This now takes us to the research process. The research process is simply the procedure or methodology that we adopt in our research. The process could either be an inductive process or a deductive process. An inductive process goes from the specific to the general while a deductive process goes from the general to the specific. These two processes can be seen as the bottom up process and the top-down procedures. ...

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This means that it is necessary to develop this sector, which requires certain processes, personnel and has defined clear objectives. ... They are the result of the implementation processes of the potentially interesting results of scientific research universities, faculties and their laboratories. ... There are many other models that describe the process of technology transfer (souder, et al., 1990). ... It consists of the following four steps: The exploratory phase, which consists of research, analytical and decision-making moments dedicated to the review of alternative concepts, technologie...

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Since our project mostly will be based on the deductive method (a further explanation on this method will come in our methods chapter), we have processed a hypothesis to each of our three chapters: Empirical chapter 1, the state: If the State is relied on to enact policies and laws that benefit the majority, then the majority should benefit. ... However, a large part of chapter 3 has been based on a political theory (the Political Process Theory), which will be elaborated on in our theory chapter. ... It is due to this method that we have processed hypotheses to each of our empirical chapte...

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Research was quantitative, it involved a research design (often control-experimental group or correlational), and it was done to support a particular theory (Willis, Jost, and Wright, 1999). ... Becker's early work provided valuable information about teachers' use of computers in classrooms and suggested that integration of computers into classroom learning was an almost painfully slow process. ...

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Finally, the investigation reported in the previous chapter revealed that word characteristics (importance to the events of the story and informativeness of verbal and picture support) could not account for the vocabulary knowledge gains R and W reported. 2.2 Maximizing Volume These experiments provide unequivocal evidence that frequent reading encounters "work"; meeting words often makes it possible for learners to engage in the crucial process of formulating and testing hypotheses about meanings. ...

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