Qualitative Analysis Clause Samples

Qualitative Analysis. On the way towards the quantitative results which we seek our state-space analy- sis delivers qualitative insights about the function of the system being modelled. We list three of the things which we learn here: 1. The system is deadlock-free for all configurations. No binding of service in- stances to service parameters gave rise to a model with a deadlock. 2. The system is livelock-free for all configurations. No binding of service in- stances to service parameters gave rise to a model where states could be visited only a finite number of times (a transient state, in Markov chain terminology). 3. All activities in the model are weakly live. That is, for each activity (such as supload) there is some configuration which allows that activity to occur, although it may be blocked in other configurations. Put more plainly, the SRMC model has no “dead code” (activities which can never occur).

Qualitative Analysis. A Professional Engineer of the firm shall visit the roadway segment under study during the morning and evening peak traffic periods. This will also include any period during which a problem was indicated by the work order. The Engineer shall make qualitative assessments of roadway operation, particularly in terms of congestion, pedestrian crossings, access management issues, conflicts or any operational characteristics that should be considered in recommending operational improvements. The CONSULTANT shall conduct a field inventory of each segment under study and prepare a condition diagram on standard DEPARTMENT forms contained in the MUTS or in another format approved by the DEPARTMENT. The condition diagram shall show the roadway typical section dimensions, including but not limited to, auxiliary turn lane lengths, lane widths, taper lengths, and turning and curb radii. The condition diagram shall show all traffic control devices and other roadway or roadside elements that contribute to the quality of roadway operation, including but not limited to driveways, sidewalks, signs, pavement markings, drainage inlets, buildings, utilities, signal poles, lighting, and other fixed objects. The condition diagram shall be a scaled drawing. If an aerial is used, it must be scaled and any features not readily apparent from the aerial shall be outlined. Any variations in current geometry from the aerial shall also be outlined. Aerials used in diagrams shall be included in the electronic file submittal. Color photographs shall be taken of representative typical sections. The photographs shall show the lane configuration and any geometric features such as horizontal or vertical curves which may impact operations. The photographs shall be taken facing the approaching traffic. A minimum of 1 photograph shall be taken of each direction of travel on the mainline. Additional photographs shall be taken if needed to show the physical conditions. Photographs shall be taken of any geometric, traffic, or traffic control aspects about which the DTOE should be aware. The CONSULTANT shall recommend to the DTOE or PM if any supplemental work tasks are needed prior to commencing work on such tasks. • Assessment of roadway segment operation • Condition Diagram • Color photographs of typical sections • Final recommendation for roadway improvements and for supplemental work tasks • An improvement diagram detailing roadway improvements

Qualitative Analysis. Contractor will conduct interviews with relevant school staff to explore AP course participation and credit recovery. Contractor will analyze the impact that credit recovery has on participants. Contractor will continue to work with MPS staff to use data in identifying which students are in need of additional supports. Contractor will analyze AP course participation trends in TGU schools and support MPS in building a system of identifying students to participate. Contractor will work with MPS to understand how to best overcome the problem that MPS students are graduating and the languishing in remedial education courses in college. Contractor will summarize work across academic year and develop recommendations for following year and present the results to MPS.

Qualitative Analysis. Qualitative Benefits, or intangible benefits, enhance the value of Naming Rights and sponsorships and typically fall outside traditional media platforms making them difficult to quantify. Superlative classifies Qualitative Benefits into five distinct categories based on its extensive experience selling, negotiating and auditing Naming Rights and corporate sponsorships:

Qualitative Analysis. The project promoters have presented a qualitative analysis of benefits could not monetised with sufficient certainty. These benefits include market integration, of which have been partially monetized in the saved cost of gas benefit. As regards to further market integration benefits, the projects support the aim interconnect the separate energy markets of Europe into one single integrated European energy market. The projects would allow market based investments to additional supply sources, namely LNG terminals, but also an access to global LNG sourcing and other sources in Europe and thus diversify the supply opportunities for gas, which will lead to improvements in gas competitiveness on a regional level. In terms of sustainability, the projects support of biogas transportation and biogas market development as well as contributes to emission reduction. The project promoters have presented an assessment of environmental impacts and mitigation measures. The project promoters have presented the benefits having synergies with other sectors including transport sector, where biogas as a key to meeting the EU 2020 goals for transport sector renewable fuel share.

Qualitative Analysis. In its simplest form, the interview findings can be reduced to two elegant premises for authentic writing: students desire to share their writing, and thus want to write something worth sharing. Themes from the eleven interviews (six primary and five follow-up interviews) are organized into two major sections: an overarching theme of sharing, and then themes of what makes writing worth sharing for these students. The themes within ―worth sharing‖ are: a balance of mechanics and meaning, choice and ownership of writing, prior knowledge, personal interests/personal connection, and global impact or import. These themes are the classroom factors that answer research question one: What elements in a classroom activity system contribute to or detract from eighth grade students perceiving an academic writing task to be authentic? The significance of the connections between themes will be discussed in more detail below. A final section compares how students perceived the personal narrative versus the compare and contrast in terms of perceived authenticity of task. Please see Table 1 for the characteristics of the six participants: ▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇, ▇▇▇▇▇, ▇▇▇▇▇▇, Charity, and ▇▇▇▇▇,

Qualitative Analysis. Each FGD was recorded using a handheld digital recorder and transcribed verbatim. Data from each FGD were stored, coded, and analyzed using MaxQDA Software 11 (VERBI GmbH, Berlin, Germany). Some data from one of the seven FGDs was not used in the analysis due to inaudible voice recording. Using grounded theory, each FGD transcript was thoroughly read by the author and memos were created to generate inductive and deductive codes. This process, helped uncover relevant topics and themes throughout data analysis. Memos were further developed into a total of 21 codes. Based on systematic memos created by the author, code names and code definitions were then developed and applied to each transcript. Examples of codes include: condom experiences, condom marketing and promotion, condom trust, innovation perceptions, and partner perceptions (see Table 3-1 for definitions of each code described). Each code was further characterized into five major themes that assisted in developing the major findings of the study’s research questions. These themes were generated and grounded in data collected from participants, and then compared to existing data and literature (▇▇▇▇▇▇▇▇, 2013). Condom Experiences Any discussion of the experiences men had when using condoms. Examples may include sexual experiences they've had with condoms. This does not include functionality. Condom Marketing and Promotion Any discussion of how condoms or their packaging should look and how condoms should be promoted in order to encourage their use. Condom Trust Expressions of trust in specific condoms. Reasons may include the reputation, perceived quality of the condom, and its price. Innovation Perceptions Any mention of men's perceptions and attitudes toward ▇▇▇▇▇' next generation condoms. Partner Perceptions Expressions of how men and their sexual partners feel about specific condom brands or condoms in general. This may 200 participants were recruited to participate in an electronic, self-administered, confidential survey questionnaire at clinics in Parow and Khayelitsha. These clinics included Parow Clinic, Siseko Men’s Clinic, and Nolungile Youth Clinic. The same eligibility criteria for FGDs were employed for survey participation, except we removed the requirement of being male, as the survey encompassed modules relevant to female participants. Participants were also approached, recruited, and screened in the same manner as the FGD. Similar to the FGDs, eligible participants were given a brie...

Qualitative Analysis. Qualitative analysis was conducted for the cases with lower than expected (<80%) agreement of fracture type and fracture displacement. Three cases had low agreement on fracture type when using three categories, but higher than 80% agreement when fracture type was dichotomized in simple vs not simple. In one case there was less than 80% agreement on fracture type, regardless of the classification in two or three categories (Table 3). Four cases had lower than expected agreement for fracture displacement when using three categories, but higher than 80% agreement when fracture displacement was dichotomized in displaced vs nondisplaced. In four other cases agreement was lower than 80% regardless of the classification in two or three categories for displacement (Table 3). These low agreement cases were further evaluated to gain understanding in the reason why agreement was lower than expected, which is described in the Discussion.

Qualitative Analysis. To analyze qualitative data, I use verbatim transcription for each in-depth interview, capturing what is said by both the participants and myself as the interviewer, as well speech fillers, laughter, and inflection and emphasis (when able), because these may all convey meaning and give context to what is being said in the interview (▇▇▇▇▇▇▇ et al. 2011). Information in the interview transcripts, including names and locations, is de- identified in order to maintain the participants’ anonymity. I use MAXqda to organize and code the qualitative data. My analysis uses a mix of deductive codes and inductive codes. Deductive codes are based on the theoretical constructs presented here, such as national identity, transnationalism, and cosmopolitanism. For each of these codes, I use subcodes for what the identity means to participants as well as how they describe themselves in relation to these identities. Inductive codes come directly from the data and represent themes that are important to participants that I did not anticipate when developing the project. For instance, when discussing where participants consider “home,” I was surprised that many stated they did not feel like they had a home. The inductive code “homeless” captures such responses. I developed my inductive codes primarily by performing several rounds of coding on one third of the interviews, noting emerging themes in the data (▇▇▇▇▇▇▇ et al. 2011; ▇▇▇▇▇▇▇ 2010). After several rounds of coding on the first third of the interviews, I refined my codebook and continued to code the remaining interviews. Throughout coding I continued to make note of recurring themes, and those themes that are valid (i.e., repeated across many interviews or highlighted by respondents as important) are incorporated in my analysis (▇▇▇▇▇▇ 1978; ▇▇▇▇▇▇▇ et al. 2011). After coding, I developed thick descriptions of certain themes that emerged around the codes to provide a basis for further analysis through comparison (▇▇▇▇▇▇ and ▇▇▇▇▇▇▇ 2007). Thick descriptions of transnationalism, cosmopolitanism, and national identity provide insight into what these constructs mean to participants and how they apply these constructs to themselves. While describing these concepts, I paid particular attention to the presence or absence of certain identity processes such as reflected appraisals (▇▇▇▇▇▇ 1985), verification (▇▇▇▇▇ 1991), categorization (▇▇▇▇▇▇ 1999), and enhancement (▇▇▇▇ and ▇▇▇▇▇▇ 1988) to determine the bases of these identi...