea defectors feel alienated and isolated in South Korean society which makes it more difficult to build relationships. Viewing North Korean people through a multicultural lens could help promote better integration in South Korean society. For South Koreans to be more accepting and understanding of North Korean refugees, they must understand the hardships that North Korean refugees face.

NONSTANDARD MATH WORD PROBLEMS AND ANALYSIS OF THE PARTIAL STAGES OF ITS SOLUTION

Choosing the right strategy is an important condition to successfully solve math problems. Research studies often present individual types of strategies more or less separately. This study aims to determine student solutions of selected word problems in the whole context of the solution process. In this context, such nonstandard word problems combine verbal formulation and the character of nonstandard problems (impossible to be solved using an algorithm). In order to get an overall picture of the stages of word problem solution, an analysis of solving a given word problem was conducted among 171 respondents aged 10-11. The analysis was conducted in compliance with partial steps of word problem processing, as the solving of the problem was viewed from a wider perspective. The student’s reaction to the problem, working with the given information, individual forms of solution, and answer formation were recorded. In order to have a more complex idea and possibility to compare, the chosen way of solving the problem was also presented to a selected sample of 26 teachers. Available solutions were analyzed, and there were sought ways how the solution was assessed by the teachers based on selected parameters. Especially their meta-cognitive estimation of the correctness of their own solution was subject to scrutiny. Despite the fact that the respondents chose different strategies of solution (graphic, arithmetical, using judgment, etc.), it appears that the success rate of solving the given nonstandard word problem was very low. Thus, it is necessary to implement such word problems into standard math lessons, also within pre-graduate teacher preparation. Keywords: mathematics teaching, primary school mathematics, problem-solving, prospective teachers, word problem

Unplanned pregnancy-now what? : Effectiveness and acceptance of medical teaching units for primary and secondary prevention in schools

The German Medical Society for Health Promotion (ÄGGF) has developed aschool-based teaching unit for students in grade8 and higher that aims at primary and secondary prevention of unplanned pregnancies. The accompanying evaluation study analyzes the effects of the teaching unit on the students' knowledge and their experience with self-efficacy concerning unplanned pregnancies. Atwo-armed cluster-randomized controlled study was conducted using aten-page anonymous questionnaire with aclosed answer format before and after the intervention. In the first survey, 1855students participated; 1523students participated in the second. Participants in the intervention group showed agreater increase in knowledge over time. Compared to the control group, they showed an increased intention to use the pill and condoms as well as amarked increase in self-efficacy in the case of an unplanned pregnancy. Furthermore, they significantly corrected their perception of the age at which same-aged boys start having sexual intercourse. All effects remained stable when covariates were controlled. The teaching units were highly accepted: more than 90% of the participants stated that they would recommend them to other students. Aschool-based medical teaching unit about the prevention of unplanned teenage pregnancies was able to contribute to the improvement of students' knowledge and competency. The intervention itself was highly accepted within the target group.

P–502 Reproductive specialists should be offered additional training in providing emotional support to patients

Abstract Study question Should medical professionals working in fertility care have additional training on how to deliver bad news and provide emotional support to patients? Summary answer Medical professionals providing assisted reproduction treatments should be offered more training to better assist the emotional burden that accompanies the treatment as described by patients. What is known already Pursuing fertility treatment provides a large physical and medical burden on patients. Many patients describe going through IVF like having a second full time job, adding stress, anxiety and social pressure to an already difficult time of trying to conceive. As specialists in reproductive treatment the main focus is trying to assist patients in achieving a healthy pregnancy and baby. In recent years it’s become evident that the emotional aspect is equally important and often patients are left feeling that their emotions and concerns are dismissed by the very healthcare professionals that are trying to help them have a baby. Study design, size, duration This qualitative study recruited 100 women who have had received assisted reproductive treatment in the United Kingdom during 2020. An online survey was presented to women who fit the inclusion criteria and and recruitment ended when data saturation was reached. The survey design consisted of open-text qualitative answer format. Participants/materials, setting, methods Inclusion criteria were women aged between 24–45 years old who had an infertility diagnosis and received assisted reproductive treatment. A survey was presented to them to describe any negative communication they had from medical professionals, specifically what was said and how it made them feel. Main results and the role of chance The most frequent answers were “you’re still young” (26%), “just lose some weight” (18%) and “it only takes one” (10%). Additional information included in responses had a message of “don’t worry” (50%) and “just relax” (32%). 20 participants had experienced miscarriage and 8 of them had been told “at least you can get pregnant”. The emotional response that accompanied messages like these from their healthcare professionals included anger, frustration and discouragement from “feeling invalidated”, “my feelings don’t matter” and “feeling like my baby didn’t matter”. Limitations, reasons for caution As the results are based on qualitative data from 100 women, the results can not be readily generated to larger populations. Furthermore, the questionnaire was specifically focused on negative experiences and therefore bias would have occurred. The survey was only advertised on social media. Wider implications of the findings: Women undergoing fertility treatment commonly experience guilt, shame and lack of confidence. Given the question was open ended and similar responses were given, indicates that additional training in emotional support throughout treatment would be recommended and stresses the need to better integrate these aspects of patient care into daily practice. Trial registration number Not applicable

Every urologist and oncologist should know about treating sexual and gender minority prostate cancer patients: translating research findings into clinical practice.

In 2016, the NIH designated sexual and gender minorities (SGM) a health disparity population. The next year, the American Society of Clinical Oncology highlighted the need to improve the suboptimal cancer and survivorship care received by SGM populations. There are currently no evidence-based training programs in culturally competent care of prostate cancer patients who are gay, bisexual and/or transgender. In this selective review, we summarize findings from the largest quantitative studies focused on sexual minority prostate cancer survivors and from 65 interviews with NIH staff, clinicians, and cancer clinics in 11 US cities. The report is divided into three parts and uses a question and answer format to address 21 questions relevant to clinicians providing care to SGM prostate cancer patients. First, we identify population-specific issues that are culturally relevant in the care of SGM patients with prostate cancer. While a body of research has emerged on sexual minority prostate cancer patients, the literature on gender minorities is limited to single case reports and inadequate to inform practice. This review covers definitions, population size, cultural and historical context, sexual behavior, population invisibility, sexual orientation and gender identity (SOGI) in the electronic medical record, disparities and evidence of discrimination in treatment provision. The second part focuses on promoting evidence-informed, patient-centered care. This includes current practices in assessing sexual orientation, management of disclosure of sexual orientation, how to address common problems sexual minority men experience post-treatment, common questions sexual minority patients have, management of urinary incontinence, HIV and STI risk during and post-treatment, and sub-groups of sexual minority patients with worse outcomes. It then identifies how male partners differ in prostate cancer support, current research on rehabilitation for sexual minority men, issues in advanced prostate cancer, and things to avoid with minority patients. Finally, we examine the cultural divide between provider and patient, advocating for cultural humility when working with minority patients. Training programs and continuing education can help providers both to become more aware of their own cultural assumptions, informed about health disparities, and able to provide quality care, and to make clinics more welcoming to SGM patients.

Interview Questions on ANDA filing

This guidance document provides prominent facts on ANDA filings in FAQ format. It covers aspects like drafting, submission, review, approval of ANDA in question answer format. It is an excellent database for those seeking appointment in large pharmaceutical companies.

Guidelines for determining restorability of competency to stand trial and recommendations for involuntary treatment.

Over 50,000 defendants are referred for competency to stand trial evaluations each year in the United States (Psychological evaluations for the courts: A handbook for mental health professionals and lawyers, New York, NY: The Guildford Press; 2018). Approximately 20% of those individuals are found by courts to be incompetent and are referred for "restoration" or remediation (Psychological evaluations for the courts: A handbook for mental health professionals and lawyers, 4th edn. New York, NY: The Guildford Press; 2018; Bull Am Acad Psychiatry Law. 1991;19:63-9). The majority of those incompetent defendants meet criteria for psychotic illnesses (J Am Acad Psychiatry Law. 2007;35:34-43). Forensic mental health professionals frequently have such patients/defendants decline recommended treatment with psychotropic medication. For a significant minority of defendants diagnosed with psychotic disorders, treatment with medication is thought to be necessary to restore their competency to stand trial. Without psychiatric intervention to restore competency, defendants may be held for lengthy and costly hospitalizations while criminal proceedings are suspended. In these situations, clinicians are guided by the Supreme Court decision, Sell v. United States (2003). The Sell opinion describes several clinical issues courts must consider when determining whether a defendant can be treated involuntarily solely for the purpose of restoring his/her competency. This paper offers some guidance to clinicians and evaluators who are faced with making recommendations or decisions about involuntary treatment. Using a question and answer format, the authors discuss data that support a decision to request, or not request, court authorization for involuntary treatment. Specifically, eight questions are posed for forensic evaluators to consider in determining the prognosis or viability of successful treatment and restoration. Finally, a clinical vignette is also presented to highlight important factors to consider in Sell-related evaluations.

The Brave New World of Anatomy: Using AI to Grade Practical Examinations

In a shift of medical education to a competency-based curriculum, practical examinations (PEs) are an effective but resource-intensive method of evaluating anatomy students. The short answer format of PEs requires evaluators familiar with the content to mark the exams. Moreover, the increasing transition to online anatomy courses could result in students losing the PE practice they would receive during in-person sessions. By virtue of the technical and close-ended nature of typical PE answers as well as grading usually being a binary ‘correct’ or ‘incorrect’ classification with no partial credit, it was hypothesized that the limited lexicon would allow for accurate grading using artificial intelligence disciplinessuch as natural language processing and decision trees (DTs). This research was done as a first step towards making an intelligent tutoring system for anatomy students. The study used the winter semester online PE results (n = 371) from McMaster University Faculty of Health Sciences’ anatomy and physiology course as the data set. For each of the 54 questions, a 10-fold cross-validation process was used where 90% of the answers (training set) trained the DT. After removing common words unrelated to correctness (“the”, “a”, “an”, etc.), each DT was comprised of unique words that appeared in student answers in a tree-like structure of nodes. Each node has an associated word as well as a correct/incorrect classification label and splits into sub-nodes (creating the tree-like structure). The remaining 10% of the answers (testing set), was marked by the generated DTs by traversing the tree starting from the top-most node. After traversing the tree, the classification label of the final node became the grade for the student's answer. Accuracy for each question was calculated as the number of proper classifications by the algorithm over the total number of answers. When the answer marked by the DT were compared to the answers marked by staff and faculty, the DT achieved an average of 94.49% accuracy in grading every non-blank student answer across all 54 questions. It was found that accuracy was negatively correlated to the number of unique words in the set of answers (-0.71, p<0.07), which was consistent with the initial hypothesis. As features such as spellchecking were not included in the algorithm to reduce the number of variables, the current results may underestimate the effectiveness of automated PE grading by DTs. The accuracy attained by the algorithms suggests that machine learning algorithms such as NLP and DTs may be used to reduce the workload of manual PE grading by instructional staff and mark a step towards developing an intelligent online PE tutoring system for anatomy.

Measuring System Competence in Education for Sustainable Development

This paper presents the development of an instrument for the assessment of system competence in the field of Education for Sustainable Development (ESD). Based on an already existing, more complex model of system competence for the school subject geography, we have developed a test that refers to central themes and principles of ESD using exclusively closed answer formats. Building on the results of cognitive laboratories and expert feedback from various fields, the instrument was (further) developed in an iterative process of feedback and revision. We conducted a quantitative pilot study with N = 366 8th and 9th grade students. The results indicate that the development of our system competence test was successful—the overall test yielded a high reliability and only very few items were not working as intended. Furthermore, the difficulties of the items were appropriate for the ability levels of the students and the results of a confirmatory factor analysis (CFA) suggest that the newly developed test measures system competence with one dimension. As the test is compact, easy to interpret, and yet reliable, it is particularly suitable for monitoring purposes in the field of ESD.

50. Development and Validation of the Reproductive Health Knowledge Index (RHKI)

<h3>Background</h3> Reproductive knowledge is important for promoting fertility, preventing pregnancy, and adhering to contraceptive and medical treatment regimens. To date there are no studies that broadly assess reproductive knowledge in females largely due to the absence of a validated tool. Extrapolating from studies in female adults utilizing several limited tools, it is likely that reproductive knowledge is low in all females, including adolescents. Thus, the objective of this study is to develop and validate a tool that reliably measures reproductive knowledge among female adolescents. <h3>Methods</h3> Development and validation of the reproductive health knowledge index (RHKI) was achieved as follows. 1. Instrument Development: Multiple answer questions were written at a fifth-grade reading level to assess: female pelvic anatomy and function, menstrual physiology, conception, gestation, and contraception. The multiple answer format was selected to undermine the advantage of the process of elimination and allow detection of partial knowledge. 2. Content Validity: The RHKI was reviewed by an expert panel (pediatricians, general and pediatric OB/GYNs, and OB/GYN residents) for comprehensiveness, accuracy, and length. IRB approval was obtained. The tool was reviewed by 10 female adolescents to ensure readability. A 20-item tool was finalized according to all suggestions. 3. Internal validity: Two groups with perceived differences in knowledge level, namely adolescents and medical students, were queried to investigate internal validity. Forty female adolescents age 13 to 19 awaiting an appointment at a pediatric gynecology clinic as well as 20 female medical students rotating at the same site were recruited to participate in the study. The REALM-TEEN tool was used to exclude adolescents reading below a fifth-grade reading level to limit confounding from poor comprehension. A Pearson correlation coefficient with p value was then calculated between age and performance with a goal metric of r = 0.7 supporting internal validity. <h3>Results</h3> Thus far, 26 adolescents and all 20 medical students have been surveyed. Preliminary analysis of performance by age yields a correlation coefficient of 0.82 with a p value of 0.0001. Overall, the content validity and internal validity support the ability of the RHKI to measure reproductive knowledge in female adolescents. <h3>Conclusions</h3> As noted, reproductive knowledge is important for many reasons. Further study in this area requires a valid tool, like the RHKI, capable of measuring said knowledge. Such a tool will allow us to identify factors influencing reproductive knowledge, inform sexual education courses, and educate adolescents with eventual impact on their overall well-being and health.

HENRY FAYOL'S PRINCIPLES OF MANAGEMENT AND BHAGAVAD GITA – A HERMENEUTICS STUDY

Hermeneutics is the study of interpretation. While taking up religious texts like Bhagavad Gita which provides abundance of knowledge, Hermeneutics is the choice of researcher. There have been various articles bringing out relevance of Bhagavad Gita in Management and most often researched is Leadership in Gita. The present article examines the untouched area of Henry Fayol's fourteen principles of Management and how Gita can be linked to some of these principles. Bhagavad Gita is presented in a question and answer format which is compiled into 18 chapters and contains 700 verses.This is a work which is believed to be more than 5000 years ago. Does this old work stand relevant and is this relevant to Management? This article brings out answers to these questions

Cognitive load reduction strategies in questionnaire design

Survey data quality suffers when respondents have difficulty completing complex tasks in questionnaires. Cognitive load theory informed the development of strategies for educators to reduce the cognitive load of learning tasks. We investigate whether these cognitive load reduction strategies can be used in questionnaire design to reduce task difficulty and, in so doing, improve survey data quality. We find that this is not the case and conclude that some of the traditional survey answer formats, such as grid questions, which have been criticized in the past lead to equally good data and do not frustrate respondents more than alternative formats.