Data Analysis. In the meeting, the analysis that has led the College President to conclude that a reduction- in-force in the FSA at that College may be necessary will be shared. The analysis will include but is not limited to the following: ● Relationship of the FSA to the mission, vision, values, and strategic plan of the College and district ● External requirement for the services provided by the FSA such as accreditation or intergovernmental agreements ● Annual instructional load (as applicable) ● Percentage of annual instructional load taught by Residential Faculty (as applicable) ● Fall 45th-day FTSE inclusive of dual enrollment ● Number of Residential Faculty teaching/working in the FSA ● Number of Residential Faculty whose primary FSA is the FSA being analyzed ● Revenue trends over five years for the FSA including but not limited to tuition and fees ● Expenditure trends over five years for the FSA including but not limited to personnel and capital ● Account balances for any fees accounts within the FSA ● Cost/benefit analysis of reducing all non-Residential Faculty plus one Residential Faculty within the FSA ● An explanation of the problem that reducing the number of faculty in the FSA would solve ● The list of potential Residential Faculty that are at risk of layoff as determined by the Vice Chancellor of Human Resources ● Other relevant information, as requested
Data Analysis. Alabama Power will ensure appropriate data analysis techniques are used in the collection of the data required for this study.
Data Analysis. All data were transcribed verbatim in Bengali, translated into English, and deidentified prior to analysis. All transcripts were uploaded into MAXQDA2020 (VERBI Software, 2019). Data comprised of 44 IDI transcripts and 12 FGD transcripts. While transcripts were being reviewed during analysis, it was noted that some participants within a control cluster reported having participated in another intervention that was similar to FAARM, run by the NGO BRAC. Because these participants received nutrition education and home garden training, any interviews and focus groups they participated in were removed from the data set, resulting in the removal of two FGDs and two IDIs. This resulted in a total of 42 IDIs and 10 FGDs. Due to availability of translated transcripts at the time of analysis, 40 IDIs and 10 FGDs were analyzed. Transcripts were read in detail and memoed to note recurring themes, interesting statements, and to keep analytic notes on ideas as they emerged. Memos were additionally used to develop inductive codes. Developing codes involved an iterative process of reviewing the memos, data, and literature. Once a preliminary codebook was developed, codes were applied across the data set over multiple readings. On later readings, new codes were added to the codebook as they emerged. The codebook was refined and fully developed, including definitions for each code, inclusion and exclusion criteria, as well as sample quotes from the data that exemplified that code. On a final reading, codes were reviewed and revised, and codes which were developed later in the coding process were applied to earlier interviews and discussions. Once all data had been coded, a grounded theory approach (Xxxxxx, 2017) was used to analyze data to explain the process by which FAARM may have influenced women’s empowerment on nutrition. Codes comprised of a variety of themes, ranging from self-efficacy and purchasing power, to produce sharing with community members, to decision making power and mobility shaming. First, the coded segments of data were compared across variables to identify patterns and commonalities between participants. Data were compared across the following variables: intervention status; gender; years of marriage as a proxy of age; number of children; nuclear vs joined household including in-laws; whether or not they currently have a home garden; and whether or not their household owned livestock. Variations between variables presented in the coded segments were no...
Data Analysis. Beginning with the 2013-2014 school year, and annually thereafter, the District will maintain data regarding the participation of students, by race and ELL status, in higher level learning opportunities. The District will additionally re-conduct the surveys described in 1.c) and 1.d) above to gather information regarding the efficacy of strategies it has implemented. The District will review the data to identify whether there remains a statistically significant disparity in the participation of underrepresented group students when compared to peers not in the underrepresented groups, in higher level learning opportunities. The District will also consider, on an annual basis, whether the strategies and plan it has implemented have proven effective, or need to be altered. If alterations are required, the District will enact such alterations within one year of identifying the need for that change.
Data Analysis. 842. The Parties acknowledge that the Consultant for the ACLU Agreement is preparing a report, in consultation with an independent statistical expert, which assesses data regarding investigatory stops completed by CPD officers for the period between 2018 and 2020 (“Report”). With respect to the disparate impact compliance methodology for this Report, the City has agreed that the Consultant may (1) assume that a prima facie showing under ICRA based on disparate impact on the basis of race has been satisfied, and (2) forego that analysis. The Parties recognize that the methodology for this Report includes, but is not limited to, an analysis of the following:
Data Analysis. Canopy cover for the population is estimated at 10%, although densitometer readings were taken before the majority of the trees had begun to produce leaves. Soil was very shallow at the site, measuring approximately 5.0 cm in depth. The soil sample collected was not large enough for proper testing. The average number of plants was of 8.5 per m2. The average number of flowering plants was 5.5 per m2. The average number of immature plants was
Data Analysis. The transcripts were analysed using framework of thematic content analysis with the assistance of a qualitative software package NVivo 11. The analysis was carried out in a step wise manner as mentioned below. Since the thematic content analysis method sought to address research questions in the qualitative research study to investigate perceptions and viewpoints of study participants (perception and conceptualisation about service user involvement), this method was deemed an appropriate method of analysis.
Data Analysis. This includes a detailed discussion of the method of data evaluation, including appropriate statistical methods that will allow for the effects of the Demonstration to be isolated from other initiatives occurring in the State. The level of analysis may be at the beneficiary, provider, and program level, as appropriate, and shall include population stratifications, for further depth. Sensitivity analyses may be used when appropriate. Qualitative analysis methods may also be described, if applicable.
Data Analysis. The Client assumes the possible editorial responsibility for the use of the Application Services. Both the Client and the Service Provider is responsible for the quality, legality and relevance of the Data and content transmitted for the use of the Application Services. The Client further guarantees to be the owner of the intellectual property rights allowing the use of the Data and content. Consequently, the Service Provider disclaims all liability in the event of non-compliance of the Data and / or the content with the laws and regulations, with the public order or with the needs of the Client. The Client guarantees the Service Provider at first request against any damage that may result from his being called into question by a third party for a breach of this guarantee. More generally, the Client is solely responsible for the content and messages broadcasted and / or downloaded via the Application Services. The Client remains the sole owner of the Data constituting the content of the Solutions.
Data Analysis. The three curriculum representations of Xxx xxx Xxxxx (1998) were used to analyse the different data. We used Atlas.ti (Scientific Software Development GmbH, Berlin, Germany) for the analysis of the interviews. The derived analytic scheme was used by the first two authors to code all interviews during several rounds until full agreement was reached. The other data sources were analysed separately by the two first authors. To determine the aim of the intended curriculum, we reviewed the study guides and analysed the data from the interviews with the teacher educators and the heads of department. In the study guides, we scrutinised all texts to search for references to (the development of) community competence. We included all sentences referring to the acquisition of community competence in the mission/vision statement, the learning aims, the course descriptions, and the assessment procedure. From the interviews, we used those parts in which the interviewees described what they considered to be the ideal way to educate student teachers in community competence. A distinction was made between their views on the importance of community competence for the profession and their views on the role of teacher education institutes. The implemented curriculum was analysed on the basis of interviews with teacher educators, group observations, and the logs of the electronic learning environments used by groups. As mentioned before, we may expect teacher educators not only to recognise the importance of community competence, but we also expect them to stimulate community competence development by organising collaborative activities, including activities focusing on reflection on and assessment of community competence development. Therefore, during our analysis we searched within the interviews for teacher educators’ comments about the way they stimulate community competence, and categorised these statements into the three main categories: collaborative activities, reflection and assessment. The collaborative activities are configured within different group arrangements: mentor groups, subject matter groups, reflection groups, and research groups. The activities within these types of groups, together with reflection and assessment, have an important role in the curriculum. Student teachers present their reflections in electronic portfolios, which are used by the teacher educators as a basis for assessment. Comments about the electronic learning environment were also consi...
