Analysis and Findings Clause Samples
Analysis and Findings. All studies were downloaded as PDF files and entered into NVIVO 10 so that they could be coded in accordance with the questions being addressed. The studies were read and re-read to gain a sense of their theoretical assumptions and their conceptual definitions of identity. Some studies explicitly described the research approach and the theoretical positions underpinning them, others did not. In cases where there was no explicit statement made about the underlying theory that the study was based upon, the implicit theoretical assumptions about professional identity were noted. The selected studies all addressed professional identity in nursing but did so in somewhat different contexts and with different aims. Overall, the studies all sought to gain a better understanding of the process of professional identity formation, but each with different objectives. For example, the inhibiting factors to developing professional identity were explored by some authors (▇▇▇▇▇▇▇▇ et al. 2016, ▇▇▇▇▇▇▇ et al. 2017), whilst others sought to identify influencing factors (▇▇▇▇▇ et al. 2017, ▇▇▇▇▇▇▇ and ▇▇▇▇ 2016, ▇▇▇▇▇▇▇ and ▇▇▇▇▇▇▇▇▇ 2013, ▇▇▇▇▇▇▇▇▇▇▇▇ 2011, ▇▇▇▇▇▇▇▇▇▇▇ and ▇▇▇▇ 2008). However, all studies described some aspect of the process by which a student becomes a member of a professional group and the factors influencing that process.
Analysis and Findings meaning of the words
Analysis and Findings. The court will now consider the first issue:
Analysis and Findings. This section will first describe the survey and the interview data analysis procedures, followed by integrated findings from the quantitative and qualitative data, organized by the six research sub-questions.
Analysis and Findings. The study aims to examine twelfth grade school students’ understandings of effective English lessons through three focus group discussions. More specifically, the study explored how students understood an effective English lesson in terms of teaching and learning approaches and what particular pedagogical and learning theories underpinned students’ understanding of what constitutes an effective English lesson for them. The analysis is presented under three main themes. The first theme, Effective teaching practices represents students’ understandings of an effective lesson. The second theme, Teachers’ disposition and skills discusses the kind of disposition and skills that students associate with being an effective English teacher. The third theme, Pedagogical approaches underpinning students understanding seeks to deconstruct students’ understanding of effective English lessons and teachers in terms of their underpinning theoretical orientations. Effective Teaching Practices Students’ narratives of an effective English lesson could be broadly categorized under four sub-themes. First of all, effective teaching was understood as comprising a particular type of collaboration in class that would support students’ learning. The sub-theme “group work” presents specific acts of teaching that the participants’ found most effective for them. Second, participating students articulated an effective English lesson in terms of the opportunities it offered them to learn English language in an authentic way in the classroom. The third sub- theme, depicts the participants’ understanding of the importance of paying equal attention to all language skills. Fourth, students identified differentiation and individual approaches as fostering their learning, including the completion of their home assignments for English lessons. Fifth, I present the participants’ stories in terms of the feedback they provided to their teachers as an instrument to ensure the effectiveness of English lessons.
Analysis and Findings. The first defendant admitted at the close of their case, that the claimant and the first defendant entered into the 2014 mortgage agreement. As such, the proceeds of the 2014 mortgage loan were disbursed for the use and benefit of the first defendant.