Sentence examples for secondary methodological from inspiring English sources

A secondary, methodological concern here has to do with the terminological ambiguity of 'expectation'expectation

Whether using primary or secondary data, methodological issues in the collection and analysis of data collected during active conflict are inherent to the exercise.

Since the checklist concentrates on research employing an intervention, secondary, theoretical, and methodological studies were excluded.

21 Secondary outcomes were methodological quality and unwanted effects of using a guideline, as reported in evaluations.

A methodological secondary aim was to explore the feasibility and usefulness of pedometer diaries to record key behaviors (e.g., resistance activities) that are not captured by pedometry.

Several comparative studies have validated LDF with other methods of measuring skin blood flow [ 15, 16], but the failure of the technique to gain widespread acceptance in clinical practice is secondary to the methodological drawbacks associated with it.

It would also be of interest to determine the "decay rate" of the acclimation and cross acclimation affect during both short-term (<5 days) and long-term acclimation protocols in order to optimize the time frame for exposure to secondary stressors, a methodological consideration that was not practicable in the present investigation.

Limitations of this review include "suboptimal methodological quality" secondary to questionable randomization methods in 10 of the studies, but were included due to a limited selection.

We excluded protocols of randomised trials, secondary analyses, systematic reviews, methodological studies, pilot studies, and early phase trials (for example, phase 1).

Methodology: The methodological approach used was a self-evaluation exercise with a primary focus on learning and a secondary focus on accountability, using a common evaluation/learning framework developed for the global LUL evaluation.

From the examples presented, that span teacher and student interactions in both elementary and secondary classrooms, we make a methodological argument based on analytical approaches utilized in all three research projects to demonstrate how we have come to an expanded notion of voice in our research that is revealed through multimodal video analysis.