Research Question 2 Sample Clauses

Research Question 2. This research question sought to explore the impact of school climate on teacher experience of PTSD/trauma. School climate was assessed through the teachers’ perception of their current school environment. Educators were asked a series of questions that allowed them to express their perceptions of support. They were asked if they felt supported by their immediate supervisor, if their administration team clearly defined school and district policies and if they believed the average teacher income was adequate. Other questions were included, which asked about the working conditions at their school sites, about the recognition received from their immediate supervisor, and about their feelings of safety. There was a statistically significant correlation between school climate and teacher PTSD/trauma. The correlation coefficient indicated a moderate negative correlation between the two variables. This shows that teachers working at school sites with a negative school climate also had greater perceptions of having experienced PTSD/trauma. This finding supports the work of Yong and Yue (2007), who found that teachers lacked the ability to cope and perform when faced with toxic stress such as poor work conditions and minimal support or resources. Ongoing stress among teachers decreases productivity for students, teachers, and school communities, which leads to symptoms of ongoing trauma such as high levels of frustration, anxiety, dissociation, and, eventually burnout (American Psychological Association, 2019). Research Question 3 The most common forms of primary and secondary trauma identified by teachers at school sites are listed in Figure 21.1. Forms of trauma experienced have been listed from those that occur most frequently to least frequently.
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Research Question 2. How does the choice of the species list that is used affect the results of the metric? 17
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Research Question 2. What are teachers’ attitudes towards the motivational environment at their school? The second section of the survey required participants to evaluate their attitude towards certain aspects of their job motivation at research site. The participants were asked to rate whether they completely disagree, disagree, agree or completely agree with specific statements. In order to identify an average score for each item descriptive analysis was applied. The value 1 meant completely disagreed while value number 4 implied completely agreed which means that if the value is skewed towards 1 it means negative attitude. and the value is skewed towards 4 this means positive attitude of participants. Thus, a measure of central tendency was computed to summarize the data for each variable. The items in the survey were grouped into several categories. Table 9, includes the descriptive analysis for two items which represent extrinsic motivation, salary and bonus payments. It can be seen that the mean value for the items are 3,10 and 3,13, respectively, which means that teachers are satisfied with the payment they receive at the research site. Another statement asked teachers whether ‘bonus payments’ served as a motivation to increase the effectiveness of their performance. The responses were positive as 70% of respondents agreed and 22% completely agreed with the statement. Table 9 Payment CD D A CA Mean I am satisfied with my salary. 2,6% 2,6% 76,6% 18,2% 3,10 Bonus payments motivate me to work more 1,3% 6,5% 70% 22% 3,13
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Research Question 2. What conditions facilitate interactions in the target language in MFL? Following some time observing teachers and students, the focus groups and interviews will assist me in hearing from both groups about conditions that affect TL interactions in classrooms. Prevailing unofficial or official departmental or school discourses may create constraints around what is possible in terms of methodological experimentation. Time constraints may be relevant, and there is an element of trust and security in students feeling able to perform in class in TL. Classroom observations will help me to gauge this latter aspect in terms of student readiness to participate, alongside other lesson or contextual features that may be affecting this at any one time. The extent to which teachers are engaging or feel able to engage with student voice and negotiate with their students may be another condition (Xxxxxxx, Xxxxxxxx and Xxxxxxx, 1996). Constraints may consciously or sub- consciously be imposed by the teachers themselves, informed by their own senses of agency and possibility and their own beliefs, which will likely be best gleaned through discussion (Kalaja, Xxxxxxxx, Xxx and Ruohotie-Lyhty, 2016). Inherent in my research question is to explore what it is that teachers – and students – feel allowed to do as well as what it is that they do not feel permitted and empowered to do, and why.
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Research Question 2. Do the items on the Student Performance Character and Student Moral Character scales fit the Xxxxx measurement model framework, and if so, how well is the fit? Student Performance Character item fit. All of the SPC items, using the Rating Scale model, show mean square error statistics (OUTFIT values) that fall within the acceptable, restrictive range of .6 to 1.40. The item with the highest logit score is GiveUp4Sch (I give up watching TV or hanging out with friends to study for a test or do an assignment for school) at
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Related to Research Question 2

  • Research Questions The study addresses the following questions.

  • 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.

  • Additional Information for Product Development Projects Outcome of product development efforts, such copyrights and license agreements. • Units sold or projected to be sold in California and outside of California. • Total annual sales or projected annual sales (in dollars) of products developed under the Agreement. • Investment dollars/follow-on private funding as a result of Energy Commission funding. • Patent numbers and applications, along with dates and brief descriptions.  Additional Information for Product Demonstrations: • Outcome of demonstrations and status of technology. • Number of similar installations. • Jobs created/retained as a result of the Agreement.

  • FREQUENTLY ASKED QUESTIONS We may provide Frequently Asked Questions (“FAQs”) for reference on xxx.xxxxxxxxxxxxxxxxx.xxx. The FAQs are not a part of any Program agreement, and the Program enrollment application, ACH authorization, and these Terms will control in the event any conflicting information is contained in the FAQs.

  • New Products You agree to comply with NASD Notice to Members 5-26 recommending best practices for reviewing new products.

  • Interview Questions Explanation Why do you want to be a Board member? What specific skills would you bring to the Board? Please give specific examples of your ability in interpersonal relationships and teamwork. What do you see as the role of a Board member? What have you done to prepare yourself for the challenges of being a Board member? Interview questions are at the Board's sole discretion. This list is not exhaustive, but it may help the Board tailor its questions toward finding a candidate who will approach Board membership with a clear understanding of its demands and expectations along with a constructive attitude toward the challenge. The Board may also want to consider allowing an equal amount of time for each interview. Please describe your previous community or non-profit experiences. What areas in the district would you like to see the Board strengthen? See IASB's Recruiting School Board Candidates, available at: xxx.xxxx.xxx/xxxxxxxx/xxxxxxxxxx.xxx A prospective candidate to fill a vacancy may raise other specific issues that the Board will want to cover during an interview. What is your availability to meet the time, training commitments, and other responsibilities required for Board membership? Describe what legacy you would like to leave behind. Conduct interviews with candidates (interviews may occur in closed session pursuant to 5 ILCS 120/2(c)(3)). Interview Plan Explanation In each interview, the Board President will: Introduce Board members to the candidate at the beginning of the interview. Describe the Board's interview process, selection process, and ask the candidate if he or she has questions about the Board's process for filling a vacancy by appointment. Describe the District's philosophy or mission statement. Describe the vacancy for the candidate by reviewing the: (1) qualifications, and (2) general duties and responsibilities of the Board and the Board members, including fiduciary responsibilities, conflict of interest, ethics and gift ban, and general Board member development. Begin asking the interview questions that the Board developed. Ask the candidate whether he or she has any questions for the Board. Thank the candidate and inform the candidate when the Board expects to make a decision and how the candidate will be contacted regarding the Board's decision. The Board President will lead the Board as it interviews prospective candidates. See Board policy 2:110, Qualifications, Term, and Duties of Board Officers. The president presides at all meetings. 105 ILCS 5/10-13. The Board may also want to consider allowing an equal amount of time for each interview. Fill vacancy by a vote during an open meeting of the Board before the 60th day (105 ILCS 5/10-10, amended by P.A. 101-67, eff. 1-1-20). Assist the appointed Board member in filing his or her statement of economic interest (5 ILCS 420/4A-105(c). Announce the appointment to District staff and community. Announcement Explanation The Board appointed [appointee's name] to fill the vacancy on the Board. The appointment will be from [date] to [date]. The Board previously established qualifications for the appointee in a careful and thoughtful manner. [Appointee's name] meets these qualifications and has demonstrated the willingness to accept the duties and responsibilities of a Board member. [Appointee's name] brings a clear understanding of the demands and expectations of being a Board member along with a constructive attitude toward the challenge. The contents of the appointment announcement and length of time it is displayed are at the Board's sole discretion. The Board may want to consider announcing the appointment during its meeting and also by posting it in the same places that it posted the vacancy announcement. See Board policy 8:10, Connection with the Community. Administer the Oath of Office and begin orientation. Guidelines Explanation See Board policy 2:80, Board Member Oath and Conduct. Each individual, before taking his or her seat on the Board, must take an oath in substantially the form given in 105 ILCS 5/10-16.5. See Board policy 2:120, Board Member Development, and 2:120-E, Guidelines for Serving as a Mentor to a NewSchool Board Member. Orientation assists new Board members to learn, understand, and practice effective governance principles. See the IASB Foundational Principles of Effective Governance, available at: xxx.xxxx.xxx/xxxxxxxxxx_xxxxx.xxx. Inform IASB of the newly appointed Board member's name and directory information. DATED : December 16, 2019 Ottawa THSD 140

  • Clinical Trials The studies, tests and preclinical and clinical trials conducted by or on behalf of, or sponsored by, the Company, or in which the Company has participated, that are described in the Registration Statement, the Time of Sale Disclosure Package or the Prospectus, or the results of which are referred to in the Registration Statement, the Time of Sale Disclosure Package or the Prospectus, were and, if still pending, are being conducted in all material respects in accordance with protocols, procedures and controls pursuant to, where applicable, accepted professional and scientific standards for products or product candidates comparable to those being developed by the Company and all applicable statutes, rules and regulations of the FDA, the EMEA, Health Canada and other comparable drug and medical device (including diagnostic product) regulatory agencies outside of the United States to which they are subject; the descriptions of the results of such studies, tests and trials contained in the Registration Statement, the Time of Sale Disclosure Package or the Prospectus do not contain any misstatement of a material fact or omit a material fact necessary to make such statements not misleading; the Company has no knowledge of any studies, tests or trials not described in the Disclosure Package and the Prospectus the results of which reasonably call into question in any material respect the results of the studies, tests and trials described in the Registration Statement, the Time of Sale Disclosure Package or Prospectus; and the Company has not received any notices or other correspondence from the FDA, EMEA, Health Canada or any other foreign, state or local governmental body exercising comparable authority or any Institutional Review Board or comparable authority requiring or threatening the termination, suspension or material modification of any studies, tests or preclinical or clinical trials conducted by or on behalf of, or sponsored by, the Company or in which the Company has participated, and, to the Company’s knowledge, there are no reasonable grounds for the same. Except as disclosed in the Registration Statement, the Time of Sale Disclosure Package and the Prospectus, there has not been any violation of law or regulation by the Company in its respective product development efforts, submissions or reports to any regulatory authority that could reasonably be expected to require investigation, corrective action or enforcement action.

  • Development Schedule The Project shall substantially comply with the specific timetables and triggers for action set forth in Article 5 of this Agreement. The parties acknowledge that, as provided in G.S. 160A-400.25(b), the failure to meet a commencement or completion date shall not, in and of itself, constitute a material breach of this Agreement pursuant to G.S. 160A-400.27 but must be judged based upon the totality of the circumstances.

  • Answer Questions Contractor, with reasonable promptness and in accordance with time limits set by Owner, shall answer Owner's questions and provide Owner with requested Project information.

  • Suggestions and Feedback If you provide us with any suggestions, feedback or input (“Customer Input”) related to our Services, we (and our corporate group entities) will own all right, title and interest in and to the Customer Input, even if you have designated the Customer Input as confidential. We and our corporate group entities will be entitled to use the Customer Input without restriction. You assign to us all right, title and interest in and to the Customer Input and agree to provide us with any assistance we may require to document, perfect and maintain our rights in the Customer Input. For this purpose the word: “assign” is legal term which means legally transferring the benefit, such as you legally transferring the benefit of the Customer Input to us.

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