Answering Research Questions Sample Clauses

Answering Research Questions. For the first research question, which is aimed to find out how students describe their relationships with their teachers, the findings of the study generally indicate that participants tend to perceive their relationships with teachers in a positive way. In addition to that, results demonstrated that there are no differences in the way male and female students perceive their teacher-student relationships. Interestingly, students in Russian medium of instruction groups report their relationships with teachers in a more positive way than students studying in Kazakh language. Also, older students seem to perceive their relationships with teachers in a slightly more negative way. A conclusion to be drawn from these findings is that students of this study report positive relationships with their teachers, however older students and students studying in Kazakh language feel less positive about these relationships. The second research question aimed to find out what the level of students‟ trait emotional intelligence (trait EI) is. The findings of this study overall indicates that levels of trait EI do not vary significantly across genders, language of instruction, and age. In this regard, it can be concluded that students‟ emotional intelligence does not depend on their gender, language of instruction and age. For the third research question, which was aimed to find out how students‟ gender, language of instruction, and age affect teacher-student relationships and students‟ emotional intelligence there are the following findings. First, there was no significant difference in teacher-student relationships among girls and boys. Second, age has no influence on teacher-student relationships. Third, there was a statistically significant effect found of the language of instruction on teacher-student relationship in such dimensions as Leadership, Understanding and Dissatisfied with Russian language students perceiving their teachers in a more positive way than students studying in Kazakh language. Fourth, the students‟ gender, their language of instruction and age do not have an effect on students‟ level of emotional intelligence. A conclusion emerging from these findings is that students‟ gender and age do not influence their relationships with teachers; however, students‟ language of instruction affects the quality of these relationships. A related conclusion is that students‟ gender, their language of instruction and age do not influence students‟ level of emotiona...
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Answering Research Questions. For the first research question, which is aimed to find out how do gender, ethnicity, family SES, parental involvement, school environment, and peer support affect students' academic achievement, there are the following findings. First, gender is a great predictor of students' academic achievement. Female students demonstrate better academic performance in comparison with male students. Second, ethnicity does not have an effect on students’ academic achievement. Students from Kazakh, Russian, and other ethnical groups reported similar academic scores. Third, family SES, including family income level, parental education and occupation, has no effect on their child’s performance. Students from families with different socioeconomic status demonstrated similar academic achievement. Fourth, parental involvement does not have an effect on students’ academic achievement. Students from families with different levels of parental involvement reported similar academic scores. Fifth, among school-related factors, including school environment and peer support, only school environment was evidenced as a significant predictor of students' academic achievement, while peer support still positively relates to students’ performance. For the second research question, which is aimed to find out how do gender, ethnicity, family SES, parental involvement, school environment, and peer support affect students' academic achievement, there are the following findings. First, students’ educational expectations differ by gender. Female students have the higher educational expectations in comparison with male students, as well as they hope to achieve more education than their male counterparts do. Second, ethnicity has an effect on students’ educational expectations and the level of education they hope to achieve. The results suggest that Kazakh students and students from other ethnical groups demonstrate the higher educational expectations, as well hope to achieve the higher level of education than Russian students do. Third, family income level has a negative effect on students’ educational expectations. The lower the income level is, the higher educational expectations students have. Fourth, there is an influence of parental education on students’ educational expectations. However, only father’s education is the strongest predictor of students’ expectations. The higher the level of education father obtained, the higher the level of education student hopes to achieve. Fifth, Parental ...

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  • Virginia Tech question Does the vendor acknowledge, agree, and understand that the terms and conditions of the RFP # 952642206 shall govern the contract if a contract is awarded to your company?

  • Errors, Questions, and Complaints a. In case of errors or questions about your transactions, you should as soon as possible contact us as set forth in Section 6 of the General Terms above. b. If you think your periodic statement for your account is incorrect or you need more information about a transaction listed in the periodic statement for your account, we must hear from you no later than sixty (60) days after we send you the applicable periodic statement for your account that identifies the error. You must: 1. Tell us your name; 2. Describe the error or the transaction in question, and explain as clearly as possible why you believe it is an error or why you need more information; and, 3. Tell us the dollar amount of the suspected error. c. If you tell us orally, we may require that you send your complaint in writing within ten (10) Business Days after your oral notification. Except as described below, we will determine whether an error occurred within ten (10) Business Days after you notify us of the error. We will tell you the results of our investigation within three (3) Business Days after we complete our investigation of the error, and will correct any error promptly. However, if we require more time to confirm the nature of your complaint or question, we reserve the right to take up to forty-five (45) days to complete our investigation. If we decide to do this, we will provisionally credit your Eligible Transaction Account within ten (10) Business Days for the amount you think is in error. If we ask you to submit your complaint or question in writing and we do not receive it within ten (10) Business Days, we may not provisionally credit your Eligible Transaction Account. If it is determined there was no error we will mail you a written explanation within three (3) Business Days after completion of our investigation. You may ask for copies of documents used in our investigation. We may revoke any provisional credit provided to you if we find an error did not occur.

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  • Research Use The Requester agrees that if access is approved, (1) the PI named in the DAR and (2) those named in the “Senior/Key Person Profile” section of the DAR, including the Information Technology Director and any trainee, employee, or contractor1 working on the proposed research project under the direct oversight of these individuals, shall become Approved Users of the requested dataset(s). Research use will occur solely in connection with the approved research project described in the DAR, which includes a 1-2 paragraph description of the proposed research (i.e., a Research Use Statement). Investigators interested in using Cloud Computing for data storage and analysis must request permission to use Cloud Computing in the DAR and identify the Cloud Service Provider (CSP) or providers and/or Private Cloud System (PCS) that they propose to use. They must also submit a Cloud Computing Use Statement as part of the DAR that describes the type of service and how it will be used to carry out the proposed research as described in the Research Use Statement. If the Approved Users plan to collaborate with investigators outside the Requester, the investigators at each external site must submit an independent DAR using the same project title and Research Use Statement, and if using the cloud, Cloud Computing Use Statement. New uses of these data outside those described in the DAR will require submission of a new DAR; modifications to the research project will require submission of an amendment to this application (e.g., adding or deleting Requester Collaborators from the Requester, adding datasets to an approved project). Access to the requested dataset(s) is granted for a period of one (1) year, with the option to renew access or close-out a project at the end of that year. Submitting Investigator(s), or their collaborators, who provided the data or samples used to generate controlled-access datasets subject to the NIH GDS Policy and who have Institutional Review Board (IRB) approval and who meet any other study specific terms of access, are exempt from the limitation on the scope of the research use as defined in the DAR.

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  • Errors or Questions Call or write us, as explained in Section 23, as soon as you can if you think an error has occurred in your PayCard Account. We must allow you to report an error until 60 days after the earlier of the date you electronically access your account, if the error could be viewed in your electronic history, or the date we sent the FIRST written history on which the error appeared. You may request a written history of your transactions at any time by calling or writing us, as explained in Section 23. You will need to tell us: a. Your name and PayCard number. b. Why you believe there is an error and the dollar amount involved. c. Approximately when the error took place. If you tell us orally, we may require that you send us your complaint or question in writing within 10 business days. We will determine whether an error occurred within 10 business days of hearing from you and will correct any error promptly. If we need more time, however, we may take up to 45 days to investigate your complaint or question. If we decide to do this, we will credit your account within 10 business days for the amount you think is in error, so that you will have access to the money during the time it takes us to complete our investigation. If we ask you to put your complaint or question in writing and we do not receive it within 10 business days, we may not credit your account. For errors involving new PayCard Accounts or point-of-sale or international transactions, we may take up to 90 days to investigate your complaint or question. For new PayCard Accounts, we may take up to 20 business days to credit your PayCard Account for the amount you think is in error. We will tell you the results within three (3) business days of completing our investigation. If we decide that there was no error, we will send you a written explanation. You may ask for copies of the documents that we used in our investigation. If you need more information about our error-resolution procedures, call us, as explained in Section 23, or visit xxx.xxxxxx.xxx.

  • Opportunity to Ask Questions You have had the opportunity to ask questions about the Company and the investment. All your questions have been answered to your satisfaction.

  • Product Information EPIZYME recognizes that by reason of, inter alia, EISAI’s status as an exclusive licensee in the EISAI Territory under this Agreement, EISAI has an interest in EPIZYME’s retention in confidence of certain information of EPIZYME. Accordingly, until the end of all Royalty Term(s) in the EISAI Territory, EPIZYME shall keep confidential, and not publish or otherwise disclose, and not use for any purpose other than to fulfill EPIZYME’s obligations, or exercise EPIZYME’s rights, hereunder any EPIZYME Know-How Controlled by EPIZYME or EPIZYME Collaboration Know-How, in each case that are primarily applicable to EZH2 or EZH2 Compounds (the “Product Information”), except to the extent (a) the Product Information is in the public domain through no fault of EPIZYME, (b) such disclosure or use is expressly permitted under Section 9.3, or (c) such disclosure or use is otherwise expressly permitted by the terms and conditions of this Agreement. For purposes of Section 9.3, each Party shall be deemed to be both the Disclosing Party and the Receiving Party with respect to Product Information. For clarification, the disclosure by EPIZYME to EISAI of Product Information shall not cause such Product Information to cease to be subject to the provisions of this Section 9.2 with respect to the use and disclosure of such Confidential Information by EPIZYME. In the event this Agreement is terminated pursuant to Article 12, this Section 9.2 shall have no continuing force or effect, but the Product Information, to the extent disclosed by EPIZYME to EISAI hereunder, shall continue to be Confidential Information of EPIZYME, subject to the terms of Sections 9.1 and 9.3 for purposes of the surviving provisions of this Agreement. Each Party shall be responsible for compliance by its Affiliates, and its and its Affiliates’ respective officers, directors, employees and agents, with the provisions of Section 9.1 and this Section 9.2.

  • Research Use Reporting To assure adherence to NIH GDS Policy, the PI agrees to provide annual Progress Updates as part of the annual Project Renewal or Project Close-out processes, prior to the expiration of the one (1) year data access period. The PI who is seeking Renewal or Close-out of a project agree to complete the appropriate online forms and provide specific information such as how the data have been used, including publications or presentations that resulted from the use of the requested dataset(s), a summary of any plans for future research use (if the PI is seeking renewal), any violations of the terms of access described within this Agreement and the implemented remediation, and information on any downstream intellectual property generated from the data. The PI also may include general comments regarding suggestions for improving the data access process in general. Information provided in the progress updates helps NIH evaluate program activities and may be considered by the NIH GDS governance committees as part of NIH’s effort to provide ongoing stewardship of data sharing activities subject to the NIH GDS Policy.

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