Delimitations Sample Clauses

Delimitations. This study is limited to LLIN coverage, usage, ownership, and condition; effectiveness of door-to-door hang-up activities; and household heads’ knowledge about correct use of LLINs. Special focus will be placed on LLIN use, LLIN coverage, the extent to which the door-to-door hang-up activities increase LLIN use, and the barriers to sustained use of LLINs among the population of the Nord-Ubangi province.

Delimitations. The listener is able to draw, paint, write, play sedentary games, or occupy him or herself as he/she wishes during their listening time, except for the following activities: reading, eating (including chewing gum), watching television, playstation, wii, gameboy, sleeping, using a computer, having other music playing in the background, playing with electronic toys that make sounds, driving a vehicle, or heavy physical activity such as running, jumping, playing sports, bike riding, rough housing, swinging, etc. Please do not listen to any other music via headphones (i.e. ipod) during the entire 15 day listening sessions.

Delimitations. The parent-participants were of Mexican nationality and lower socioeconomic means; hence, the findings may not be relevant to other Latino nationalities, different cultures, or parents of higher socioeconomic levels.

Delimitations. These are self-imposed boundaries that are set on the purpose and scope of the study (Lunenburg & ▇▇▇▇, 2008). The researcher has delimited the population sample to STEM professionals that have successfully overcome adversity to join and progress in their careers. The study concentrated on all categories and levels of STEM jobs; however, it only included a population that received the relevant scientific training or education. This research project is founded on a real-life problem of practice in which the researcher, as a STEM instructor and professional, witnesses every day. The low numbers of students pursuing STEM fields, especially those from low-income families and minorities (including women) represent a major issue within the STEM industry in the U.S (▇▇▇▇▇▇▇, 2015; National Academy of Sciences et al., 2007, 2010), and the Although the STEM employment crisis is very real, the causes and reasons for that crisis are less clear. Furthermore, there is a research gap in the area of implementable programs that would teach various audiences such as parents, educators, and community members about STEM, its benefits, and the factors that motivate people to embrace STEM careers. This research aimed at examining career motivators among professionals who are already practicing in the STEM fields. Ultimately, the study aimed to provide options and explanations that could be used to design new programs and establish new policies for increasing the number of students entering and pursuing STEM careers. With more students entering those STEM fields, the country should be able to have enough qualified candidates to fill the projected STEM job growth, and ultimately avert a dreaded economic crisis. There is justification for tapping into underrepresented minorities for addressing the STEM worker shortage. The preliminary literature review revealed that those Underrepresented Minorities (URMs) are: Blacks/African Americans, Hispanics/Latinos, Pacific Islanders, and Native Americans. The diversity imbalance in the STEM workforce has denied opportunities to URMs who could be shaped into qualified candidates and represent the solution to the STEM crisis, bringing the demographic equity and social fairness that is appropriate for our society and our economy. The two theoretical frameworks chosen for this study, the expectancy-value theory and the social cognitive theory, offer very persuasive arguments in favor of identifying the “motivators” that influenced students to ...

Delimitations. The sample size of the study was geographically restricted to Kabondo, Kadibo, East and West Karachuonyo, Miwani, and Muhoroni districts. Suba district was included in the initial SWASH+ research project, but due to its relative geographic isolation, SWASH+ schools in Suba were purposely excluded from this region during sample selection. Pilot testing revealed that deputy head teachers and school WASH patrons were not typically aware of school expenditures and budget management processes. Therefore, it was decided following the pilot phase to conduct interviews with head teachers at all twenty sample schools in order to collect the most accurate information related to school financial management. Drinking water systems: The provision at schools of adequate amounts of drinking water at treated with a disinfectant so as to ensure safety. These systems also encompass methods of drinking water dispensing, such as containers with taps. Financial management practices: The methods, systems, and customs used at the school level for budgeting and spending of funds, and financial bookkeeping. Free Primary Education (FPE): Kenya’s system of providing a primary-level education to all citizens free of cost. Hand washing systems: The SWASH+ hand washing system is composed of a container with a tap for dispensing clean water, and provision of soap in bar or liquid form. Head teacher: The chief administrative officer at a primary school, responsible for school operations, financial management, compliance with national standards of education, and other responsibilities. Hygiene promotion systems: The promotion of hygiene-supporting practices at schools through behavior education and provision of hygiene supplies, such as anal cleansing materials and sanitary napkins. Non-monetary WASH expenses: School WASH support activities that require time expenditure rather than financial expenditures, such as time spent travelling to purchase WASH supplies. Sanitation systems: The SWASH+ sanitation system design is comprised of child- friendly, gender-specific pit latrines surrounded by a superstructure of cement and wood with a functioning door and lock, with piping to reduce odor and flies. School Management Committee (SMC): A committee providing support and oversight of primary school activities. The structure of SMC is as follows: Executive, secretary (the school head teacher serves as secretary), and chairman. Executives are responsible for financial management and appoint a comm...

Delimitations. Administrative or supervisory personnel are expressly excluded from the terms and 17 conditions of the Agreement, i.e., Superintendent, Assistant Superintendent(s), Principal(s), Federal Projects 18 Coordinator(s), Assistant Principal(s), Director(s) of Vocational Education, Athletic Director, and such 19 other supervisory positions as expressed or intended within the meaning of the Public Employment

Delimitations. The main aim of this study is to formulate a framework for SVA. This study does not go deep in fundamental concepts of outsourcing however a suitable ground is provided. This study also does not guarantee whether the defined metrics of SVA are efficient rather it emphasizes on the general structure (definition) of SVA. Investigation of the possible advantages and disadvantages of SVA implication for service providers’ and customers’ organizations is out of the scope of this study as well. When the study comes to the empirical section i.e. Tieto AB’s environment, it is not involved with evaluating the quality of current deliverable services by Tieto. The authors make use of SLTs and KPIs existed in current services of Tieto. Since IT services are miscellaneous in content, this study focuses on Application Management (AM) as the main stream. However, the study does not make an assessment of how well the current AM deliveries are done and to what extent those deliveries are carried out as they should.

Delimitations. Scania basic warranty is limited only in time and not by mileage, which is a quite common practice amongst other automobile manufacturers as well. Field claim reported during the first year of warranty is thus the standard measure of field quality at Scania. This study therefore is concerned only with the field claims and does not include any information about mileage usage limit. The amount of time it takes to execute a code i.e. run-time depends upon the complexity of the code. Although, it may be a good idea theoretically to do a certain modification in the code which will improve its output accuracy; practically the run-time maybe too long for it to be used on a regular basis. Therefore, although this study identifies some more parameters to be included in the code written in SAS, practically it is not possible to execute it. Moreover, due to confidentiality concerns, some information has been purposefully removed from certain sections viz. 2.1.2, 2.5.1, 4.1, 4.3 and 4.4.

Delimitations. Gender, ethnicity, and age were not taken into consideration when conducting the study. Additionally, teachers’ experience in the classroom, their performance status at the time of the study were not contributing factors to this study. This study includes the data collected from teachers at three comprehensive high schools in a suburban school district. It was assumed that the teachers honestly responded to the survey and those responses accurately reflected their experience and professional opinions.