the researcher was Example Sentences

• The researcher was present during the entire time the questionnaire was being answered, to respond to questions or queries from the students.
• Two of the offspring managed to reproduce before the researcher was able to sort out the mess.
• The researcher was aware through the reflection stage that the grammar exercises in Cycle I were somehow not good enough so she planned ones that were in a better order.
• Through discussion with teachers the researcher was able to develop a broader awareness of a disconnect that existed between teachers, the superintendent, and principals as it related to this topic.
• The time period for the carrying out the researcher was short as a result of which many fact have been felt unexplained.
• In this regard, the researcher was motivated to develop the best practices of canteen management and operations for purposes of delivering quality service to the clientele, with improved operations of
• Isle of Man the researcher was able to use the information provided to aid in analysis of the responses of the questionnaire conducted.
• The researcher was the only one with access to the password protected survey and results.
• By establishing themes across the definitions, the researcher was able to make connections between them.
• Action the researcher was doing action based on the planning has been arrangement in the planning stage.
• Two were held at Yatsani Radio because it was impossible to organise one at Radio Icengelo in Ndola Diocese during the period in which the researcher was in the diocese.
• Because taxonomies were established during the preceding process, the researcher was able to use the taxonomy labels for the codes.
• In the process of answering these questions the researcher was able to identify data that was relevant to this particular study and identify data that would help achieve the research objectives.
• In the case of Alliance Franu00e7aise de Chicago the researcher was able to distribute the questionnaire only on the weekends.
• During this study, the researcher was able to lead the interventions according to plan without any significant obstacles.
• The researcher was employed in one of the two middle schools, School A, and served as the assistant principal.
• As the researcher was at the classrooms and noted the confusing parts of the Scale in the previous applications, these parts were clearly explained in the instruction for teachers to help students dur
• From the description above, the researcher was interested in arranging a thesis entitled A Speech Function Analysis of Utterances in Beauty and the Beast Movie Script by Bill Condon.
• They were able to see in advance that the researcher was a woman of color, and for some potential participants of color, that may have increased feelings of safety, comfort and willingness to particip
• Following analysis, the researcher was able to answer all six research questions.
• The background of the researcher was also provided.
• In contrast, the present study offers a higher level of reliability because the researcher was granted full access to every reported and recorded aspect of a complete population of documented rapes.
• Throughout this research, the researcher was constantly aware of subjectivity and sought todetect and understand any personal biases, prejudices, viewpointsor preconceptions.
• Personal Statement the researcher was inspired to study psychology by accident.
• The philosophy applied by the researcher was pragmatism.
• The researcher was able to observe the need for improved supervision services in the social work field through observation and interaction with welfare NPOs.
• At the beginning of the study students were informed that the researcher was conducting two independent, short pilot studies.
• Furthermore, the researcher was in the classrooms as well during the pilot application to get feedback from the participants.
• The researcher reassured Mr Getty about anonymity and also that the researcher was not going to interfere with the way the school was running.
• Another limitation of the study was that the researcher was an administrator in one of the schools in the study.
• So the researcher was decidedto use the documents of the corporation tstrengththe data which was collected through structured questionnaire.
• As a result, the researcher was able to produce results that are representative of the whole population.
• The recruitment letter indicated that the researcher was conducting a study to examine career satisfaction among adults in a variety of career fields.
• The researcher was selected from 15 respondents with the key informant, including the 1 group the people who have the knowledge, understanding and direct experience in operation of solid waste consist
• The researcher was particularly interested in integrating more non metallic materials that are not traditional to the production of metal art in the decoration, finishing and the protective coating of
• The researcher was the only one to have access to any identifiable information.
• The researcher was a principal investigator of Bayless SIOP initiative grant and participated as an external evaluator.
• By doing this, the researcher was able to ensure that categories were true to what was heard, observedor viewedand then compared against the existing body of research on teacher leadership and job sat
• If, however, the researcher was interested in knowing the impact of demand and supply separately, a second stage must be considered.
• The researcher was able to remain focus on the experiences of the participants and maintain a sense of objectivity.
• The participant observations were used as the participants in this study did not know the researcher was in the environment.
• Second, the researcher was unable to control the effects of the environment outside of the camp, including interactions with parents, siblings, and friends, which may also have influenced the grief st
• In some cases, the researcher was mistaken for agent gathering information for one panel of inquiry or the other.
• However, the researcher was able to see continued voluntary environmental behaviors in a portion of the students after the completion of action projects.
• They must be given a general idea of what the researcher was investigating and why, and their part in the research should be explained.
• Due to time restrictions the researcher was also not able to meet all objectives set out in the research proposal.
• The credibility of the researcher was ensured in the study for the purposes of achieving accuracy and reliability.
• In the above example, the researcher was faced with an ethical dilemma as to whether or not to intervene immediately.
• During the data collection and any activities that matter to the research, the researcher was made positive interaction with respondent.
• When scheduling observations and feedback meetings with teachers, the researcher was intentional and systemic.
• The researcher was interested in these training because of their potential to examine whether students still have the same misconceptions and errors in Algebra I as was found in the student responses
• During the interview process, the researcher was able to determine that one factor playing a role in how they were communicating was emotion.
• Two of the participating teachers were not available to be observed when the researcher was available to conduct observations.
• The researcher was in the class the entire time observing the students as they filled out the questionnaire.
• The researcher was able to contact addiction professionals in various regions around the US and Canada.
• While there are not specific rules about coding, it was recognized that the researcher was positioned subjectively, influencing the process of coding.
• Albnia, but the researcher was in Brooklyn, New York.
• Also, the researcher was not giving any treatment.
• During the observation portion of the study the researcher was not able to sense any of these frustrations with colleagues.
• Within the leadership theory lens the researcher was provided with a view to see the traits approach characteristics emerging from the research, along with the skill, style, and situational approaches
• Through using unstructured interviews the researcher was able to follow particularly interesting avenues of conversation that emerged in the interview.
• The researcher was directly involved in the data collection procedure.
• Another limitation to the researcher was that the respondents were quite hesitant to cooperate.
• Ideally, there would be more than one independent reviewer of the data, however, in this context the researcher was the primary coder and analyst.
• As a consequence, the researcher was to realize also that he or she is part of the object domain that he or she is trying to recognize.
• It was a convenient sample as it was chosen from the two classes the researcher was teaching.
• City Hallthrough wordmouthand by networking through communitybased organizations in which the researcher was involved that were related to autism.
• The researcher was motivated to make a study on the effectiveness of guidance and counseling services on adolescent self concept in schools within Khwisero district, in Kakamega County.
• At the time the survey was conducted, the researcher was an employee of the school district but was not employed at any of the buildings where the survey was given.
• The researcher was attentive to any insightful and analytical aspects to be potentially used in future interviews and in analysis of the findings.
• The researcher was the main instrument in data collection for this study.
• Role of the researcher the researcher was responsible for the distribution of the questionnaires, but her own personal values, judgments and biases did not influence the interpretation of the data col
• Those whose lives and expressions are and the researcher was required to be aware of this were aimed at causing minimal intrusion and disruption.
• In only two studies, the researcher was blinded regarding the assignment of the participants to the intervention or control group.
• Being both project manager and part of the implementation and training teams, the researcher was able to study all areas of behaviours around the EDRMS implementation that would not normally have been
• As a student of the university, the researcher was able to establish a sufficient degree of contact with particular participants to conduct a viable research study.
• The theory proposed by the researcher was supported by the findings.
• The researcher was aiming to get a response to help establish whether examples are clear enough on their own to use to formulate a definition.
• Throughout the entire study the researcher was specifically sensitive about her ethical responsibilities.
• The researcher was given an introduction letter from the department of pharmacology and therapeutics, and ethical clearance from Internal Review Board of School of Biomedical Sciences, Makerere Univer
• The researcher was in charge of keeping the data, organizing the reinforcement, and distributing it in order to increase teacher feasibility.
• The researcher was able to collect the data and capture it in a Microsoft Excel spread sheet for analysis.
• As the talk proceeded, however, it became clear that the researcher was defining the term more broadly.
• The researcher was made aware that the teaching force was becoming more monocultural while the student population continued to become more culturally diverse.
• What encouraged the researcher was to bring to the awareness of the Black Nation the need to look back to their ancestors' customs which they lived before the advent of hospitals and clinics.
• GSB by the senior management of two schools, the fact that the researcher was herself a GSB academic familiar with the language and issues of a GSB, was possiblyan advantage in developing an open rela
• Only the researcher was able to identify the respective participant and questionnaire.
• The researcher was also guided by his supervisor to discuss the observations and what was gleaned from interviews this enhances the integrity and trustworthiness of the study.
• Hence, the researcher was prompted to take up this topic.
• The researcher was able to determine the function of the SIBs though observation.
• Throughout the interview portion of the data collection process, the researcher was repeatedly reminded of the importance of the TLEP training in terms of selfefficacy, confidence and job satisfaction
• NOTE: the initial disclosure for this issue indicated that the researcher was unable to prove this issue; however, this might have been due to certain behaviors of rmdir.
• Therefore, the researcher was only given limited time to conduct the study.
• The researcher was present in all observed conversations, but did not participate.
• The researcher was interested also to test the assumption that a specific questionnaire would be expected always to provide greater positive response rate for questions being asked than physician inte
• To begin with, partial access to certain infonnation as the researcher was dealing with other registered companies that may have also wanted to keep private some of their challenges and failures in th
• The researcher was also informed that there had been similar interviews conducted by university students in the Gong Limau II PAKR Scheme.
• In addition, the researcher was the only individual to code the interview data.
• During the structured interview itself, the researcher was constantly on guard against asking leading questions.
• Though the researcher was able to mitigate the effects of one confound, it is possible that the data still reflect learning as a result of interventions beyond those introduced in the study.