Methodology of the Thesis Sample Clauses

Methodology of the Thesis. ‌ Sociology of religion is the study of beliefs, practices, and organizational forms of religion using the tools and methods of the discipline of sociology. This study follows a structural-functionalist approach. In this model religion has reciprocal relations with other elements of the social structure, and therefore a change in the structural elements of society will be reflected in religion and religious phenomena, or vice versa, a change in the position of religion will bring about certain changes in society. According to this approach, religion has functions in every social layer of a society and corresponds with various social functions and roles within these different layers (Xxxxxxxxxx, 1999, p. 42). This objective investigation may include the use of quantitative methods such as surveys, polls, demographic and census analysis, or qualitative methods such as participant observation, interviewing, and analysis of archival, historical and documentary material, or may draw on a ‘mixed-methods’ approach combining both qualitative and quantitative data collection techniques. The design of the present study has been shaped by a ‘mixed-methods’ approach, in which quantitative and qualitative methods are merged into one research project. Scholars have identified various possible forms of mixed-methods design and have even devised a classification based on a basic typology in the field of evaluation (Xxxxxx, Xxxxxxxxx, & Xxxxxx, 1989). This classification distinguishes four types:
Sample 1
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Related to Methodology of the Thesis

  • Methodology 1. The price at which the Assuming Institution sells or disposes of Qualified Financial Contracts will be deemed to be the fair market value of such contracts, if such sale or disposition occurs at prevailing market rates within a predefined timetable as agreed upon by the Assuming Institution and the Receiver.

  • OBJECTIVE AND PREPARATION Offer, acceptance and performance (Clause 2). 2 F: ……….… V: ….……… T: ….……... Item Documents (Clause 3). Clause 3.1 is deleted and substituted with: 'This tender is for a Government Contract. No Payment Guarantee will be provided.' Clause 3.3 is deleted and substituted with: The principal agent shall complete the schedule and arrange for formal signing of the agreement once the priced bill of quantities/lump sum document, security, insurances and waiver of lien, where acceptable, have been provided and effected'. 3 F: ……….… V: ….……… T: ….……... Item Design responsibility (Clause 4). 4 F: ……….… V: ….……… T: ….……... Item Employer's agents (Clause 5). 5 F: ……….… V: ….……… T: ….……... Item Site representative (Clause 6). 6 F: ……….… V: ….……… T: ….……... Item Compliance with regulations (Clause 7). 7 F: ……….… V: ….……… T: ….……... Item

  • Timetable In order to set a timetable and procedural framework within which the subcommittees will accomplish their tasks, the parties have further agreed to the following: The subcommittees referenced in Section 1 above will be appointed and have their first organizational meeting within six (6) weeks of the date of the MOU ratification. Each subcommittee shall provide to the Head of the affected Department a final report no later than thirty (30) weeks after the date of the MOU ratification. The Department Head who receives a final report will meet with the LMC to provide feedback on the report, indicating areas of acceptance and explaining the reasons for rejecting any of the recommendations in the report.

  • Benchmarking 19.1 The Parties shall comply with the provisions of Framework Schedule 12 (Continuous Improvement and Benchmarking) in relation to the benchmarking of any or all of the Goods and/or Services.

  • Benchmarking Report For the purposes of this Framework Schedule 12 “

  • Evaluation Procedure The procedural requirements set forth in this agreement to provide specificity to the statutory obligations established under sections 3319.111 and 3319.112 of the Ohio Revised Code and to conform to the framework for the evaluation of teachers developed under section 3319.112 of the Ohio Revised Code.

  • Focused Evaluation The Focused Evaluation is used when a teacher is not evaluated using the Comprehensive Evaluation process, and will include evaluation of one of the eight state criteria (student growth impact required). If a non-provisional teacher has scored at Proficient or higher the previous year, they may be moved to Focused Evaluation. The teacher may remain on the Focused Evaluation for five (5) years before returning to the Comprehensive Evaluation. The teacher or the evaluator can initiate a move from the Focused to the Comprehensive Evaluation. A decision to move a teacher from a Focused to a Comprehensive Evaluation must occur by December 15.

  • Calculation methodology No adjustment in the Conversion Price need be made unless the adjustment would require an increase or decrease of at least 1% in the Conversion Price then in effect, provided that any adjustment that would otherwise be required to be made shall be carried forward and taken into account in any subsequent adjustment. Except as stated in this Article VI, the Conversion Rate will not be adjusted for the issuance of Common Stock or any securities convertible into or exchangeable for Common Stock or carrying the right to purchase any of the foregoing. Any adjustments that are made shall be carried forward and taken into account in any subsequent adjustment. All calculations under Article V and Section 6.06 hereof and this Section 6.07 shall be made to the nearest cent or to the nearest 1/10,000th of a share, as the case may be.

  • Program Evaluation The School District and the College will develop a plan for the evaluation of the Dual Credit program to be completed each year. The evaluation will include, but is not limited to, disaggregated attendance and retention rates, GPA of high-school-credit-only courses and college courses, satisfactory progress in college courses, state assessment results, SAT/ACT, as applicable, TSIA readiness by grade level, and adequate progress toward the college-readiness of the students in the program. The School District commits to collecting longitudinal data as specified by the College, and making data and performance outcomes available to the College upon request. HB 1638 and SACSCOC require the collection of data points to be longitudinally captured by the School District, in collaboration with the College, will include, at minimum: student enrollment, GPA, retention, persistence, completion, transfer and scholarships. School District will provide parent contact and demographic information to the College upon request for targeted marketing of degree completion or workforce development information to parents of Students. School District agrees to obtain valid FERPA releases drafted to support the supply of such data if deemed required by counsel to either School District or the College. The College conducts and reports regular and ongoing evaluations of the Dual Credit program effectiveness and uses the results for continuous improvement.

  • Claims Review Methodology a. C laims Review Population. A description of the Population subject to the Quarterly Claims Review.‌

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