Participant Selection. Only Participants determined to be eligible shall receive Contracted Services supported by this Contract. Applicants for enrollment shall be recruited by Contractor and/or referred by WDB from the general public of potentially eligible persons, including but not limited to Contractor's student body, as applicable; provided that Contractor shall have primary responsibility for all such recruitment. Contractor shall offer to each applicant an equal opportunity for enrollment, and shall not discriminate against any applicant in violation of any Federal or State law related to equal opportunity, provided that Contractor shall comply with all of the following criteria in its enrollment of Participants: (a) each Participant shall be enrolled as permitted under WIOA Section 129(c)(5); and (b) each Participant's enrollment shall comply with applicable State rules and regulations and with WDB and County requirements; (c) WDB has certified eligibility and approved enrollment; and (d) cumulative Participant enrollments shall at the end of each calendar quarter comply with the requirements of Contractor's Statement of Work and Work Activity Schedule. In its recruitment, eligibility determination and enrollment of Participants, Contractor shall at all times comply with WDB policies and procedures, including without limitation the use and timely submittal of reports, documents and/or forms issued by WDB, if any. Documentation of Contractor's Participant recruitment, issuance and receipt of applications, and compliance with these enrollment criteria shall be maintained by Contractor in the manner specified by WDB from time to time.
Participant Selection. Final selection will be made by the State Bar Chief or Director receiving the T&D Assignment. Subsequent to the interview and selection process, selected Employees’ Directors will be asked to identify the impact of their Employees’ participation in a T&D Assignment in another Department. If participation will jeopardize service to the public, a selected Employee’s participation may be postponed or cancelled. Good faith efforts will be made to provide all selected Employees a T&D Assignment beginning within 12 months of the initial selection date. For AWP assignments, an assignment plan will be developed by the Chief, Director or designee from the Department or Office seeking the T& D Assignment outlining start and end dates, specific tasks to be completed, skills to be developed, and times during the business day required of the participant. For V and LOA assignments, the duties of the participant will align with the job description of the classification to which he or she will be assigned.
Participant Selection. In the case of school directors (i.e. school principal), the entire population was tested (i.e. each director was asked to fill the questionnaires). If the director was not available, the assistant director or other high-ranking school official was tested. For teachers, a non-probabilistic sampling strategy was used. Two second grade teachers were tested at each school. If a second grade teacher did not want to participate in the study, other teachers from grades 1 through 6 were asked to participate. Finally, children were randomly selected from all second grade classrooms in all 400 schools (simple randomization). Six children were tested at each school. minute), and advanced reading skills (fluency and reading comprehension). These subcomponents are standards used internationally in many standardized tests and in USAID reading programs, which often use EGRAs (Early Grade Reading Assessments) to measure reading. For working memory, the Word and Pseudoword Repetition Protocol (Xxxxxxxx, Xxxxxxx, Xxxxx & Xxxxxxx, 2002) was used. This test entailed the immediate repetition of isolated words and pseudowords. The test is able to give us a broad or simple assessment of children’s ability to hold phonological information for a very short period of time. The oral comprehension task consisted of an enumerator reading aloud 3 stories and then asking children 5 literal questions about each story. The stories ensured a lack of gender bias, portraying both girls and boys and avoiding stereotyped gender roles within the story line. Stories had less than 70 words according to well-known recommended guidelines (USAID, 2009). In order to measure phonological awareness, we adapted the guideline’s recommended task, comprised of two components. The first component consisted of asking children to detect the initial sound of a word. The second component consisted of asking children to attend to the initial sound of 3 words and to subsequently identify the sound that did not match the other 2 words. By choosing letters in random order, we created the letter knowledge task. Letters were presented in upper and lower case. Children were asked to say the name of the presented letters. We chose to accept the letter name as opposed to the letter sound because the current curriculum in the Dominican Republic does not teach children to explicitly identify letter sounds. The literature suggests that because of Spanish’s transparent orthography, letter name is a good predictor of readin...
Participant Selection. Final selection will be made by the State Bar Chief or Director receiving the T&D Assignment. Subsequent to the interview and selection process, selected employees’ Directors will be asked to identify the impact of their employees’ participation in a T&D Assignment in another Department. If participation will jeopardize service to the public, a selected employee’s participation may be postponed or cancelled. Good faith efforts will be made to provide all selected employees a T&D Assignment beginning within 12 months of the initial selection date. For AWP assignments, an assignment plan will be developed by the Chief, Director, or designee from the Department or Office seeking the T& D Assignment outlining start and end dates, specific tasks to be completed, skills to be developed, and times during the business day required of the participant. For V and LOA assignments, the duties of the participant will align with the job description of the classification to which he or she will be assigned.
Participant Selection. The disputing Participants shall mutually agree to select a mediator who is impartial, has experience in construction project dispute mediation, 1994797v4 FINAL 3/5/07 C-3 1994797v4 FINAL 3/5/07 D-1 and is knowledgeable regarding the design and construction of electric utility transmission projects ("Mediator"). The Mediator does not have the authority to impose a settlement upon the parties, but will attempt to help the parties reach a satisfactory resolution of their dispute.
Participant Selection. This section presents and justifies participant selection procedures. As Xxxxx, Xxxxxxxx, and Xxxxxxx (2014) argue, participant selection is critical for any research. According to Xxxxxxxx (2012), in qualitative inquiry the aim for the best selection of participants is to make a deep exploration of the central phenomenon (p. 206). To be specific, participants of this research were chosen purposefully. Purposeful sampling is used in qualitative research because participants who are “information-rich” may help to study the topic in depth (Xxxxxx, 1990, p. 169; X’Xxxxx & Xxxxxxxx, 2014). The researcher set the following criteria to purposely select the participants: teachers with collaborative professional learning experience and teachers with maximal variation of teaching experience (experienced teachers and novice teachers). Two departments were chosen because teachers of these departments have more experience on collaborations since they speak English well. The two departments will be referred to as Department 1 and Department 2, to enhance the confidentiality of the participants. These departments were purposefully chosen because in these departments there are teachers of different ages with a range of experience in collaboration. The teachers in these departments are more involved in collaboration than other department teachers. The teachers are required to integrate their lessons with teachers of another department. Finally, teachers of these two departments have more experience of participating in different international professional development courses with world-wide collaboration opportunities. For example, teachers who studied with “Bolashak” scholarship, teachers who have certificates of CELTA courses abroad and teachers who did a master’s degree at Nazarbayev University Graduate School of Education and had extensive experience of professional collaboration and growth. The reason that teachers with international collaboration experience were sought to participate in the research was to get their comments, attitudes and opinion on world-wide collaboration. It was believed that their experience would enrich the data. In total, nine teachers from two Departments of one NIS school, who have a range of experience in collaborative professional learning voluntarily participated in the research. Table 1 summarises data about the research participants by giving general information about their age, total work experience, the Departments they are in, previo...
Participant Selection. The target sample size for the Somali MICS3 was calculated as 6,000 households. For the calculation of the sample size, the key indicator used was the polio coverage among children aged 12–23 months. For the calculation, polio coverage was assumed to be 33 percent. The value of design effect was taken as a default of 1.75, percentage of children aged 0-4 years in the total population was taken as 3.6 percent, and the average household size was taken as 6 members per household. The resulting number of households from this exercise was 5776 households. The average cluster size in the Somali MICS3 was determined as 24 households, based on a number of considerations, including the budget available, and the time that would be needed per team to complete one cluster. Dividing the total number of households by the number of households per cluster, it was calculated that the selection of a total number of 250 clusters would be needed. In each region, the clusters (primary sampling units) were distributed to urban and rural domains, proportional to the size of urban and rural populations in that region. The design followed a 4 stage-sample approach. The first stage is the selection of the districts in each of the 18 regions of the country selected using probability proportional to size. The second stage is the selection of the secondary sampling units that are defined as permanent and temporary settlements. The third stage is the selection of the cluster(s) within the settlement and the fourth stage is the selection of the households to be interviewed using the Expanded Program for Immunization random walk method.64 This analysis focused on the under-five child questionnaire. The questionnaire was administered to all mothers or caretakers for a child who lived with them and was under the age of five years. A separate questionnaire was administered for each eligible child. Cases were defined as having had diarrhea in the last two weeks. Diarrhea was determined as perceived by the mother or caretaker, or reported by her as the child having three or more loose or watery stools per day, or blood in stool. Additional demographic and health-related covariates included gender; age (continuous); ever received vitamin A (yes/no); ever been breastfed (yes/no); ever received measles or measles-containing, like measles-mumps and rubella (MMR), vaccine (yes/no); ever received OPV (yes/no); ever received any vaccines (yes/no); ever refused vaccines (yes/no); treat water to make ...
Participant Selection. The ideal study participants are individuals who have the requisite experience to answer research questions (Xxxxxxxxx & Xxxxxxx, 2015). AI practitioners are particularly well suited for this study because they have direct experience that qualifies them to answer questions about using AI in organizational change initiatives. Xxxxxxxxxxx and Xxxxxxxxx (1999) originally conceived the role of the AI practitioner as “an active agent, an invested participant whose work might well become a powerful source of change in the way people see and enact their worlds” (in Xxxxxxxxxxx et al. 2005 p. 360). AI practitioners are ideal participants because they create the context, environment, and structure to xxxxxx positive discourse by embodying AI principles and the execution of AI methodology (Xxxxxxxxxxx et al., 2005). Practitioners also face the dilemma of maintaining AI's integrity and honoring AI participants' experiences, which may give rise to dialectical tensions.
Participant Selection. The selection of participants is based on the key actors relevant to the problem. In selecting the participants, departments that receive the most emergency patients on their shift were considered in order to maximize relevance, of course, participants from the ED are also hugely relevant. Hence, it has finally become a mix of the following departments: CAD, ED, gastroenterology, geriatrics, pediatrics, orthopedics, and the acute admission department (AAD). 10 participants were interviewed, the duration varied and an overview is to be found in Appendix A.1, several interviewees also participated in the workshop.
Participant Selection. Inclusion and exclusion criteria for participation in the study will be defined by technical and usability experts of the project’s consortium. Based on these criteria, ORBIS and MRPS investigators will select participants for the study. Investigators will (1) ensure that the selection process of participants is fair, non-discriminatory, and unbiased and (2) select participants who can potentially provide useful and rich data about the phenomenon under investigation.