Internet activities (E-mail, Participating in chat groups or using a messenger, Searching for information on Canadian municipal, provincial or federal government, Communicating with Canadian municipal, provincial or federal government, Searching for medical or health re lated information, Education, training or school work, Travel information or making travel arrangements, Paying bills - Electronic Bill Presentment and Payment (EBPP), Electronic banking, Researching investments, Playing games [online gaming], Obtaining or downloading music [music downloading], Obtaining or saving software, Viewing the news or sports, Obtaining weather reports or road conditions, Listening to the radio over the Internet [online radio], Downloading or watching television [online TV], Downloading or watching a movie [download movies], Researching community events, Research other matters (family history, parenting), General browsing (surfing), Other Internet activity, Job search, Contribute content (blogs, photos, discussion groups) [social networking sites], Make telephone calls [VoIP], Sell goods/services [aution sites]

Health and medical information sought online: Information search for lifestyle, for alternative therapy, for health care system or delivery, for drugs or medications, for surgeries, for specific diseases, for analysis of specific symptoms, Other (2005 and 2007 data only)

Government on-line activities: Searching for government related information, Filing personal income tax [E-filing taxes] , Downloading a government form, Submitting a completed form, Accessing information on a government program or service, Communicating with government departments or employees, Communicating with an elected official, Voting in a municipal, provincial or federal election, Providing opinion during an on-line government consultation, Other government on-line (GOL) activity

Education related activities online: Distance education, self-directed learning or correspondence courses, Researching information for project assignments or for solving academic problems, Communicating with teachers and peers, Communicating with administration, registering or obtaining marks (2005 data only)

How do your rate your knowledge of online marketing? Do you belong to a business network or an online network? Which networks? (LinkedIn, Chamber of Commerce, Network related to business sector, Facebook (as an entrepreneur) - [social networking sites] , CFIB, Twitter (as an entreprenuer), CME, Network of women entrepreneurs, Network devoted to e-business)

Description of website funcitionality, How do you promote website? (Website address appears on brochures, Search engine optimization (SEO), Strategic alliances (e.g. link exchange), e-Marketing, Media placement (banner ads)

Do you measure the impact of your online marketing? What tools do you use to measure the impact of your online marketing (Service offered by my Internet provider, Google Analytics, Internal software, EMM software), Why don't you promote your website?

Stress levels at work in 2009 vs. 2008 [Financial Crisis 2008], Top causes of stress - % reported: Dealing with financial insecurity, Handling the pressure of building a business, Being the only person responsible for the business, Spending a huge amount of time at work

Strategies for dealing with stress: % reported: Making sure they spend time with their family and friends, Playing a sport or participating in a relaxing activity, Taking a vacation at least once a year, Confiding in someone they can trust, Delegating tasks to lighten their load.

Includes: Rates of Internet use, by all age groups, Internet activities performed at home in the last 12 months by Internet users (Boomers vs. Seniors) (Email, Using an instant messaging, Communicating with all levels of government, Contributing content (blogging, discussion groups, photos), Making telephone calls over the Internet (VoIP), Online gaming, Music downloading, Online radio, Online TV, Obtaining weather reports or road conditions, Researching community events, Viewing the news or sports, Education, training or school work, Electronic banking (including bill payment), Researching investments, Travel information or making travel arrangements, Searching for medical or health-related information, Searching for government information)

Activities of government online users, Methods for obtaining government information on retirement programs by never-retired persons, by age group

Schools: quality, access and mobility: Are schools meeting Canadians’ expectations? How important are high-school programs that include work experience? Which subjects should be included in the compulsory curriculum? What kinds of extracurricular activities [out-of-school activities] do Canadian children participate in? (e.g. Sports, Art, Science, Social club) How well are Canada’s post-secondary institutions doing? Do all qualified students have the same opportunity to get a post-secondary education? How affordable is post-secondary education in Canada? How mobile are post-secondary students?

Work-related adult learning: How important is adult learning? How many Canadians take formal work-related training? What forms of employer support do Canadians receive for their formal work-related training? What factors prevent Canadians from taking formal work-related training? What factors would foster greater participation in formal work-related training? What forms of non-formal work-related learning do Canadians engage in? (e.g. E-learning, Reading or researching, Help from colleague)

Includes Economic expectations [consumer confidence], How has the recent news about Canada’s economy [Financial Crisis 2008] affected your household spending on: Investing money, including RRSPs and mutual funds, Travel, Holiday spending on entertainment / gifts [Christmas Shopping], New clothing for yourself, Home repairs or renovations, Groceries, New clothing for your children (children living at home)

Top issues facing Canada, Concern about the environment, crime and safety [feel safe], gasoline prices.

Top issues related to Canadian identity, How important is multiculturalism, Christianity, bilingualism to the Canadian identity, How important is religious belief to your own value system? Family time, tradition, order and security.

Data by community size (rural, small, suburban, large urban) - How satisfied are you with what your community offers in regards to availability of a wide selection of grocery-type stores, banking choices, clothing stores, strong sense of community.

When you buy a product, how important is: That the product is fashionable or trendy, That the company or store is involved in local community initiatives, That it is a product you have known for a long time, Paying the lowest price, That the product or store is Canadian, If a grocery product, that it is locally produced, That the product is enviro friendly [green consumers], Getting a good deal.

Use of traditional media (TV, radio, newspapers, movies, magazines, attending live events, attending performing arts/cultural events, Music - CDs, MP3s, Videos games - non-Internet)

Attitudes towards media & technology, % have a high propensity for new technologies, Security & privacy concerns about the Internet, Perceived reliability of information on the Internet

E-mail use, Text messaging [Instant messaging], Chat, VoIP (Telephone over Internet), Blogs, Wikis, Discussion boards, Most commonly used Internet applications, Post photos/videos, Contribute to personal web site.

Internet activities (e.g. Check map/find address, Look for news, Check weather/traffic, Health information, Travel information, Auctions sites, Look for job/work, Most popular search engine, Most popular news web sites, Entertainment activities (e.g. Online newspapers, Online radio [Music online], Music downloading, Online gaming, Podcasts, Online gambling, Download movies, (Streaming content vs. downloads), Online learning activities

Internet use - behaviour & engagement (Social networking sites, Attitudes towards advertising-supported content, Frequency of free downloading activity when paid services is available (e.g. file-sharing service, bit torrents), Perceived impact of Internet use on time spent with other media, with friends & family, Frequency of being online with another person present, Perceptions of parental monitoring of youth online, Frequency of various forms of Internet abuse (e.g. received a virus, phishing), % use: Anti-virus software, Block spam, Have firewalls, Use spyware/adware protection [internet security]

Online government usage, Interest in voting online [elections], Civic engagement online, Canadian culture online - importance of obtaining information from Canadians source, Methods used to find Canadians content online.

Consumers behaviour online (Get info on products, Purchase items, Make travel reservations, Pay bills online [Electronic Bill Presentment & Payment (EBPP)], Bank online [Internet banking], Make investments [online trading], Auction sites (e.g. eBay), Products & services purchased online, Preferred country of origin for shopping sites, Paid to download content, Most popular content purchased.

Comparison of education users vs. other users on overall Internet use: % access Internet daily, Spend 5 or more hours per week online, Engage in 10 or more activities online, Have been online for 5 or more years, Have high speed access

Proportion of education users by type of use: Project research, Distance education, Communicate with administration, Communicate with teachers, General personal interest, Work-related self-improvement.

Includes: Engagement in various informal learning activities by literacy level, by age group (Visit fairs, conferences or congresses, Attend lectures, seminars or special talks, Read manuals, reference or other materials, Go on guided tours (museums, galleries etc), Use computers or the Internet to learn, Use video, television, tapes to learn, Learn by watching, getting help from others, Learn by yourself, trying different ways, Learn by being sent around an organization)

Likelihood of participating and participation rates in organized forms of adult learning by literacy, by age, by gender, by immigrant status

Online activities of Canadians (% reported: E-mail, General browsing (surfing), Obtaining weather reports / road conditions, Travel information / arrangements, Viewing news or sports, Searching for health information, Electronic banking, Paying bills, Searching for government information, Education, training or school work

Includes Level of satisfaction in: The job you are personally doing, The school you work in, The teaching profession as a whole, The quality of Ontario’s education system

Seriousness of challenges facing schools (Standardized testing, Condition of school facility, School safety, Classroom management, Inadequate time for classroom instruction, Lack of resources, Professional development to support diversified classrooms, Lack of parental support, Unrealistic expectations, Lack of respect for the profession, Integration of children with specialized needs)

How likely is it that you will be a teacher in five years’ time? Perceived ranking of profession by public, Do Teachers get commensurate recognition for their contributions?

Compared to 5 years ago, has classroom quality improved? Have primary class caps been implemented? Has the effect been positive? Seriousness of teacher oversupply issue, How important is it for the system to control the number of newly licensed teachers to a volume that the system can absorb?

To what extent have each of the following people experienced cyber-bullying? (Yourself personally, Other teachers or administrators in your school, Your students, Students in your school (Result for all teachers and secondary school teachers (high school teachers), Thinking of those incidents of cyber-bullying, have they typically taken the form of: E-mail, Chat room or bashboard content, Content personal web sites or blogs, Text messaging, Photographs or video clips, Personal voting booth web sites

Seriousness of specific acts of cyberbullying (e.g. Criticism of a teacher’s clothing, appearance or mannerisms, Criticism of a teacher’s fairness in grading, An explicit threat to do physical harm), The impact of cyber-bullying on students and teachers, School’s position on cyber-bullying, Policy that your school or board may have on how students may communicate on the Internet in e-mail, chat rooms, or websites?

Do you communicate with your students by email? Do you communicate with parents by e-mail?