1-2 pages Required ReadingsRavitch, S. M., & Carl, N. M. (2.docx
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1-2 pages Required Readings Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications. Epilogue, “Revisiting Critically, Reflexivity, Collaboration, and Rigor” (pp. 383–392) Chapter 10, “Crafting Qualitative Research Proposals” (pp. 299–342) Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications. Chapter 14, “Personal Reflections on Responsive Interviewing” (pp. 234–242) Required Media Bald, L. (2016). A qualitative doctoral candidate experience [Video file]. Baltimore, MD: Author. Lewis, C. (2016). A qualitative doctoral candidate experience [Video file]. Baltimore, MD: Author. To prepare for this Discussion: Review the readings from the Ravitch and Carl and Rubin and Rubin and consider reflecting on your experiences in qualitative research throughout this course. Review the media programs related to The Qualitative Dissertation Experience: A Doctoral Candidate Experience and consider the experience of other doctoral candidates through this qualitative research process. Explain what social change means to you as a Walden doctoral candidate. What experiences from the course most influenced your understanding? Explain what in qualitative research you would like to know more about as a result of taking this course. Reflect on your problem statement and the next steps for developing a research topic for your dissertation or doctoral study. Include an explanation of whether you would choose a qualitative approach, why or why not. PLEASE USE REQUIRED READINGS AND CITATIONS. THANK YOU .
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Required Readings
Ravitch, S. M., & Carl, N. M. (2016). Qualitative research:
Bridging the conceptual, theoretical, and methodological.
Thousand Oaks, CA: Sage Publications.
Epilogue, “Revisiting Critically, Reflexivity, Collaboration, and
Rigor” (pp. 383–392)
Chapter 10, “Crafting Qualitative Research Proposals” (pp.
299–342)
Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing:
The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage
Publications.
Chapter 14, “Personal Reflections on Responsive Interviewing”
(pp. 234–242)
Required Media
Bald, L. (2016). A qualitative doctoral candidate experience
[Video file]. Baltimore, MD: Author.
Lewis, C. (2016). A qualitative doctoral candidate experience
[Video file]. Baltimore, MD: Author.
To prepare for this Discussion:
Review the readings from the Ravitch and Carl and Rubin and
Rubin and consider reflecting on your experiences in qualitative
research throughout this course.](https://image.slidesharecdn.com/1-2pagesrequiredreadingsravitchs-221130222135-a0911fa0/85/1-2-pages-Required-ReadingsRavitch-S-M-Carl-N-M-2-docx-1-320.jpg)
Recommended
A suggestion about using a focus group for affordable housing..docx
A suggestion about using a focus group for affordable housing.
The suggestion may include 3–4 interview questions to ask, considerations for sampling; or how to manage recruiting participants.
Required Readings
Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 1, “An Introduction to Codes and Coding” (pp. 1–42) (previously read in Week 5)
Chapter 2, “Writing Analytic Memos About Narrative and Visual Data” (pp. 43–65) (previously read in Week 5)
Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211) (previously read in Week 5)
Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
Chapter 7, “An Integrative Approach to Data Analysis” (pp. 215–236) (previously read in Week 5)
Chapter 8, “Methods and Processes of Data Analysis” (pp. 237–270) (previously read in Week 5)
Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G. (2009). A qualitative framework for collecting and analyzing data in focus group research. International Journal of Qualitative Methods, 8(3), 1–21.
Retrieved from the Walden Library databases.
.
1Assignment Task Part 2- Colleague Response · Respond to a
1
Assignment Task Part 2- Colleague Response
· Respond to at least one of your colleagues’ posts in a 150 word response and explain what you found in your search related to protecting privacy, minimizing harm, and respecting the shared experiences of others.
· Provide a suggestion for overcoming the ethical challenge your colleague addressed in their post.
· Use the article you found in your search to support your response. Use proper APA format, citations, and referencing.
Karin Detweiler
Protecting the privacy of participants needs to be followed during all study procedures, including coding (Saldaña, 2021). A history of unethical or harmful studies required several changes in the research world, including the creation of the institutional review board (IRB) (Ravitch & Carl, 2021). To ensure the principle of do no harm with study participants, it is important that the researcher(s) keeps all promises made (Rubin & Rubin, 2012). It is also necessary to explain the purpose of the study, how the data will be used, how participant confidentiality and anonymity will be protected, and to answer any questions, to the best of the researcher’s ability, any questions that the participants may have (Ravitch & Carl, 2021; Rubin & Rubin, 2012). Ethics require that any participant has the option to skip any questions, give incomplete answers, or even leave the study at any time (Lambert, 2012; Ravitch & Carl, 2021; Rubin & Rubin, 2012). Simply stated, informed and voluntary consent is a core principle for most research studies (Lambert, 2012; Morse & Coulehan, 2015; Ravitch & Carl, 2021).
It is necessary to “exercise ethical caution” (Saldaña, 2021, p. 167) when interviewing participants, especially when the questions may trigger sensitive topics and emotions (Rubin & Rubin, 2012; Saldaña, 2021). The participants are the owners of their experiences (Rubin & Rubin, 2012), and have the right to expect respect from the researcher. Because of the smaller sample sizes in qualitative research, there can be ethical challenges to protecting participant privacy (Morse & Coulehan, 2015). To address this concern, Morse and Coulehan (2015) suggest not publishing a table showing participants’ demographics but instead showing ranges (including the mean if the sample is large enough). It is also suggested to remove any codes that may give clues to a participant’s identity (Morse & Coulehan, 2015). In an effort to maintain ethical transparency concerning privacy, measures to protect privacy and any possible privacy concerns should be included within the informed consent form (Burkholder et al., 2020).
References:
Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (Eds.). (2020). Research designs and methods: An applied guide for the scholar-practitioner. Sage.
Lambert, M. (2012). A beginner’s guide to doing your education research project. Sage.
Morse, J. M., & Coulehan, J. (2015). Maintaining confidentiality in qualitativ ...
For the purpose of this course, distinctions between two important c.docx
For the purpose of this course, distinctions between two important concepts should be considered:
Theoretical framework:
the use of constructs and propositions a recognized theory (or theories) to a research problem, purpose, and question.
Examples:
Social Influence theory, transformational leadership theory, game theory
Conceptual framework:
the construction of ideas, assumptions, and beliefs sourced in both the literature and one’s own experience, which identify the main concepts that guide the formulation of the research problem, purpose, and question.
Examples:
Concepts from positive psychology, mindfulness meditation, language development models
To prepare for this Discussion:
Review the Learning Resources related to the use of a theoretical or conceptual framework to guide the examination of a research problem in qualitative research.
Post an explanation of the role of a theoretical or conceptual framework in qualitative research and provide examples from the resources you read. Use proper APA format and citations to support your post.
Ravitch, S. M., & Carl, N. M. (2016).
Qualitative research: Bridging the conceptual, theoretical, and methodological
. Thousand Oaks, CA: Sage Publications.
Chapter 2, “Using Conceptual Frameworks in Research” (pp. 33–63)
Chapter 3, “Critical Qualitative Research Design” (pp. 65–110) (focus on pp. 85–89)
Rubin, H. J., & Rubin, I. S. (2012).
Qualitative interviewing: The art of hearing data
(3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 1, “Listening, Hearing, and Sharing” (pp. 1–11)
Chapter 2, “Research Philosophy and Qualitative Interviews” (pp. 13–24)
Conroy, N. E. (2013). Rethinking adolescent peer sexual harassment: Contributions of feminist theory.
Journal of School Violence, 12
(4), 340–356.
Cleaver, D., & Ballantyne, J. (2014). Teachers’ views of constructivist theory: A qualitative study illuminating relationships between epistemological understanding and music teaching practice. International Journal of Music Education, 32(2), 228-241.
Stahl, B., Doherty, N., Shaw, M., & Janicke, H. (2014). Critical theory as an approach to the ethics of information security.
Science & Engineering Ethics, 20
(3), 675–699.
Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your “house.”
Administrative Issues Journal: Connecting Education, Practice, and Research, 4
(2), 12–26.
...
Are You Ready to Write Up Your Qualitative Data?
Phase 3: Are You Ready to Write Up Your Qualitative Data?
Review the chapters of the Rubin and Rubin course text and consider .docx
Review the chapters of the Rubin and Rubin course text and consider the characteristics of a good qualitative interview.
Review the Yob and Brewer interview questions in Appendix A at the end of the article and consider how interview guides are used in research.
Review the Interview Guide Instructions and the Interview Guide Example found in this week’s Learning Resources and use these documents to guide you during your interview.
By Day 4
Post your explanation of the characteristics of a good qualitative interview. Also include what makes a good interview guide. Use the interview questions from Yob and Brewer’s interview guide to support your post.
Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.
Rubin, H. J., & Rubin, I. S. (2012).
Qualitative interviewing: The art of hearing data
(3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 6, “Conversational Partnerships” (pp. 71–93)
Chapter 7, “The Responsive Interview as an Extended Conversation” (pp. 95–114)
Chapter 8, “Structure of the Responsive Interview” (pp. 115–129)
Chapter 9, “Designing Main Questions and Probes” (pp. 131–147)
Chapter 10, “Preparing Follow-Up Questions” (pp. 149–169)
Chapter 12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211) (previously read in Weeks 5 and 6)
.
4. Do you know how to develop your research design and methodology?
Basics of Research Defined: Research Problem Selected: Do you know how to Develop your Research Design and Methodology? James & Slater (2014)
2 paragraphs and citations.Explain how structural coding is simi.docx
2 paragraphs and citations.
Explain how structural coding is similar or different from Vivo Code:
Required Readings
Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 1, “An Introduction to Codes and Coding” (pp. 1–42) (previously read in Week 5)
Chapter 2, “Writing Analytic Memos About Narrative and Visual Data” (pp. 43–65) (previously read in Week 5)
Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211) (previously read in Week 5)
Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
Chapter 7, “An Integrative Approach to Data Analysis” (pp. 215–236) (previously read in Week 5)
Chapter 8, “Methods and Processes of Data Analysis” (pp. 237–270) (previously read in Week 5)
Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G. (2009). A qualitative framework for collecting and analyzing data in focus group research. International Journal of Qualitative Methods, 8(3), 1–21.
Retrieved from the Walden Library databases.
.
Recommended
A suggestion about using a focus group for affordable housing..docx
A suggestion about using a focus group for affordable housing.
The suggestion may include 3–4 interview questions to ask, considerations for sampling; or how to manage recruiting participants.
Required Readings
Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 1, “An Introduction to Codes and Coding” (pp. 1–42) (previously read in Week 5)
Chapter 2, “Writing Analytic Memos About Narrative and Visual Data” (pp. 43–65) (previously read in Week 5)
Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211) (previously read in Week 5)
Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
Chapter 7, “An Integrative Approach to Data Analysis” (pp. 215–236) (previously read in Week 5)
Chapter 8, “Methods and Processes of Data Analysis” (pp. 237–270) (previously read in Week 5)
Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G. (2009). A qualitative framework for collecting and analyzing data in focus group research. International Journal of Qualitative Methods, 8(3), 1–21.
Retrieved from the Walden Library databases.
.
1Assignment Task Part 2- Colleague Response · Respond to a
1
Assignment Task Part 2- Colleague Response
· Respond to at least one of your colleagues’ posts in a 150 word response and explain what you found in your search related to protecting privacy, minimizing harm, and respecting the shared experiences of others.
· Provide a suggestion for overcoming the ethical challenge your colleague addressed in their post.
· Use the article you found in your search to support your response. Use proper APA format, citations, and referencing.
Karin Detweiler
Protecting the privacy of participants needs to be followed during all study procedures, including coding (Saldaña, 2021). A history of unethical or harmful studies required several changes in the research world, including the creation of the institutional review board (IRB) (Ravitch & Carl, 2021). To ensure the principle of do no harm with study participants, it is important that the researcher(s) keeps all promises made (Rubin & Rubin, 2012). It is also necessary to explain the purpose of the study, how the data will be used, how participant confidentiality and anonymity will be protected, and to answer any questions, to the best of the researcher’s ability, any questions that the participants may have (Ravitch & Carl, 2021; Rubin & Rubin, 2012). Ethics require that any participant has the option to skip any questions, give incomplete answers, or even leave the study at any time (Lambert, 2012; Ravitch & Carl, 2021; Rubin & Rubin, 2012). Simply stated, informed and voluntary consent is a core principle for most research studies (Lambert, 2012; Morse & Coulehan, 2015; Ravitch & Carl, 2021).
It is necessary to “exercise ethical caution” (Saldaña, 2021, p. 167) when interviewing participants, especially when the questions may trigger sensitive topics and emotions (Rubin & Rubin, 2012; Saldaña, 2021). The participants are the owners of their experiences (Rubin & Rubin, 2012), and have the right to expect respect from the researcher. Because of the smaller sample sizes in qualitative research, there can be ethical challenges to protecting participant privacy (Morse & Coulehan, 2015). To address this concern, Morse and Coulehan (2015) suggest not publishing a table showing participants’ demographics but instead showing ranges (including the mean if the sample is large enough). It is also suggested to remove any codes that may give clues to a participant’s identity (Morse & Coulehan, 2015). In an effort to maintain ethical transparency concerning privacy, measures to protect privacy and any possible privacy concerns should be included within the informed consent form (Burkholder et al., 2020).
References:
Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (Eds.). (2020). Research designs and methods: An applied guide for the scholar-practitioner. Sage.
Lambert, M. (2012). A beginner’s guide to doing your education research project. Sage.
Morse, J. M., & Coulehan, J. (2015). Maintaining confidentiality in qualitativ ...
For the purpose of this course, distinctions between two important c.docx
For the purpose of this course, distinctions between two important concepts should be considered:
Theoretical framework:
the use of constructs and propositions a recognized theory (or theories) to a research problem, purpose, and question.
Examples:
Social Influence theory, transformational leadership theory, game theory
Conceptual framework:
the construction of ideas, assumptions, and beliefs sourced in both the literature and one’s own experience, which identify the main concepts that guide the formulation of the research problem, purpose, and question.
Examples:
Concepts from positive psychology, mindfulness meditation, language development models
To prepare for this Discussion:
Review the Learning Resources related to the use of a theoretical or conceptual framework to guide the examination of a research problem in qualitative research.
Post an explanation of the role of a theoretical or conceptual framework in qualitative research and provide examples from the resources you read. Use proper APA format and citations to support your post.
Ravitch, S. M., & Carl, N. M. (2016).
Qualitative research: Bridging the conceptual, theoretical, and methodological
. Thousand Oaks, CA: Sage Publications.
Chapter 2, “Using Conceptual Frameworks in Research” (pp. 33–63)
Chapter 3, “Critical Qualitative Research Design” (pp. 65–110) (focus on pp. 85–89)
Rubin, H. J., & Rubin, I. S. (2012).
Qualitative interviewing: The art of hearing data
(3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 1, “Listening, Hearing, and Sharing” (pp. 1–11)
Chapter 2, “Research Philosophy and Qualitative Interviews” (pp. 13–24)
Conroy, N. E. (2013). Rethinking adolescent peer sexual harassment: Contributions of feminist theory.
Journal of School Violence, 12
(4), 340–356.
Cleaver, D., & Ballantyne, J. (2014). Teachers’ views of constructivist theory: A qualitative study illuminating relationships between epistemological understanding and music teaching practice. International Journal of Music Education, 32(2), 228-241.
Stahl, B., Doherty, N., Shaw, M., & Janicke, H. (2014). Critical theory as an approach to the ethics of information security.
Science & Engineering Ethics, 20
(3), 675–699.
Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your “house.”
Administrative Issues Journal: Connecting Education, Practice, and Research, 4
(2), 12–26.
...
Are You Ready to Write Up Your Qualitative Data?
Phase 3: Are You Ready to Write Up Your Qualitative Data?
Review the chapters of the Rubin and Rubin course text and consider .docx
Review the chapters of the Rubin and Rubin course text and consider the characteristics of a good qualitative interview.
Review the Yob and Brewer interview questions in Appendix A at the end of the article and consider how interview guides are used in research.
Review the Interview Guide Instructions and the Interview Guide Example found in this week’s Learning Resources and use these documents to guide you during your interview.
By Day 4
Post your explanation of the characteristics of a good qualitative interview. Also include what makes a good interview guide. Use the interview questions from Yob and Brewer’s interview guide to support your post.
Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.
Rubin, H. J., & Rubin, I. S. (2012).
Qualitative interviewing: The art of hearing data
(3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 6, “Conversational Partnerships” (pp. 71–93)
Chapter 7, “The Responsive Interview as an Extended Conversation” (pp. 95–114)
Chapter 8, “Structure of the Responsive Interview” (pp. 115–129)
Chapter 9, “Designing Main Questions and Probes” (pp. 131–147)
Chapter 10, “Preparing Follow-Up Questions” (pp. 149–169)
Chapter 12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211) (previously read in Weeks 5 and 6)
.
4. Do you know how to develop your research design and methodology?
Basics of Research Defined: Research Problem Selected: Do you know how to Develop your Research Design and Methodology? James & Slater (2014)
2 paragraphs and citations.Explain how structural coding is simi.docx
2 paragraphs and citations.
Explain how structural coding is similar or different from Vivo Code:
Required Readings
Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 1, “An Introduction to Codes and Coding” (pp. 1–42) (previously read in Week 5)
Chapter 2, “Writing Analytic Memos About Narrative and Visual Data” (pp. 43–65) (previously read in Week 5)
Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 12, “Data Analysis in the Responsive Interviewing Model” (pp. 189–211) (previously read in Week 5)
Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
Chapter 7, “An Integrative Approach to Data Analysis” (pp. 215–236) (previously read in Week 5)
Chapter 8, “Methods and Processes of Data Analysis” (pp. 237–270) (previously read in Week 5)
Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G. (2009). A qualitative framework for collecting and analyzing data in focus group research. International Journal of Qualitative Methods, 8(3), 1–21.
Retrieved from the Walden Library databases.
.
Energizing your Case: QEP on Critical Thinking through Writing
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Successfully Defending Your Dissertation Using NVivo
Looking for tips about communicating your dissertation findings? Let NVivo give you a sense of the end-game so you can start putting the pieces together.
Overview of the dissertation process. Tools, techniques by phase.
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Researching and writing the dissertation in the digital age.Scanned by CamScannerWeek 4 Data Collection Choosing S.docx
Scanned by CamScanner
Week 4: Data Collection: Choosing Sources
(People, Places, and Things)
The research team met again to consider data sources. A research consultant facilitated the discussion and identified issues to be addressed in order for the results to be credible. Three key areas needed further study before they went into the field. These areas included:
1. How is the program positioned in the community, particularly regarding trust, diversity, and access? (Or as one team member said, “How do we see ‘them’? And, how do we think they ‘see’ us?”)
This issue initiated an action plan for an organizational self-study to produce reflexive data before, during, and after field data collection.
2. What data sources would best answer the research questions?
Multiple sources, including families who had used program services as well as those that did not; field observations (going out into neighborhoods to become acquainted with local, non-professional resources); and the materials collected from the self-study.
3. How many participants should be included in the sample?The consultant clarified that the purpose of the sample was not to generalize to the target population—so bigger is not better. Rather, the team was encouraged to focus on selecting typical cases—homogenous, sub-groups—in order to efficiently saturate and develop a “solid understanding” (Guest, Bunce & Johnson, 2006, p. 77) of the phenomenon of the childcare experience in this community. The saturation goal means that the sample process is emergent and may change as the data become available.
As you can see in the ongoing scenario, before venturing out into the field, researchers must consider how they will manage credibility of the data. As a qualitative researcher, you too will have to address the sources of data as well as your credibility.
For this week, you will examine research questions, explore qualitative research design, and consider purposeful sampling and saturation as a qualitative researcher.
Learning Objectives
Students will:
· Evaluate research related to qualitative research design
· Evaluate purposeful sampling related to qualitative research design
· Evaluate saturation related to qualitative research design
· Demonstrate the skills needed to create research topics in qualitative research
· Demonstrate the skills needed to create field notes from observations of a video
Learning Resources
1. Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
· Chapter 4, “Design and Reflexivity in Data Collection” (pp. 111–144)
· Table 4.3, “Purposeful Sampling Strategies” (pp. 129–137)
2. Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
· Chapter 3, “Qualitative Data-Gathering Methods and Style” (previously read in Week 3)
3. Patton, M. Q. (2015). Chapter 5, Module 30: Purpose.
Capturing the Behaviors of the Elusive User: Strategies for Library Ethnography
Connaway, Lynn Silipigni. 2017. "Capturing the Behaviors of the Elusive User: Strategies for Library Ethnography." Presented at the IFLA World Library and Information Congress 2017, 83rd IFLA General Conference and Assembly, Wrocław, Poland, August 22.
Capturing the Behaviors of the Elusive User: Strategies for Library Ethnography
Connaway, Lynn Silipigni. 2017. "Capturing the Behaviors of the Elusive User: Strategies for Library Ethnography." Presented at the IFLA World Library and Information Congress 2017, 83rd IFLA General Conference and Assembly, Wrocław, Poland, August 22.
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Getting Started and Finishing your Dissertation Using NVivo
In Part 1 of this 4-Part series we will look at the way NVivo has been discussed in other dissertations, usually in methods and findings, provide tips from committee members and NVivo consultants about communicating findings; and give you a sense of the end-game so you can start putting the pieces together!
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1- When it comes to helping people who are having problems, how do you view your own abilities? Are you comfortable with setting goals and giving directions to others?
2- People vary regarding their need to be helped. Some want a lot of assistance, and others like to be independent. Are you prepared to adapt your leadership to be helpful to those who need it? Discuss.
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Think about the last time you needed to work in a small group. What was it you were supposed to do, a project, an activity, plan an event, solve a problem, etc.? Was the end result of your working together productive or unproductive? Why do you think this was so? Were you the leader of the group? If not, could you tell who the group leader was? How? Did the direction the group took in terms of completing the task align with how you thought the task should be completed? Why or why not?
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1-IRB is an important step in research. State the required components one should look for in a project to determine if IRB submission is needed?
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Energizing your Case: QEP on Critical Thinking through Writing
How can smaller liberal arts colleges develop a relevant, culture-changing QEP while maintaining long-term viability? The College at Southeastern developed a method of assessing student writing for critical thinking that collaborates across several departments using writing-intensive courses and a writing center. This faculty-driven assessment model scores student writing according to institutionally designed rubrics. By requiring writing center feedback, the engaged academic programs created an institution-wide culture of continuous improvement to reinforce student learning across the campus. Southeastern presents its preliminary findings, the CASE rubric, and a data-driven improvement model used on its campus that will energize your school’s assessment processes.
Successfully Defending Your Dissertation Using NVivo
Looking for tips about communicating your dissertation findings? Let NVivo give you a sense of the end-game so you can start putting the pieces together.
Overview of the dissertation process. Tools, techniques by phase.
Overview of the dissertation process. Tools, techniques by phase.South New Jersey Center and Institute for the Arts
Researching and writing the dissertation in the digital age.Scanned by CamScannerWeek 4 Data Collection Choosing S.docx
Scanned by CamScanner
Week 4: Data Collection: Choosing Sources
(People, Places, and Things)
The research team met again to consider data sources. A research consultant facilitated the discussion and identified issues to be addressed in order for the results to be credible. Three key areas needed further study before they went into the field. These areas included:
1. How is the program positioned in the community, particularly regarding trust, diversity, and access? (Or as one team member said, “How do we see ‘them’? And, how do we think they ‘see’ us?”)
This issue initiated an action plan for an organizational self-study to produce reflexive data before, during, and after field data collection.
2. What data sources would best answer the research questions?
Multiple sources, including families who had used program services as well as those that did not; field observations (going out into neighborhoods to become acquainted with local, non-professional resources); and the materials collected from the self-study.
3. How many participants should be included in the sample?The consultant clarified that the purpose of the sample was not to generalize to the target population—so bigger is not better. Rather, the team was encouraged to focus on selecting typical cases—homogenous, sub-groups—in order to efficiently saturate and develop a “solid understanding” (Guest, Bunce & Johnson, 2006, p. 77) of the phenomenon of the childcare experience in this community. The saturation goal means that the sample process is emergent and may change as the data become available.
As you can see in the ongoing scenario, before venturing out into the field, researchers must consider how they will manage credibility of the data. As a qualitative researcher, you too will have to address the sources of data as well as your credibility.
For this week, you will examine research questions, explore qualitative research design, and consider purposeful sampling and saturation as a qualitative researcher.
Learning Objectives
Students will:
· Evaluate research related to qualitative research design
· Evaluate purposeful sampling related to qualitative research design
· Evaluate saturation related to qualitative research design
· Demonstrate the skills needed to create research topics in qualitative research
· Demonstrate the skills needed to create field notes from observations of a video
Learning Resources
1. Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
· Chapter 4, “Design and Reflexivity in Data Collection” (pp. 111–144)
· Table 4.3, “Purposeful Sampling Strategies” (pp. 129–137)
2. Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
· Chapter 3, “Qualitative Data-Gathering Methods and Style” (previously read in Week 3)
3. Patton, M. Q. (2015). Chapter 5, Module 30: Purpose.
Capturing the Behaviors of the Elusive User: Strategies for Library Ethnography
Connaway, Lynn Silipigni. 2017. "Capturing the Behaviors of the Elusive User: Strategies for Library Ethnography." Presented at the IFLA World Library and Information Congress 2017, 83rd IFLA General Conference and Assembly, Wrocław, Poland, August 22.
Capturing the Behaviors of the Elusive User: Strategies for Library Ethnography
Connaway, Lynn Silipigni. 2017. "Capturing the Behaviors of the Elusive User: Strategies for Library Ethnography." Presented at the IFLA World Library and Information Congress 2017, 83rd IFLA General Conference and Assembly, Wrocław, Poland, August 22.
The Reading Maturity Scale: Initial Examination of Content and Construct Val...
Most reading research has focused on the ability to read and comprehend text. A deeper construct is reading maturity, which encompasses attitudes, abilities, interactions with and reactions to reading. This presentation examines the content validity of the Reading Maturity Survey (Thomas, 2008) and initial exploratory factor analyses. Implications are discussed for measuring reading maturity in pre and inservice teachers.
Informal peer critique and the negotiation of habitus in a design studio (AEC...
Critique is considered to be a central feature of design education, serving as both a structural mechanism that provides regular feedback, and a high stakes assessment tool. This study utilizes informal peer critique as a natural extension of this existing form, engaging the practice community in reflection-in-action due to the natural physical co-location of the studio environment. The purpose of this study is to gain greater understanding of the pedagogical role of informal critique in shaping design thinking and judgment, as seen through the framing of Bourdieu’s habitus. The methodology of this study is informed by a critical theory perspective, and uses a combination of interview, observation, and stimulated recall in the process of data collection. Divergent viewpoints on the role of informal v. formal spaces, objectivity v. subjectivity of critique, and differences between professor and peer feedback are addressed. Additionally, beliefs about critique on the individual and group level are analysed as critical elements of an evolving habitus, supported by or developed in response to the culture inscribed by the pedagogy and design studio. This form of critique reveals tacit design thinking and conceptions of design, and outlines the co-construction of habitus by individual students and the design pedagogy.
Getting Started and Finishing your Dissertation Using NVivo
In Part 1 of this 4-Part series we will look at the way NVivo has been discussed in other dissertations, usually in methods and findings, provide tips from committee members and NVivo consultants about communicating findings; and give you a sense of the end-game so you can start putting the pieces together!
Similar to 1-2 pages Required ReadingsRavitch, S. M., & Carl, N. M. (2.docx (19)
The Analysis and Interpretation of Qualitative Data Analysis.pdf
The Analysis and Interpretation of Qualitative Data Analysis.pdf
Energizing your Case: QEP on Critical Thinking through Writing
Energizing your Case: QEP on Critical Thinking through Writing
Successfully Defending Your Dissertation Using NVivo
Successfully Defending Your Dissertation Using NVivo
Overview of the dissertation process. Tools, techniques by phase.
Overview of the dissertation process. Tools, techniques by phase.
Scanned by CamScannerWeek 4 Data Collection Choosing S.docx
Scanned by CamScannerWeek 4 Data Collection Choosing S.docx
Capturing the Behaviors of the Elusive User: Strategies for Library Ethnography
Capturing the Behaviors of the Elusive User: Strategies for Library Ethnography
Capturing the Behaviors of the Elusive User: Strategies for Library Ethnography
Capturing the Behaviors of the Elusive User: Strategies for Library Ethnography
The Reading Maturity Scale: Initial Examination of Content and Construct Val...
The Reading Maturity Scale: Initial Examination of Content and Construct Val...
Informal peer critique and the negotiation of habitus in a design studio (AEC...
Informal peer critique and the negotiation of habitus in a design studio (AEC...
Getting Started and Finishing your Dissertation Using NVivo
Getting Started and Finishing your Dissertation Using NVivo
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Think about the last time you needed to work in a small group. What was it you were supposed to do, a project, an activity, plan an event, solve a problem, etc.? Was the end result of your working together productive or unproductive? Why do you think this was so? Were you the leader of the group? If not, could you tell who the group leader was? How? Did the direction the group took in terms of completing the task align with how you thought the task should be completed? Why or why not?
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a list of the characteristics that you believe you have mastered
a list of the characteristics that you have partially mastered (in progress)
a list of those characteristics that you have not yet mastered
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Why is Transformational Leadership theory of leadership most accurately explains effective leadership in your opinion? Does the peer-reviewed literature agree with your opinion? If so, how? If not, why not?
Transformational Leadership
Some people have an extraordinary ability to inspire others and bring forth loyalty. A person who has such a personality is said to have charisma. The German sociologist Max Weber explains in his Theory of Social and Economic Organization: “The term ‘charisma’ applies to a certain quality that causes one to be set apart from ordinary people and to be treated as endowed with superhuman, or at least exceptional, powers or qualities. In this sense, charisma is a gift or power of leadership.”21
In 1976 R. J. House published a theory of charismatic leadership that has received a great deal of attention by researchers. He traces the influence of the charismatic leader to a combination of personal characteristics and types of behavior. The characteristics of charismatic leaders include being dominant, ambitious, and self-confident, as well as having a strong sense of purpose.
Charismatic leaders also demonstrate specific types of behaviors: (1) They are role models for the beliefs and values they want their followers to adopt. For example, Gandhi advocated nonviolence and was a role model of civil disobedience. (2) They demonstrate ability that elicits the respect of followers. Leaders in art, science, religion, business, government, and social service influence followers through their personal competence. (3) They have ideological goals with moral overtones. Martin Luther and Martin Luther King both employed this type of charismatic behavior. (4) They communicate high expectations for their followers and show confidence in their ability to meet those expectations. Military history is replete with examples of charismatic war leaders. (5) Charismatic leaders ignite the motives of their followers to take action. Motives and tasks fall broadly into three areas—power, achievement, and affiliation.22
The psychologist David McClelland describes the nature of charismatic leadership:
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A crisis can create “charisma-hungry” followers who are looking for a leader to a.
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Writing Assignment 1
After comparing these communities, summarize the differences among them, as well as how each stands in relation to the national median housing values.
Writing Assignment 2
Which of the communities had the greatest appreciation in housing values over the ten -year period? Overall, what was the pattern of change? What can you conclude about the accumulation of wealth by individuals within these four communities?
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1-866-275-3266[email protected]ANALYSISVITALITYRELATIV.docx
1-866-275-3266
[email protected]
ANALYSIS
VITALITYRELATIVE COSTS
LIVING BUSINESS RELATIVE OF LIFE
Best=1, Worst=378Best=1, Worst=403
STRENGTHS & WEAKNESSES
U.S.=100%
SHORT TERM
FORECAST RISKS
LONG TERM
RISK EXPOSURE
2019-2024
BUSINESS CYCLE STATUS
MOODY’S RATING
ECONOMIC DRIVERS
Highest=1
Lowest=403
EMPLOYMENT GROWTH RANK
Best=1, Worst=410
2018-2020 2018-2023
QUALITY
MOODY’S ANALYTICS / Précis® U.S. Metro / December 2019
RETIREE
HAVEN
TOURIST
DESTINATION
MEDICAL
CENTER
2013 2014 2015 2016 2017 2018 INDICATORS 2019 2020 2021 2022 2023 2024
3.4 3.4 3.4 3.3 3.4 3.4 Gross metro product (C12$ bil) 3.5 3.6 3.7 3.8 3.9 4.0
-3.1 0.4 -0.7 -3.0 2.3 0.5 % change 2.4 2.5 2.5 3.7 2.9 2.7
32.2 32.0 32.8 33.3 33.2 33.4 Total employment (ths) 34.0 34.4 34.4 34.7 35.0 35.2
-3.1 -0.4 2.4 1.4 -0.1 0.6 % change 1.7 1.3 -0.0 0.8 0.9 0.6
9.7 8.5 7.6 6.8 5.9 5.2 Unemployment rate (%) 4.9 5.2 5.8 6.1 6.1 6.2
2.1 3.7 5.1 2.7 5.5 5.3 Personal income growth (%) 5.9 6.7 6.5 8.0 7.2 6.6
38.8 39.1 39.3 41.5 43.5 45.6 Median household income ($ ths) 48.1 50.3 51.8 53.8 55.9 57.9
138.8 138.8 140.3 142.9 145.5 147.9 Population (ths) 150.1 152.4 154.4 156.5 158.6 160.7
-0.2 0.0 1.1 1.8 1.9 1.7 % change 1.5 1.5 1.4 1.3 1.3 1.3
1.1 1.4 3.0 4.0 4.1 3.9 Net migration (ths) 3.7 3.8 3.6 3.7 3.7 3.8
201 233 354 371 433 884 Single-family permits (#) 720 794 1,061 1,408 1,476 1,439
0 0 24 145 113 0 Multifamily permits (#) 59 35 29 26 25 24
141.9 144.4 159.6 173.3 191.7 213.7 FHFA house price (1995Q1=100) 225.1 221.0 220.4 219.8 221.7 228.6
Recent Performance. Homosassa Springs
is bringing up the rear in Florida. Job growth has
slowed, dipping below the national average. HOM
is the only area in Florida where payroll employ-
ment is significantly below its prerecession peak.
Though some of the shortfall owes to the severity of
the last downturn, the metro area has consistently
underperformed its Florida peers over the last de-
cade. The labor market is also softer than previously
believed—the Quarterly Census of Employment
and Wages indicates that survey-based estimates
overcounted employment in 2019. Private services
are underperforming, including leisure/hospitality,
but education/healthcare is expanding with vigor.
At 4.5%, the jobless rate is nearing its cycle low,
and labor market tightness has sent hourly earnings
sharply higher, with average pay closer to the Flor-
ida and U.S. averages than at any time since 2013.
Retirees. A large and expanding retiree popu-
lation will help right the ship and secure HOM’s
spot in the top quintile of areas in job growth
through 2023. Residents age 65 or older account
for a well above-average one-quarter of HOM’s
population, as retirees are drawn to the warm cli-
mate, low taxes, and high housing affordability
relative to other senior havens in the state.
Although seniors do not purchase as many
big-ticket items as other age cohorts, their pres-
ence will he.
1-2 paragraphsapa formatreferencesStep 1 - Read the In.docx
1-2 paragraphs
apa format
references
Step 1 - Read the Information Below
Organizations are cutting costs and making decisions to offer employees remote work. In this week's discussion, your boss just informed you that you will work remotely starting Friday. You are concerned you will have a difficult time building and maintaining relationships. The following are areas of concern for you:
Leader-member relationships.
Coworker relationships.
Boundary-spanning relationships extending outside the organization.
Step 2 - Post a Response
Respond to the following.
Choose one area and explain how you will maintain the relationship you identified with specific steps you will take to build the relationship.
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1- What is Policy2- Explain each of them Public policy—Pr.docx
1- What is Policy?
2- Explain each of them: Public policy—
Private policy—
Health policy—
Social policy—
Organizational policy?
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F
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4- Who was Lillian Wald?
5- Who was Margaret Sanger, and in what way she helped to the developments of Nursing Field?
6_ what is
(ICN), and what they do?
7-
What is
s (NLCA) and they do?
Jeanne Blum, RN, is a nurse on a LDRP unit. Recently, the policy and
procedures manual for Jeanne’s unit included the premature rupturing of membranes of a laboring patient
as a practice acceptable for nurses to perform. Jeanne
and some of her coworkers shared their concern over
lunch about this new responsibility.They felt uncomfortable with the possibility of cord prolapse and
other potential medical complications resulting from
this practice. Jeanne gathered data from her state and
many others states and noted that her hospital was
not in compliance with her professional organization
practice standards. Jeanne shared this information with her coworkers. She volunteered to contact the
state board of nursing on their behalf to request a
declaratory statement on the nurse’s role in the initiation of premature rupturing of uterine membranes.
Her state board’s clinical practice committee
reviewed her request for a declaratory statement and
gathered information from other states. A formal
declaratory statement was drafted by the board and
made it available on its Web site. A letter from the
board was sent to Jeanne’s institution, informing it of
the declaratory statement, which stated that the task
nurses were requested to perform was beyond their
scope of practice based on the Nurse Practice Act.
8-Which stage of the policy model does this scenario
represent?
250 words
3 references APA
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1-2 paragraphsapa formatreferencesIn Chapter 6 The En.docx
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apa format
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In Chapter 6: The Environment – Part I, Hite and Seitz (2016) note that pollution and global warming were an important concern of the first world conference on the environment that was held in Sweden in 1972. Principle 6 of that declaration stated that we must stop the release of pollutants and heat that cannot be effectively processed by our environment (Declaration of the United Nations Conference on the Human Environment. 1972. Chapter 11. p. 2.
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Thinking about the different types of pollutants and heat that can be effectively processed by our environment, which are the most critical to address? Identify three pollutants you consider to be the most critical to address and explain why you believe they are most important.
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1- What is Policy2- Explain each of them Public policy— Pr.docx
1- What is Policy?
2- Explain each of them: Public policy— Private policy— Health policy— Social policy— Organizational policy?
3-
Who was
F
lorence Nightingale, and what was her contribution to the Nursing Field?
4- Who was Lillian Wald?
5- Who was Margaret Sanger, and in what way she helped to the developments of Nursing Field?6_ what is
(ICN), and what they do?
7-
What is
s (NLCA) and they do?
Jeanne Blum, RN, is a nurse on a LDRP unit. Recently, the policy and procedures manual for Jeanne’s unit included the premature rupturing of membranes of a laboring patient as a practice acceptable for nurses to perform. Jeanne and some of her coworkers shared their concern over lunch about this new responsibility.They felt uncomfortable with the possibility of cord prolapse and other potential medical complications resulting from this practice. Jeanne gathered data from her state and many others states and noted that her hospital was not in compliance with her professional organizationpractice standards. Jeanne shared this information with her coworkers. She volunteered to contact the state board of nursing on their behalf to request a declaratory statement on the nurse’s role in the initiation of premature rupturing of uterine membranes. Her state board’s clinical practice committee reviewed her request for a declaratory statement and gathered information from other states. A formal declaratory statement was drafted by the board and made it available on its Web site. A letter from the board was sent to Jeanne’s institution, informing it of the declaratory statement, which stated that the task nurses were requested to perform was beyond their scope of practice based on the Nurse Practice Act. 8-Which stage of the policy model does this scenario represent?
■
0000
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1- What is Policy2- Explain each of them Public policy—Pr.docx
1- What is Policy?
2- Explain each of them: Public policy—
Private policy—
Health policy—
Social policy—
Organizational policy?
3-
Who was F
lorence Nightingale, and what was her contribution to the Nursing Field?
4- Who was Lillian Wald?
5- Who was Margaret Sanger, and in what way she helped to the developments of Nursing Field?
6_ what is
(ICN), and what they do?
7-
What is
s (NLCA) and they do?
Jeanne Blum, RN, is a nurse on a LDRP unit. Recently, the policy and procedures manual for Jeanne’s unit included the premature rupturing of membranes of a laboring patient as a practice acceptable for nurses to perform. Jeanne and some of her coworkers shared their concern over lunch about this new responsibility.They felt uncomfortable with the possibility of cord prolapse and other potential medical complications resulting from this practice. Jeanne gathered data from her state and many others states and noted that her hospital was not in compliance with her professional organization practice standards. Jeanne shared this information with her coworkers. She volunteered to contact the state board of nursing on their behalf to request a declaratory statement on the nurse’s role in the initiation of premature rupturing of uterine membranes. Her state board’s clinical practice committee reviewed her request for a declaratory statement and gathered information from other states. A formal declaratory statement was drafted by the board and made it available on its Web site. A letter from the board was sent to Jeanne’s institution, informing it of the declaratory statement, which stated that the task nurses were requested to perform was beyond their scope of practice based on the Nurse Practice Act.
8-Which stage of the policy model does this scenario represent?
Please use citations, and at least 2 credible references no older than 7 years.
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1-2 Paragraphs adequately describing cloning biotechnology as thorou.docx
1-2 Paragraphs adequately describing cloning biotechnology as thoroughly as possible also answer the following question.
1. Describe the topic by listing when it came into being
2. what is the technology?
3. How does it work?
4. What are the positive/negative aspects of the topic?
5. What are the current and potential uses of the technology?
6. What is its application to modern science, technology, industry, business, and/or government.
7. How does this technology relate to modern society?
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3(a)-Compare and contrast the biosynthesis of the D.N.A virus with the R.N.A virus.
b.-Research the influence of biofilms in cystic fibrosis and the effect of antibiotic treatment.
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1-Some typical agents of socialization are family, school, religion.docx
1-Some typical agents of socialization are: family, school, religion, friends, relatives, and mass media. What agents of socialization have influenced you the most? Describe their influence on your attitudes, beliefs, values, or other orientations to life. How have they made you the person that you are today?
2-
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150 word min/references
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1-Provide a critique Kristen Swanson’s Theory of Caring, making sure to
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2-Provide evidence using 2 (two) scholarly articles in order to support your critique.
APA style. 250 words. 2-3 references.
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1-macedaWhat other assessment data would be helpful for the nu.docx
1-maceda
What other assessment data would be helpful for the nurse practitioner to have?
The diagnosis of UTI by clinical criteria alone has an error rate of approximately 33%; therefore, the NP should be vigilant and pay attention to additional assessment data (Allen, Manilal & Gezmu, 2019). For example, patient population is typically premenopausal women of any age with risk factors of diabetes, diaphragm use, especially those with spermicide, history of UTI or UTI during childhood, mother or female relatives with history of UTIs, and sexual intercourse.
What are the organisms most likely to cause an UTI?
Urinary tract infections are primarily caused by gram-negative bacteria, but gram-positive pathogens may also be involved. More than 95% of uncomplicated UTIs are monobacterial. The most common pathogen for uncomplicated UTIs is E.coli (75%–95%), followed by Klebsiella pneumoniae, Staphylococcus saprophyticus, Enterococcus faecalis, group B streptococci, and Proteus mirabilis (Bollestad, Vik, Grude& Lindbæk, 2018).
What is the pharmacological treatment for Shelly? Keep in mind safe dosing.
The first step in treating Shelly is to classify the type of infection, such as acute uncomplicated cystitis or pyelonephritis, acute complicated cystitis or pyelonephritis, CA-UTI, asymptomatic bacteriuria (ASB), or prostatitis (Allen, Manilal & Gezmu, 2019). The Infectious Diseases Society of America (IDSA) recommends that empiric regimens for uncomplicated UTIs be guided by the local susceptibility, particularly to E. coli. They recommend considering trimethoprim/sulfamethoxazole if the local resistance rate is less than 20% and fluoroquinolones if the resistance rate is less than 10% (Bollestad, Vik, Grude& Lindbæk, 2018). The empiric regimen for complicated UTIs should also be guided by local susceptibility trends of uropathogens, and definitive regimens should be tailored according to susceptibility results, when available.
What are the teaching priorities for Shelly and her mother prior to her discharge from the clinic?
The teaching priority for Shelly is hydration. During UTI management, hydration dilutes the uropathogen and removes infected urine by frequent bladder emptying. However, the bacterial count returns to the prehydration level after hydration is discontinued. Potential problems with forcing fluids include urinary retention in a patient with a partially obstructed bladder and decreased urinary antibiotic concentration.
References
Allen, M., Manilal, A., Gezmu, T., (2019). Prevalence and associated factors of urinary tract infections among women.
Journal of Urology, 45
(1), 56–62. https://doi.org/10.5152/tud.2018.32855
Bollestad, M., Vik, I., Grude, N., & Lindbæk, M. (2018). Predictors of Symptom Duration and Bacteriuria in Urinary Tract Infection.
Scandinavian Journal of Primary Health Care, 36.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
WhatsApp:-
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YouTube:-
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Teligram :- https://t.me/special_education_needs
Slide Shere :-
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Priya Shaw - https://www.linkedin.com/in/priya-shaw
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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