Themes. The Licensee shall maintain during the License Period a design staff capable of timely developing seasonal collections of Licensed Products pursuant to the Time and Action Calendars, in order to exploit the License and to maintain the prestige and reputation of the Licensed Mark, xx required hereunder. The Licensee’s design team shall have meetings with CKI’s-designated creative or design person or persons, the purpose of which will be to discuss and establish agreed-upon themes that will be covered for the season (such agreed upon themes hereafter referred to as the ‘‘Agreed Upon Season’s Themes’’).
Themes. Outcome What are we trying to achieve? Outcome indicator How will we know if there has been any change? Output targets What specific activities will we undertake? Evaluation/ Evidence of impact Did our activities achieve our outcomes? Develop the KCLDG Community involvement and influence Learning and personal development Health and Well- being Volunteering
Themes. There was a total of seven recurrent themes identified through the five stories created by participants as a result of the pilot workshop. These were higher education, community support, family sacrifice, arts as a coping mechanism, parental poverty, the politics of immigration, and the uniqueness of each personal immigration narrative. As all participants were students in institutions of higher education, many of their stories centered around their experience as first-generation college students. The stories touched upon the high value placed on education by immigrant parents who desire to give their children the American dream which they had emigrated from their home countries for. Many of the stories illustrated the struggles that the participants had faced in pursuing higher education. Most faced a difficult transition from high-achieving high school students to struggling in the unfamiliar setting of higher education. These struggles included feeling academically unprepared for the rigor of college, experiencing imposter syndrome, and having difficulty paying for college without parental financial support. It should be noted that arts as a coping mechanism to deal with the pressures of college featured prominently in two of the stories. Participants talked about overcoming financial obstacles in the pursuit of higher education. Two of them were Gates Millennium scholars, and another a recipient of the DACA-specific The Dream US Scholarship. They credited these philanthropic efforts with changing the course of their life. All participants credited the support they received from members of the Xxxxxx Highway Corridor community as an important factor in their success. Many viewed this support as an invaluable investment of time and resources from members of their community, which they in turn felt compelled to reciprocate by investing their time, talents, and career back into underserved communities such as the one they grew up in. Their experience of growing up in the Xxxxxx Highway Corridor community appeared to mitigate many of the struggles minority children face when growing up in segregated, predominantly white settings (Xxxxxx & Xxxxxx, 2006). Participants described this community as “beautifully diverse” and portrayed it as having a culture of its own that was an amalgamation of all the foreign cultures of the immigrants that had made it their home. The participants not only felt indebted to their community for their success, but also felt a grea...
Themes. The structure of the interview guide influenced the topics and themes that came out of the analysis, as the questions often related to central concepts and fields of relevance to the study and to the interviewees. Coding the interview transcripts created main themes and sub-themes or concepts, which were used to compare and analyse further. For each interview, the coding contributed to identifying the most essential themes, which was placed into the table for easier systematization and analysis. The main themes extracted from the interview data is: Knowledge; Green economy; EGA rationale and intentions; Motivations, goals and aims with the EGA; Environmental goods concept; The Environmental Goods Agreement; Impact of the EGA; Credibility of the EGA; and the IPBES and IPCC. The interviews were analysed by selecting quotes from the interviewees and placing them under the appropriate theme. Table 5 is an example of the theme “Environmental Goods concept”, and shows how quotes representing the individual interviewee’s opinions or experiences is placed under each main theme and sub-themes. Table 5: Illustration of Interview Analysis for the Theme “Environmental Goods Concept” Main theme: Environmental Goods concept Sub-theme: EGs concept and definition UD, Xxxx Xxxxx “Hvis du xxxx xxx personlig, så er det vel det at det bidrar til enten en miljøforbedring, xxxxx bidrar til miljøforbedringer. At det er et mer gunstig for miljøet enn xxxxx xxxxx. Men det er veldig mye debatt om det der” p1.
Themes. The following themes provide the framework for new strands of collaborative activity envisaged by the Parties. Each would be managed by representatives from both parties.
Themes. Participants shared a range of experiences, points of view and opinions during the interviews. Even with this variation, six key themes emerged as outlined by Table 1: 1) Partner dynamics; 2) Improving relationships with providers and health messaging strategies; 3) Perceptions of HIV;
Themes a) Restricted to program openings and closings (no bridges or cues). Limitation of 3 minutes of finished product.
Themes. The Director may identify 1 or more themes for a competition carried out under this sec- tion, which may vary from year to year, as the Director considers appropriate after assessing the needs of manufacturers and the success of previous competitions.
Themes. Themes such as the following pervade mathematics, providing a connecting thread through apparently disparate topics. Doing & Undoing Whenever you find that you can perform an action, the question arises of characterising those objects that would give the same result (inverse image). Similarly, asking what other results are possible explores the possible co-domain. Given a technique for ‘doing’ something gives rise to an undoing: constructing an object with a given result when the ‘doing’ is carried out. Often an ‘undoing’ question requires creativity due to multiple possibilities, and poses a difficult challenge (Xxxxxxxx, 1999).
Themes. Intention to progress to PG at application to UG Method of funding UG course Expectation of debt on completion Clarity of career planning Class of degree expected/obtained Intention during study and actual progression to PG Reasons for PG study Method of funding PG course Desire to do PG limited by UG debt Perception of UG as vocational or non-vocational Self rating of strengths and weaknesses Would you choose the same course again Tabulations Parental experience of HE Subject of UG study Type of institution Socio-economic group Gender Age Ethnicity
