Exemplos de uso de Comprehensive reading em Inglês e suas traduções para o Português
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Ecclesiastic
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Computer
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Official/political
Based on this perspective, a comprehensive reading of the ACS statements was performed.
A comprehensive reading from the transcripts and a data analysis was initially done, aiming to hold the central content and ideas from the speeches.
To verify this association in the present study, more comprehensive reading and writing tests are necessary.
After a comprehensive reading and application of selection criteria, 35 eligible articles remained for analysis.
For the analysis was followed the steps proposed by the method, which are: a the comprehensive reading of selected material, to get an idea of the set of the particularities of the material.
After a comprehensive reading, the empirical data was decomposed in themes that constitute the corpus of the study objects.
These extra tools provide the psychic a chance to ask specific questions andobtain specific answers however it won' t usually create a comprehensive reading for the general situation in everyday life.
Later, with the transcribed interviews, a comprehensive reading of the testimonies through an improved analysis was performed.
Comprehensive reading of the material selected: we undertook the reading of the legislative diariesand selected the excerpts which dealt with nursing, male nurses, the male nurse, female nurses and the female nurse.
The analytic-synthetic method,bibliography review, comprehensive reading, personal reflection, definition of concepts and comparative method were used.
After comprehensive reading of the interviews by the researcher, the CIs were extracted and separated into situations, behaviors, and consequences, thus composing the triad that characterizes the CI.
After finding differences, convergences, and complements to the core senses,between the different groups, a comprehensive reading of the material was performed, in which the empirical study categories were selected.
Subject Materials Comprehensive reading materials are provided approximately four weeks prior to the commencement of an intensive class.
The analysis and discussion of the discourses about the use of AAS and doping were organized into four phases: first,there was a comprehensive reading of journalistic material; in the second, the subjects were examined, focusing on titles, subtitles and content.
These documents were submitted to comprehensive reading and subsequent extraction of terms that were broken down into simple terms nouns, verbs, adverbs and adjectives, generating a list with 880 terms.
The units of analysis were: education, human being, professor, student, education, school, curriculum and evaluation, established in accordance with the theoretical framework of education, they support the chain of evidence,fulfilling the purpose of providing a clear and comprehensive reading of the text, from the initial study questions up to the final conclusions of the case study, because they permeate all phases of the work.
This procedure required the use of software excel. comprehensive reading of documentation as well as theme-related analysis followed, both of which in accordance with model proposed by minayo.
A comprehensive reading of the material was then carried out immediately, in which it was sought to achieve a view of the matter as a whole and an understanding of the particularities of the material generated by the interviews, identifying the ideas about suicidal ideation and suicide attempts.
The qualitative analysis consisted of the following stages: a transcription and data entry of the recorded interviews; b attribution of codes to the interviewees;c comprehensive reading of the texts; d elaboration of analysis structures, grouping passages of the most illustrative testimonies into thematic axes; e identification of the central ideas; f identification of the meanings attributed to the ideas; and g elaboration of comprehensive, interpretive, and contextualized syntheses.
From this perspective, a comprehensive reading was carried out of the reports containing the transcription of interviews: regular and unique experiences were identified through the underlying meanings of ideas expressed during interviews.
Data interpretative analysis was initiated through the comprehensive reading of the selected material, followed by the exploration of such material and, ultimately, preparation of the interpretative synthesis.
Objectives: in this study,there was comprehensive reading program about hum of the federal district health network aimed when answering persons in situations of violence, emphasizing to care of women in situations of violence domestic and family.
The first step, also known as pre-analysis,consisted of the comprehensive reading of each interview conducted first reading, followed by the material's organization elaboration of the corpus and hypothesizing.
These categories were developed after an initial comprehensive reading of the set of data: reports from focus groups, and interviews after full transcript. Both refer to the trajectory and experiences of adolescents who suffered domestic violence and problematize the significant support received throughout that course.
The hermeneutic dialectic analysis comprises the following steps: comprehensive reading of the context in which the data is generated, creation of analytical frameworks in which one seeks ideas that underlie the texts, identifying broader meanings, proceeding in a synthesis of movement through the construction of possible meanings.
The analysis consisted of several stages:preanalysis- comprehensive reading of responses; exploration of the material- identification of units of meaning that were related to the components for the construction of the I Professor; and treatment of results and interpretation- separation of the units of meaning that could check and dialogue with the theme presented.
Using this technique,we followed the following analytic-interpretative process: a comprehensive reading of testimonies using interview transcripts; b identification of central ideas of the testimonies; c interpretation of the central underlying meanings behind these ideas; d comparison between these ideas and underlying meanings; e definition of themes that enable a discussion of the results.
The organization andanalysis of data involved: a comprehensive reading; b identification of underlying meanings; c problematization of ideas and senses and articulation with socio-cultural meanings; d elaboration of a synthesis of senses from the dialogue between empirical data and theoretical contributions; e elaboration of schemes of interpretative analysis processes containing the categorization, empirical-theoretical correspondences, and synthesis of senses.
To interpret data,the following steps were conducted: a comprehensive reading of the material selected and of the content of the report, as well as defining an overall perspective and understanding participants' particularities; b organization of the elements that emerged from the reports in themes; c the search for deeper meanings sociocultural ones; d elaboration of an interpretative synthesis according to the reported by participants; and e dialogue between problematic ideas and information from other studies on the subject.