Participant Selection Clause Samples

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 (▇▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇, ▇▇▇▇▇ & ▇▇▇▇▇▇▇, 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, 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. 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.

Participant Selection. The YAC will be comprised of 12-15 youth aged 17-25 who were formerly involved in the juvenile justice system and who are no longer supervised by ACPD. An ideally diverse group of youth, the YAC should include youth with varied ages, cultural backgrounds and identities. Targeted outreach will be performed to ensure that the YAC represents the diverse ACPD community. For outreach, B:E will use our existing relationships with ACPD and other stakeholders to inform social workers, probation officers and lawyers/advocates about this opportunity to share with youth. More details around our outreach approach are described in #7 below. Eligible transitional-aged youth (TAY) interested in applying will complete an application and then participate in an interview. The interview panel will include the YAC Coordinator and an ACPD representative, such as the designated deputy probation officer (DPO) or other designated ACPD staff. B:E will also seek a youth representative to be on the panel, which may be a current or former YAC member, a Juvenile Justice & Delinquency Prevention Commission (JJDPC) youth commissioner, or another youth with prior experience in the system. The YAC will work primarily with the YAC Coordinator, a new FTE position at B:E, who will oversee the development, implementation and oversight of the YAC. When hiring for this position, we will target a bilingual (English-Spanish) coordinator who has experience working with juvenile justice-involved youth as well as experience with youth training and development. B:E's Director of Impact & Learning will oversee this position, providing an evaluative lens to ensure that the goals, activities and trainings of the YAC are impact-led. With nearly a decade of experience in program evaluation and over 15 years of experience in training and education of at-risk youth, B:E’s Director of Impact & Learning will lead training and data collection efforts to ensure that best practices are used to gather and analyze youth feedback. The YAC Coordinator will also be trained as Circle Keeper as well as become certified in B:E’s CCRW coaching model. The YAC Coordinator will work closely with ACPD leadership, meeting quarterly with a leadership committee to discuss youth feedback and policy advocacy items that are determined by the YAC as well as meeting regularly with ACPD’s designated DPO.

Participant Selection. Contractor shall identify Participants who can safely and productively benefit from vocational training by obtaining work experience at the Worksite.

Participant Selection. Selection criteria of the pilots' participants and consequences for related ethical and data protection aspects. The selection criteria are key elements to make sure ethical and data protection measures will be adequate. In the CareWell project, participants in pilots will receive correct information and accurate explanations about the study design, and the criteria for

Participant Selection. The ideal study participants are individuals who have the requisite experience to answer research questions (▇▇▇▇▇▇▇▇▇ & ▇▇▇▇▇▇▇, 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. ▇▇▇▇▇▇▇▇▇▇▇ and ▇▇▇▇▇▇▇▇▇ (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 ▇▇▇▇▇▇▇▇▇▇▇ et al. 2005 p. 360). AI practitioners are ideal participants because they create the context, environment, and structure to ▇▇▇▇▇▇ positive discourse by embodying AI principles and the execution of AI methodology (▇▇▇▇▇▇▇▇▇▇▇ 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.