Content Analysis Sample Clauses

Content Analysis. An In- troduction to its Methodology. Sage Publications, Beverly Hills, CA. Xxxx Xxx, Xxxx Xxxxxxxxx, and Xxxxxx Xxxxxxxx. 2009. Human evaluation of article and noun number usage: Influences of context and construction variability. In ACL 2009 Proceedings of the Linguistic Annota- tion Workshop III (LAW3). Association for Compu- tational Linguistics. Xxxx Xx¨deling. 2008. Mehrdeutigkeiten und Xxxx- gorisierung: Probleme bei der Annotation von Lern- erkorpora. In Xxxx Xxxxxx and Xxxxxxx Xxxxxxx, editors, Fortgeschrittene Lernervarieta¨ten: Ko- rpuslinguistik und Zweispracherwerbsforschung, pages 119–140. Xxx Xxxxxxxx Verlag, Tu¨bingen. Detmar Meurers. 2015. Learner corpora and nat- ural language processing. In Xxxxxxxx Xxxxxxx, Gae¨xxxxxxx Xxxxxxx, and Xxxxx Xxxxxxx, editors, The Cambridge Handbook of Learner Corpus Research, pages 537–566. Cambridge University Press. Detmar Meurers and Xxxxxx Xxxxxxxxx. 2017. Ev- idence and interpretation in language learning re- search: Opportunities for collaboration with com- putational linguistics. Language Learning, Special Issue on Language learning research at the inter- section of experimental, corpus-based and compu- tational methods: Evidence and interpretation. To appear.
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Content Analysis. An introduction to its methodology. Sage Publications, 1980. Xxxxx Xxxxxx and Xxxxx Xxxxxxxxxx. Disambiguating cue phrases in text and speech. In Proceedings of the Thirteenth International Conference on Computational Linguistics (COLING-90), volume 2, pages 251{256, 1990.
Content Analysis. During the open coding process, participant discussion of utilization of a coping strategy was tracked on an Excel file. After coding was completed for each transcript, the NVivo software was used to identify specific codes in that same transcript. The codes that referred to problem- and emotion-focused coping strategies were then noted on the Excel file. The entire transcript was reviewed for identification of utilization of specific coping strategies. Therefore, if evidence for a specific coping strategy appeared in a transcript and was coded one or more times, then that coding strategy would be considered as being utilized by the participant. The quantity of how many times the code emerges in the transcript was not captured. Additionally, the temporal context of coping strategy utilization was also not considered. Subsequent content analysis was conducted using the finalized codes to examine the utilization of coping strategies by care continuum group. Demographic data from NVivo and code count data tracked in Excel was imported into SPSS for descriptive analyses, which included frequencies, percentages, and cross tabulation of variables.
Content Analysis. Capable of tracing all incoming requests, and generate up to 4 log files:
Content Analysis. This part of the sentiment analysis model applies the second module, HyCoR [3]. This is a neural network model that had previously been trained on a large corpus of opinions. Figure 4 presents the generic and the EUNOMIA versions of that model.
Content Analysis. An introduction to its methodology. (3rd ed.). Los Angeles et. al: SAGE. Xxxxxxxx, X. (2015). Translating theory into practice: Making meaning of learner-centered education frameworks for classroom-based practitioners. International Journal of Education and Development, 45(1), 65-76. Xxx, X. X. (2010). The uniqueness of EFL teachers: Perceptions of Japanese learners. TESOL Journal, 1, 23-48. London, IOE: Consortium for Research on Education Access, Transitions and Equity. XxXxxxxx, X. (2005). Authenticity, culture and language learning. Language and International Communication, 6(3-4), 250-261. xxx.xxx/00.0000/xxxx000.0 XxXX (Ministry of Education and Science) of Kazakhstan, (2007). Law on Education, Akorda. XxXX (Ministry of Education and Science). (2011). State Programme of Education Development for 2017–2021. Astana. XxXX (Ministry of Education and Science). (2017), National Report on the State and Development of Education System in the Republic of Kazakhstan (Over the Years of Independence) - concise version, JSC “Information-analytic center”, Astana. Xxxxxx, X. X., & Xxxxxxx, X. X. (1993). When to use focus groups and why. In X. X. Xxxxxx (Ed.), Sage focus editions, 156. Successful focus groups: Advancing the state of the art (3–19). Sage Publications, Inc. Retrieved from xxxxx://xxx.xxx/10.4135/9781483349008.n1 Xxxxxx, X. X. (1997). Focus group as qualitative research. (2nd ed.) SAGE: Qualitative Research Methods. doi: 10.4135/9781412984287 Xxxxxxxxx, X. (2007). Education inputs in Uganda: An analysis of factors influencing learning achievement in grade six. World Bank working paper, 98. Washington, DC: World Bank. OECD. (2018). Education Policy outlook: Kazakhstan. OECD, Paris. Xxx, X. X. (2001). Faculty thoughts and concerns about student ratings. In K. G. Xxxxx (Ed.), Techniques and strategies for interpreting student evaluations. New Directions for Teaching and Learning, 87. (315). San Francisco, Ca: Jossey-Bass. Xxxx, X., & Xxx, X. (2006). The characteristics of effective english teachers as perceived by high school teachers and students in Korea. Asia Pacific Education Review, 7, 236-248. Xxxxxxxxxx, X., & Xxxxxxxx, X., C. (2016). Teacher identity in language teaching: integrating personal, contextual, and professional factors. RELC Journal 47(1), 5-24. Xxxxxxxxxx, X. (1996). The role of attitudes and beliefs in learning to teach. In X. Xxxxxx, X. X. Xxxxxxx, & X. Xxxxxx (Eds.), Handbook of Research on Teacher Education, (102-119). New York, NY...
Content Analysis. The five focus groups conducted had approximately 6-8 participants in each (N=35) and were similar with respect to the sociodemographic characteristics of the participants. Participants in both structured focus groups identified many therapies listed on the original CAM survey that they did not feel were relevant to their experiences (and, in fact, there were several therapies they reported having never heard of prior to the focus group). For example, participants in both groups did not feel that HIV-positive individuals used special diets (e.g., macrobiotic), practiced cleansing regimens (e.g., fasting, using enemas) or took health food supplements (e.g., shark cartilage, barley grass). Though several participants had heard of biofeedback, electrostimulation and light treatments, no one knew of anyone who had ever used these therapies. Most participants had never heard of ozone, metabolic or Chelation therapy. Therefore, these therapies, in addition to several others, were eliminated from the revised survey because they were identified as irrelevant in both structured focus groups and no participants in the unstructured groups offered any conflicting information supporting the inclusion of these therapies. Participants in the structured focus groups commented that though they felt that vitamins should be included, the examples provided on the original survey (vitamin E and selenium) were not the most commonly used vitamins by HIV-positive patients. Multivitamins, vitamin C and calcium were the suggested examples and were therefore included on the revised survey. Similarly, herbal supplements were commonly used, though several participants felt that the revised survey should specifically include Yellow root and milk thistle which were not mentioned on the original survey (which provided Ginkgo biloba and St John’s Wort as examples). Participants in the structured focus groups consistently agreed that vitamins, herbs, chiropractic and acupuncture were important CAM therapies to include and this sentiment was validated by participants in the unstructured groups. Only one of the structured groups felt that aromatherapy should be included (individuals in the other structured group reported not being familiar with the therapy); however, because it was identified by one group it was retained in the revised survey. Meditation, massage, prayer/spiritual healing and counseling/support groups were identified as being relevant therapies in both structured groups. Int...
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