This document provides an overview of grounded theory designs in qualitative analysis. It defines grounded theory as a systematic qualitative method for generating theory from data. Grounded theory was developed in the 1960s by sociologists Glaser and Strauss and involves collecting and analyzing data to build theories through identifying patterns and relationships. The document discusses the key aspects of grounded theory including when to use it, types of designs, conducting research using the approach, and evaluating grounded theory studies. It provides examples and references key sources on grounded theory.
This document provides an introduction to communication theory. It discusses what constitutes a good theory, noting criteria like theoretical scope, appropriateness, heuristic value, validity, parsimony, and openness. A theory should generally explain phenomena broadly, make logical assumptions, suggest avenues for further research, be logically consistent and falsifiable, provide simple explanations, and allow for compatibility with other theories. The document also distinguishes theories from models, noting that models provide simplified representations of communication processes.
The role of theory in researchProf Brian van WykPO.docxkathleen23456789
The role of theory in research
Prof Brian van Wyk
POSTGRADUATE ENROLMENT AND THROUGHPUT (PET)
*
Outline for workshopWhat is theory?Characteristics of theoryFunctions of theory in researchHow to evaluate the quality of a theory (explanation)Theory in research OR research and theory?
*
What is theory?A model or framework for observation and understandingshapes both what we see and how we see it;allows the researcher to make links between the abstract and the concrete, the theoretical and the empirical, thought statements and observational statements.
Generalising statements that assert a connection between two or more types of phenomena
Explains and predicts the relationship between variables
A system of interconnected abstractions or ideas that condenses and organises knowledge about the world
*
Characteristics of theoryTheory guides research and organises its ideas. i.e. bricks lying around haphazardly in the brickyard: ‘facts’ of different shapes and sizes have no meaning unless they are drawn together in a theoretical or conceptual framework.
Empirically relevant
Always tentative, never proven
Becomes stronger as more supporting evidence is gathered; provides a context for predictions
Has the capacity to generate new research.
*
Theory vs. hypothesisAn hypothesis is an educated guess. It usually predicts the relationship between two or more variables.
Hypotheses are more specific than theories.
Multiple hypotheses may relate to one theory.
*
Remember theory can operate on different levelsMicro-level theory seeks to explain behaviour at the level of the individual or family environment e.g. psychology – Frustration-Aggression hypothesis or Sternberg’s theory of love
Meso-level theory seeks to explain the interactions of micro-level organisms e.g. social institutions, organisations, communities
Macro-level theory seeks to explain behaviour at the level of large groups of people e.g. ethnicity, class, gender – Conflict Theory
*
How to evaluate a theoryIs the theory or explanation logical and coherent?Is it clear and parsimonious?Does it fit the available data?Does it provide testable claims?Have theory-based predictions been tested and supported?Has it survived numerous attempts by researchers to identify problems with it or to falsify it?Does it work better than competing or rival theories or explanations?
*
Is it general enough to apply to more than one place, situation, or person?
Can practitioners use it to control or influence things in the world a good theory of teaching helps teachers to positively influence student learning; a good theory of counseling helps counselors to positively influence their clients’ mental health
*
Theory and research OR
theory in research?There is a two-way relationship between theory and research.
Social theory informs our understanding of issues, which, in turn, assists us in making research decisions and making sense of the world.
The experience of.
Descartes Epistemology
Research Philosophy: Epistemology
Epistemology Paper
Epistemology Vs. Theory Of Knowledge
Literature Review On Epistemology
Epistemic Issue
Essay on A Study of Epistemology
On Epistemology and Skepticism Essay
Personal Epistemology Essay
Epistemology
Epistemology In Business And Management
Examples Of Epistemology
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Epistemology Paper
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This document discusses models, agents, and levels of abstraction in modeling. It addresses several questions, including what constitutes a model, where causality is located, and who creates models and for what purpose. The method of levels of abstraction is presented as a useful approach to clarify assumptions and enhance rigor when discussing conceptual problems. Models can be viewed as maps or mediators that are useful for specific purposes rather than absolutely true. The role of the agent or modeler is also explored, noting they shape models through their expertise and goals.
IntroductionLearning ObjectivesAfter reading this chapter,.docxnormanibarber20063
Introduction
Learning Objectives
After reading this chapter, you should be able to do the following:
Describe how understanding how we learn can be applied in a real-world setting with self and others.
Explain the basic premises of behaviorism as applied to learning theory.
Explain the basic premises of cognitivism as applied to learning theory.
Explain the basic premises of constructivism as applied to learning theory.
Explain the basic premises of humanism as applied to learning theory.
Identify evolving frameworks of learning theory that expand upon our understanding of how we learn.
· My Bookshelf
· TOC/Annotation menu
· Downloads
· Print
· Search
· Profile
· Help
i.1 Understanding How We Learn
Previous section
Next section
i.1 Understanding How We Learn
Have you ever
· tried to help someone with a task, but the more you encouraged him or her, the worse the process became?
· studied all night for an exam but received an F on the test?
· heard a song from 20 years ago on the radio but still knew the lyrics? (Maybe you even wondered how you could possibly still know the old melody but not remember the name of the classmate you met less than 24 hours ago.)
· ignored someone because his or her beliefs differed from your beliefs?
· felt frustrated because your child was struggling in school?
· needed to train a group of employees but had no idea how to begin the process?
· assumed that the people around you should learn something as easily as you do?
· looked back on a decision and recognized that you were not thinking logically when that decision was made?
· had someone dear to you pass away and, afterwards, found it difficult to focus on tasks for any length of time?
If you have ever experienced any of these situations, then the psychology of learning could potentially be one of the most important areas that you will ever study. Understanding how humans learn, based on the psychological principles of learning and educational psychologies, can have profound results on productivity, success, and the search for self-actualization. Such knowledge is applicable in your personal and professional lives. It can empower you to know yourself better. Your knowledge about learning can help you teach and support others better, too. Learning, in essence, is something that you do and that affects you every day (Curran, Harrison, & Mackinnon, 2013).
Bowie15/iStock/Thinkstock
Understanding how you learn enables you to teach and support others.
Before you can successfully apply such information in your daily life, it’s important to familiarize yourself with the theories, models, and conceptual frameworks associated with learning. A theory is a set of principles used to explain, predict, and understand why a phenomenon occurs. Theories are supported by research but may not be valid in all situations; theories are propositions, not facts. For example, cognitive load theory (CLT), which is discussed further in Chapter 3, proposes th.
Module 3 -Critical and Conspiracy Theories (Contemporary Philosophies).pdfDrDaryDacanay
Here are some potential reasons why conspiracy theories may be popular and attractive:
- They provide explanations and narratives that give a sense of understanding and control in an uncertain world. By identifying hidden forces and agendas, conspiracy theories reduce randomness and complexity.
- They appeal to our innate desire to find patterns and agency behind events. It can be psychologically uncomfortable to accept that some things happen arbitrarily or through unintended consequences.
- They allow people to feel special or enlightened by believing they have access to secret or obscured truths that others cannot see. This enhances feelings of identity and community among believers.
- They undermine faith in authority and established institutions/explanations, which some find appealing. Conspiracy theories level perceived
50 Great Topics for a Process Analysis Essay. 15 Process Essay Topics That Make Sense. How to Write a Process Essay Having 30 Wonderful Topic Examples. Process Essay - Excelsior College OWL. 4.Process Essay Topics for Your Inspiration.docx | DocDroid. 005 Process Essay Examples Sample Topics Outline And How To Example Of .... Ideas for writing a process essay. How To Write A Process Essay - A Complete Guide (With Topics). How to Write a Process Essay: Examples, Template, Topics .... Write Esse: Define process essay. Process essay topics. Process Essays: Topics, Format, Outline, Examples. 26+ Good Process Essay Topics Gif - scholarship. Definition and Tips on Writing an Effective Process Essay. 15 Fresh Process Essay Topics and Ideas - Sapmles, Writing Tips.
This document provides an overview of grounded theory designs in qualitative analysis. It defines grounded theory as a systematic qualitative method for generating theory from data. Grounded theory was developed in the 1960s by sociologists Glaser and Strauss and involves collecting and analyzing data to build theories through identifying patterns and relationships. The document discusses the key aspects of grounded theory including when to use it, types of designs, conducting research using the approach, and evaluating grounded theory studies. It provides examples and references key sources on grounded theory.
This document provides an introduction to communication theory. It discusses what constitutes a good theory, noting criteria like theoretical scope, appropriateness, heuristic value, validity, parsimony, and openness. A theory should generally explain phenomena broadly, make logical assumptions, suggest avenues for further research, be logically consistent and falsifiable, provide simple explanations, and allow for compatibility with other theories. The document also distinguishes theories from models, noting that models provide simplified representations of communication processes.
The role of theory in researchProf Brian van WykPO.docxkathleen23456789
The role of theory in research
Prof Brian van Wyk
POSTGRADUATE ENROLMENT AND THROUGHPUT (PET)
*
Outline for workshopWhat is theory?Characteristics of theoryFunctions of theory in researchHow to evaluate the quality of a theory (explanation)Theory in research OR research and theory?
*
What is theory?A model or framework for observation and understandingshapes both what we see and how we see it;allows the researcher to make links between the abstract and the concrete, the theoretical and the empirical, thought statements and observational statements.
Generalising statements that assert a connection between two or more types of phenomena
Explains and predicts the relationship between variables
A system of interconnected abstractions or ideas that condenses and organises knowledge about the world
*
Characteristics of theoryTheory guides research and organises its ideas. i.e. bricks lying around haphazardly in the brickyard: ‘facts’ of different shapes and sizes have no meaning unless they are drawn together in a theoretical or conceptual framework.
Empirically relevant
Always tentative, never proven
Becomes stronger as more supporting evidence is gathered; provides a context for predictions
Has the capacity to generate new research.
*
Theory vs. hypothesisAn hypothesis is an educated guess. It usually predicts the relationship between two or more variables.
Hypotheses are more specific than theories.
Multiple hypotheses may relate to one theory.
*
Remember theory can operate on different levelsMicro-level theory seeks to explain behaviour at the level of the individual or family environment e.g. psychology – Frustration-Aggression hypothesis or Sternberg’s theory of love
Meso-level theory seeks to explain the interactions of micro-level organisms e.g. social institutions, organisations, communities
Macro-level theory seeks to explain behaviour at the level of large groups of people e.g. ethnicity, class, gender – Conflict Theory
*
How to evaluate a theoryIs the theory or explanation logical and coherent?Is it clear and parsimonious?Does it fit the available data?Does it provide testable claims?Have theory-based predictions been tested and supported?Has it survived numerous attempts by researchers to identify problems with it or to falsify it?Does it work better than competing or rival theories or explanations?
*
Is it general enough to apply to more than one place, situation, or person?
Can practitioners use it to control or influence things in the world a good theory of teaching helps teachers to positively influence student learning; a good theory of counseling helps counselors to positively influence their clients’ mental health
*
Theory and research OR
theory in research?There is a two-way relationship between theory and research.
Social theory informs our understanding of issues, which, in turn, assists us in making research decisions and making sense of the world.
The experience of.
Descartes Epistemology
Research Philosophy: Epistemology
Epistemology Paper
Epistemology Vs. Theory Of Knowledge
Literature Review On Epistemology
Epistemic Issue
Essay on A Study of Epistemology
On Epistemology and Skepticism Essay
Personal Epistemology Essay
Epistemology
Epistemology In Business And Management
Examples Of Epistemology
Epistemology and Its Influences
Epistemology Paper
Personal Epistemology
Naturalized Epistemology Essays
Epistemology and Knowledge Essay
Epistemology And Belief Of Epistemology Essay
This document discusses models, agents, and levels of abstraction in modeling. It addresses several questions, including what constitutes a model, where causality is located, and who creates models and for what purpose. The method of levels of abstraction is presented as a useful approach to clarify assumptions and enhance rigor when discussing conceptual problems. Models can be viewed as maps or mediators that are useful for specific purposes rather than absolutely true. The role of the agent or modeler is also explored, noting they shape models through their expertise and goals.
IntroductionLearning ObjectivesAfter reading this chapter,.docxnormanibarber20063
Introduction
Learning Objectives
After reading this chapter, you should be able to do the following:
Describe how understanding how we learn can be applied in a real-world setting with self and others.
Explain the basic premises of behaviorism as applied to learning theory.
Explain the basic premises of cognitivism as applied to learning theory.
Explain the basic premises of constructivism as applied to learning theory.
Explain the basic premises of humanism as applied to learning theory.
Identify evolving frameworks of learning theory that expand upon our understanding of how we learn.
· My Bookshelf
· TOC/Annotation menu
· Downloads
· Print
· Search
· Profile
· Help
i.1 Understanding How We Learn
Previous section
Next section
i.1 Understanding How We Learn
Have you ever
· tried to help someone with a task, but the more you encouraged him or her, the worse the process became?
· studied all night for an exam but received an F on the test?
· heard a song from 20 years ago on the radio but still knew the lyrics? (Maybe you even wondered how you could possibly still know the old melody but not remember the name of the classmate you met less than 24 hours ago.)
· ignored someone because his or her beliefs differed from your beliefs?
· felt frustrated because your child was struggling in school?
· needed to train a group of employees but had no idea how to begin the process?
· assumed that the people around you should learn something as easily as you do?
· looked back on a decision and recognized that you were not thinking logically when that decision was made?
· had someone dear to you pass away and, afterwards, found it difficult to focus on tasks for any length of time?
If you have ever experienced any of these situations, then the psychology of learning could potentially be one of the most important areas that you will ever study. Understanding how humans learn, based on the psychological principles of learning and educational psychologies, can have profound results on productivity, success, and the search for self-actualization. Such knowledge is applicable in your personal and professional lives. It can empower you to know yourself better. Your knowledge about learning can help you teach and support others better, too. Learning, in essence, is something that you do and that affects you every day (Curran, Harrison, & Mackinnon, 2013).
Bowie15/iStock/Thinkstock
Understanding how you learn enables you to teach and support others.
Before you can successfully apply such information in your daily life, it’s important to familiarize yourself with the theories, models, and conceptual frameworks associated with learning. A theory is a set of principles used to explain, predict, and understand why a phenomenon occurs. Theories are supported by research but may not be valid in all situations; theories are propositions, not facts. For example, cognitive load theory (CLT), which is discussed further in Chapter 3, proposes th.
Module 3 -Critical and Conspiracy Theories (Contemporary Philosophies).pdfDrDaryDacanay
Here are some potential reasons why conspiracy theories may be popular and attractive:
- They provide explanations and narratives that give a sense of understanding and control in an uncertain world. By identifying hidden forces and agendas, conspiracy theories reduce randomness and complexity.
- They appeal to our innate desire to find patterns and agency behind events. It can be psychologically uncomfortable to accept that some things happen arbitrarily or through unintended consequences.
- They allow people to feel special or enlightened by believing they have access to secret or obscured truths that others cannot see. This enhances feelings of identity and community among believers.
- They undermine faith in authority and established institutions/explanations, which some find appealing. Conspiracy theories level perceived
50 Great Topics for a Process Analysis Essay. 15 Process Essay Topics That Make Sense. How to Write a Process Essay Having 30 Wonderful Topic Examples. Process Essay - Excelsior College OWL. 4.Process Essay Topics for Your Inspiration.docx | DocDroid. 005 Process Essay Examples Sample Topics Outline And How To Example Of .... Ideas for writing a process essay. How To Write A Process Essay - A Complete Guide (With Topics). How to Write a Process Essay: Examples, Template, Topics .... Write Esse: Define process essay. Process essay topics. Process Essays: Topics, Format, Outline, Examples. 26+ Good Process Essay Topics Gif - scholarship. Definition and Tips on Writing an Effective Process Essay. 15 Fresh Process Essay Topics and Ideas - Sapmles, Writing Tips.
You will read the text pages that I request. For this assignment rechandaronald
You will read the text pages that I request. For this assignment read pages 36.1-40.2 the specified pages you will need to complete the assignment will be added to this posting as an attachment. You will then provide a detailed outline of the material and a personal summary or impression of what was covered. The detailed outline will be a minimum of 3 pages. Be sure to include text content that is located in "call out areas" or boxes in the text. Answer must be in Microsoft Word and must be an original answer no plagiarism. There will be
no plagiarism!!!
Indicate the page numbers you've outlined in the subject line of your post.
I’ve posted an example of what the teacher expects.
You have to use this format and Quick Note: You will notice that the textbook assigned to this class uses Wikipedia as a resource. However, I want to point out that you should not use Wikipedia as a source for your coursework. Here’s an article discussing the limitations of Wikipedia.
http://www.findingdulcinea.com/news/education/2010/march/The-Top-10-Reasons-Students-Cannot-Cite-or-Rely-on-Wikipedia.html
Example: Science in the Social Sciences
The textbook begins with a quote from Albert Einstein: “Science is the attempt to make the chaotic diversity of our sense-experience correspond to a logically uniform system of thought” (p. 5).
- Truth is not created. It is discovered. Science is an organized attempt to discover truth.
The book clarifies the 3 main categories of science:
1) Natural: study of natural phenomena (cosmological, geological, chemical, biological, etc.)
2) Formal: study of math and logic that use an a priori, rather than factual, methodology (basically, a priori is knowledge that we have and can apply , rather than needing to measure something to gain knowledge about it)
3) Social: study of human behavior and sciences
Einstein was a theoretical physicist; this falls under formal sciences. He did not like things that were unpredictable an he was bothered by chaos. He tried to find ways to predict the unpredictable.
In this class:
We are interested in social sciences, and in particular how that knowledge can be applied to help systems of all sizes. Human services apply methods and findings from social science to improve the lives of people (
individuals
,
groups
– such as families, and larger social context –
communities
).
At the same time, all sciences have a lot in common. The textbook discusses the example of chaos theory. Chaos theory is a branch of mathematics (which is a science itself). Chaos theory deals with conditions where prediction is not possible.
- Chaotic diversity describes things on the quantum level and the human condition
- Chaos theory has implications when working with people; this was recently realized
- Human Services dislike chaos; we want to explain, possibly predict, and prevent human misery
* We can take another look at Einstein’s quote: “Science is the attempt to make the chaotic diversity of our ...
The document discusses curriculum theory and different approaches to conceptualizing curriculum theory. It describes how curriculum theory aims to explain and guide curriculum decision-making. Various theorists have proposed different categorizations of curriculum theory, such as formal vs. event vs. valuational vs. praxiological theory. The document also discusses the process of theory-building, including defining terms, classifying concepts, and distinguishing between inductive and deductive reasoning approaches. Overall, the document examines perspectives on what constitutes curriculum theory and its purposes.
The document discusses different philosophical approaches to evaluating the validity of statements or propositions based on the types of questions asked. Gottfried Leibniz focuses on rational justification independent of empirical data. John Locke focuses on empirical data and statistical analysis. Immanuel Kant looks for a combination of data and theoretical justification. Georg Wilhelm Friedrich Hegel examines alternative views and the potential for synthesis of ideas. Peter Singer considers whether the right questions are being asked and perspectives considered. Mitroff and Turoff note that each approach reflects a different way of understanding communication and that many more exist.
The document discusses different philosophical approaches to evaluating the validity of statements or propositions based on the types of questions asked. Gottfried Leibniz focuses on rational justification independent of empirical data. John Locke focuses on empirical data and statistical analysis. Immanuel Kant looks for a combination of data and theoretical justification. Georg Wilhelm Friedrich Hegel examines alternative views and the potential for synthesis. Peter Singer considers whether the right questions are being asked and perspectives considered. Mitroff and Turoff note that each approach reflects a different way of understanding communication and that many other approaches exist.
PROFESSOR ROBERTO N. PADUATHEORY CONSTRUCTION AND DEVELO.docxbriancrawford30935
PROFESSOR ROBERTO N. PADUA
THEORY CONSTRUCTION AND DEVELOPMENT
COURSE OUTLINE
I. Theory,Philosophical Bases and Logic
II. Deductive Methods of Theory Development
III. Inductive Methods of Theory Development
IV. Theory Development Versus Theory Verification
Course Requirements: Workshop Outputs
LECTURE I: Theory and Philosophical Bases
1. SCIENTIFIC RESEARCH: is systematic, controlled, empirical, and critical investigation of hypothetical propositions about the presumed relationships among phenomena.
2. THEORY: is a set of interrelated constructs (concepts), definitions, and propositions that presents a systematic view of phenomena by specifying relations among variables, with the purpose of explaining, predicting, and controlling the phenomena.
DEFINITIONS
A Theory is a statement that explains why things happen as they do. There are three forms of a theory:
1. The "set-of-laws" form defines theory as a set of well-supported empirical generalizations, or "laws." Here, theory is thought of as "things we feel very certain about." This is the inductive form.
2. The "axiomatic" form defines theory as a set of interrelated propositions and definitions derived from axioms (i.e., things we feel certain about). This is the deductive form of a theory.
3. The "causal" form defines theory as a set of descriptions of causal processes. Here, theory "tells us how things work."
FUNCTIONS OF THEORY
a. EXPLANATION: provides an answer to the question "why is the fact what it is?" that is intellectually satisfying. Formal explanation: subsuming a proposition under a broader proposition which needs no explanation. It consists of a universal generalization that is assumed to be true, a particular set of circumstances, and a conclusion which asserts that an event had to occur because it was deducible from the logic of the propositions of the theory. Such explanations are deterministic/causal/nomic. Law: (x) <If Px then Qx>; Antecedent Condition: Px; Conclusion: Qx.
FUNCTIONS OF THEORY:
b. PREDICTION: proposing the occurrence of a future event given some awareness of a past or present relationship which may or may not be understood (e.g., astronomy). One can predict without explanation, but the reverse is not true. Thus explanation, rather than prediction, is the end of science.
FUNCTIONS OF THEORY
c. CONTROL: ability to intervene in a particular case or to alter the case of a particular relationship. In the pure case it implies complete understanding of elements and their relationships as well as a closed system. Less purely, it implies knowledge of the principles along which the phenomena vary.
CHARACTERISTICS OF A THEORY
ABSTRACTNESS
Abstract concepts are independent of a specific time and place. Because scientific statements must predict future events, they cannot be specific to past events. Scientists prefer theories that are as general as possible to time and place.
Abstract concepts are independent of specific circumst.
This is an intro to Primer in Theory Construction by Paul Reynolds. Presented in Faculty of Entrepreneurship University of Tehran. Advanced Theories of Management( Dr.Arabiun)
Role of theory in research by priyadarshinee pradhanPriya Das
This document discusses the role of theory in research. It defines research as a systematic process of investigation to discover new facts or verify existing facts. Theory is defined as a framework that helps observe and understand phenomena by connecting variables. There are two approaches to theory - inductive theory develops concepts from data, while deductive theory uses existing theory to guide research. The relationship between theory and research is bidirectional, as theory informs research and research can validate or refine theory over time based on empirical evidence.
Hypotheis, Conceptual Model and Theoretical framework. pptJet Tamagos
This document discusses different types of hypotheses used in educational research. It defines a hypothesis as a tentative explanation or prediction about the relationship between variables that can be tested. The main types discussed are research hypotheses, null hypotheses, and conceptual models/theoretical frameworks. Research hypotheses propose a relationship between variables, while null hypotheses propose no relationship. Conceptual models and theoretical frameworks provide maps and structures to help understand phenomena being studied. Examples are provided of how a research problem can relate to a research hypothesis and corresponding null hypothesis. Assumptions and how they differ from hypotheses are also explained.
11720181COMM3313 COMMUNICATION AND PUBLIC HEALTH.docxRAJU852744
1/17/2018
1
COMM3313:
COMMUNICATION AND PUBLIC HEALTH
Introduction: Putting Theory into Practice in Public Health
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Interpersonal comm.
Sociology
psychology
Social Cognition
Social work
Topics of interests:
Provider‐patient comm.
Patient‐caregiver interactions
Social support
Social stigma
Information/uncertainty
management
Fields:
Organizational Comm.
Communication & Technology
Business
Management
Topics of interests:
HMOs
risk communication
Interdisciplinary health teams
Inter/intraorganizational
communication in health
settings
Technology implementation
Interpersonal Contexts Organizational Contexts
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Persuasive communication
Interpersonal communication
Media studies
Public health
Social work
Topics of interests:
Behavioral Change
One‐time health behavior
Long‐term lifestyle change/ maintenance
Social Inequality
Policy, advocacy, & organizational changes
Interests in multi‐level interventions: individual, interpersonal, community, institutional,
policy levels
Public Health: Health Education and Health Campaigns
THE INCREASING INTERESTS IN PUBLIC HEALTH
Chronic illness as a long‐term life issues
Advancement in medicine
Identification of illnesses
Preventive care as standards of care
Vaccination
Genetic testing
Exercise
Awareness in cultural & environmental factors/concerns
Social stigma
Ethnic/racial/global health disparity
HEALTH EDUCATION
Scope:
Individual’s behavior → System‐level concerns
Definitions:
Bringing about behavioral changes in individuals, groups, and
larger populations from behaviors that are presumed to be
detrimental to health, to behaviors that are conductive to
present and future health (Simonds, 1976)
Any combination of learning experiences designed to
facilitate voluntary adaptations of behavior conductive to
health (Green, 1990)
Emphasis:
Voluntary, informed behavior changes
WHAT IS HEALTH BEHAVIOR?
Preventive health behavior
Any activity undertaken by an individual who believes
himself/herself to be healthy, for the purpose of preventing
or detecting illness in an asymptomatic state
Illness behavior
Any activity undertaken by an individual who perceives
himself/herself to be ill, to define the state of health, and to
discover a suitable remedy
Sick‐role behavior
Any activity undertaken by an individual who considers
himself/herself to be ill, for the purpose of getting well.
1/17/2018
2
PARSON’S SICK ROLE
The sick person
is exempted from normal social role responsibilities
cannot get well by an act of decision or will
is obligated to get well
is obligated to seek technically competent help
HEALTH EDUCATION
Health behavior is the central concern of health
education
Settings for HE:
evolved from thr.
11720181COMM3313 COMMUNICATION AND PUBLIC HEALTH.docxaulasnilda
1/17/2018
1
COMM3313:
COMMUNICATION AND PUBLIC HEALTH
Introduction: Putting Theory into Practice in Public Health
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Interpersonal comm.
Sociology
psychology
Social Cognition
Social work
Topics of interests:
Provider‐patient comm.
Patient‐caregiver interactions
Social support
Social stigma
Information/uncertainty
management
Fields:
Organizational Comm.
Communication & Technology
Business
Management
Topics of interests:
HMOs
risk communication
Interdisciplinary health teams
Inter/intraorganizational
communication in health
settings
Technology implementation
Interpersonal Contexts Organizational Contexts
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Persuasive communication
Interpersonal communication
Media studies
Public health
Social work
Topics of interests:
Behavioral Change
One‐time health behavior
Long‐term lifestyle change/ maintenance
Social Inequality
Policy, advocacy, & organizational changes
Interests in multi‐level interventions: individual, interpersonal, community, institutional,
policy levels
Public Health: Health Education and Health Campaigns
THE INCREASING INTERESTS IN PUBLIC HEALTH
Chronic illness as a long‐term life issues
Advancement in medicine
Identification of illnesses
Preventive care as standards of care
Vaccination
Genetic testing
Exercise
Awareness in cultural & environmental factors/concerns
Social stigma
Ethnic/racial/global health disparity
HEALTH EDUCATION
Scope:
Individual’s behavior → System‐level concerns
Definitions:
Bringing about behavioral changes in individuals, groups, and
larger populations from behaviors that are presumed to be
detrimental to health, to behaviors that are conductive to
present and future health (Simonds, 1976)
Any combination of learning experiences designed to
facilitate voluntary adaptations of behavior conductive to
health (Green, 1990)
Emphasis:
Voluntary, informed behavior changes
WHAT IS HEALTH BEHAVIOR?
Preventive health behavior
Any activity undertaken by an individual who believes
himself/herself to be healthy, for the purpose of preventing
or detecting illness in an asymptomatic state
Illness behavior
Any activity undertaken by an individual who perceives
himself/herself to be ill, to define the state of health, and to
discover a suitable remedy
Sick‐role behavior
Any activity undertaken by an individual who considers
himself/herself to be ill, for the purpose of getting well.
1/17/2018
2
PARSON’S SICK ROLE
The sick person
is exempted from normal social role responsibilities
cannot get well by an act of decision or will
is obligated to get well
is obligated to seek technically competent help
HEALTH EDUCATION
Health behavior is the central concern of health
education
Settings for HE:
evolved from thr ...
This document provides advice and strategies for writing a thesis or dissertation. It discusses establishing a regular writing routine of at least a few hours per day to make consistent progress. It emphasizes that writing is thinking - the process of writing will help generate new ideas. It also addresses common psychological obstacles to completing a dissertation and provides tips for overcoming procrastination and feelings of being overwhelmed by the large project. The document stresses focusing on small, manageable goals and outputting written work regularly in order to eventually complete a full draft.
Short Cuts: From writing your first research assumptions to transforming this into your thesis statements, and on into a one-sentence research proposal
The document provides guidance on the correct use of apostrophes, including rules for showing possession and omission. It outlines basic rules, such as adding 's for singular nouns and just ' for plural nouns. More advanced rules address words ending in sibilant sounds and those used in religious contexts. The document includes examples and exercises to help readers properly use apostrophes.
This document provides an overview and explanation of different types of pronouns, including personal pronouns, subject and object pronouns, demonstrative pronouns, interrogative pronouns, indefinite pronouns, and possessive pronouns. It defines each type of pronoun, provides examples, and discusses rules regarding their use as subjects and objects. The document is intended to teach about pronouns for independent learners, with explanations, exercises, and answers. It covers essential vocabulary and the 12 main types of pronouns in detail.
This document provides information on how to use allusions and examples of common mythological allusions. It explains that allusions can be used as nouns, adjectives, or in other grammatical forms and provides guidelines on capitalization and modifying the allusion based on its use. The document then lists over 50 mythological allusions from figures like Achilles, Apollo, Hercules, and others and provides brief summaries of their stories and origins from Greek and Roman mythology to help the reader understand the allusion.
This document contains a seating arrangement chart for an Integrated English Skills college course. It lists 39 students divided into 4 groups. Each student's name, email address and designation as either a Bachelor of Science in Pharmacy (BSP) student or other is provided. The course is held on Tuesdays, Thursdays and Saturdays from 12:00-13:00 in room CDL 407.
AAPD1BB is a World Classics (Literature) course offered on Tuesdays, Thursdays and Saturdays from 3:00-4:00pm in room CDL409. The class has 42 students divided into 4 groups. The document lists each student's name, email address and intended degree program. It also indicates students who have dropped the course.
This document contains a roster for BSMT 2C HUM 13: World Classics (Literature) class with 47 students divided into 4 groups. It lists each student's name, email address and degree program. The class is held on Tuesdays, Thursdays and Saturdays from 4:00-5:00pm in room CDL 409 at the CEU building.
This document contains information about a BSMT 2B class called World Classics at the College of Humanities at the University of the East. The class has 48 students divided into 4 groups and meets on Tuesdays, Thursdays and Saturdays from 1:00-2:00pm in room 312 of the CDL building. It includes a table with the students' names and email addresses.
This document provides instructions for using Quizlet to learn about mythological allusions. It outlines several flashcard sets, practice tests, and the ability to create custom tests on Quizlet to study the topic. It recommends taking the tests multiple times and reviewing incorrect answers, then taking a graded test in class. The document also suggests using Memrise as another option for studying mythological allusions online.
This document provides instructions for improving a website created on Jimdo. It recommends creating a surveys page with eight subpages and hiding unfinished pages so they do not display publicly. It also advises using title case rather than all capital letters for page titles, as this makes the menu less crowded and more professional.
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Similar to Problem Statement 12 (Proof) - Use of authoritative support (or How to Use Theory)
You will read the text pages that I request. For this assignment rechandaronald
You will read the text pages that I request. For this assignment read pages 36.1-40.2 the specified pages you will need to complete the assignment will be added to this posting as an attachment. You will then provide a detailed outline of the material and a personal summary or impression of what was covered. The detailed outline will be a minimum of 3 pages. Be sure to include text content that is located in "call out areas" or boxes in the text. Answer must be in Microsoft Word and must be an original answer no plagiarism. There will be
no plagiarism!!!
Indicate the page numbers you've outlined in the subject line of your post.
I’ve posted an example of what the teacher expects.
You have to use this format and Quick Note: You will notice that the textbook assigned to this class uses Wikipedia as a resource. However, I want to point out that you should not use Wikipedia as a source for your coursework. Here’s an article discussing the limitations of Wikipedia.
http://www.findingdulcinea.com/news/education/2010/march/The-Top-10-Reasons-Students-Cannot-Cite-or-Rely-on-Wikipedia.html
Example: Science in the Social Sciences
The textbook begins with a quote from Albert Einstein: “Science is the attempt to make the chaotic diversity of our sense-experience correspond to a logically uniform system of thought” (p. 5).
- Truth is not created. It is discovered. Science is an organized attempt to discover truth.
The book clarifies the 3 main categories of science:
1) Natural: study of natural phenomena (cosmological, geological, chemical, biological, etc.)
2) Formal: study of math and logic that use an a priori, rather than factual, methodology (basically, a priori is knowledge that we have and can apply , rather than needing to measure something to gain knowledge about it)
3) Social: study of human behavior and sciences
Einstein was a theoretical physicist; this falls under formal sciences. He did not like things that were unpredictable an he was bothered by chaos. He tried to find ways to predict the unpredictable.
In this class:
We are interested in social sciences, and in particular how that knowledge can be applied to help systems of all sizes. Human services apply methods and findings from social science to improve the lives of people (
individuals
,
groups
– such as families, and larger social context –
communities
).
At the same time, all sciences have a lot in common. The textbook discusses the example of chaos theory. Chaos theory is a branch of mathematics (which is a science itself). Chaos theory deals with conditions where prediction is not possible.
- Chaotic diversity describes things on the quantum level and the human condition
- Chaos theory has implications when working with people; this was recently realized
- Human Services dislike chaos; we want to explain, possibly predict, and prevent human misery
* We can take another look at Einstein’s quote: “Science is the attempt to make the chaotic diversity of our ...
The document discusses curriculum theory and different approaches to conceptualizing curriculum theory. It describes how curriculum theory aims to explain and guide curriculum decision-making. Various theorists have proposed different categorizations of curriculum theory, such as formal vs. event vs. valuational vs. praxiological theory. The document also discusses the process of theory-building, including defining terms, classifying concepts, and distinguishing between inductive and deductive reasoning approaches. Overall, the document examines perspectives on what constitutes curriculum theory and its purposes.
The document discusses different philosophical approaches to evaluating the validity of statements or propositions based on the types of questions asked. Gottfried Leibniz focuses on rational justification independent of empirical data. John Locke focuses on empirical data and statistical analysis. Immanuel Kant looks for a combination of data and theoretical justification. Georg Wilhelm Friedrich Hegel examines alternative views and the potential for synthesis of ideas. Peter Singer considers whether the right questions are being asked and perspectives considered. Mitroff and Turoff note that each approach reflects a different way of understanding communication and that many more exist.
The document discusses different philosophical approaches to evaluating the validity of statements or propositions based on the types of questions asked. Gottfried Leibniz focuses on rational justification independent of empirical data. John Locke focuses on empirical data and statistical analysis. Immanuel Kant looks for a combination of data and theoretical justification. Georg Wilhelm Friedrich Hegel examines alternative views and the potential for synthesis. Peter Singer considers whether the right questions are being asked and perspectives considered. Mitroff and Turoff note that each approach reflects a different way of understanding communication and that many other approaches exist.
PROFESSOR ROBERTO N. PADUATHEORY CONSTRUCTION AND DEVELO.docxbriancrawford30935
PROFESSOR ROBERTO N. PADUA
THEORY CONSTRUCTION AND DEVELOPMENT
COURSE OUTLINE
I. Theory,Philosophical Bases and Logic
II. Deductive Methods of Theory Development
III. Inductive Methods of Theory Development
IV. Theory Development Versus Theory Verification
Course Requirements: Workshop Outputs
LECTURE I: Theory and Philosophical Bases
1. SCIENTIFIC RESEARCH: is systematic, controlled, empirical, and critical investigation of hypothetical propositions about the presumed relationships among phenomena.
2. THEORY: is a set of interrelated constructs (concepts), definitions, and propositions that presents a systematic view of phenomena by specifying relations among variables, with the purpose of explaining, predicting, and controlling the phenomena.
DEFINITIONS
A Theory is a statement that explains why things happen as they do. There are three forms of a theory:
1. The "set-of-laws" form defines theory as a set of well-supported empirical generalizations, or "laws." Here, theory is thought of as "things we feel very certain about." This is the inductive form.
2. The "axiomatic" form defines theory as a set of interrelated propositions and definitions derived from axioms (i.e., things we feel certain about). This is the deductive form of a theory.
3. The "causal" form defines theory as a set of descriptions of causal processes. Here, theory "tells us how things work."
FUNCTIONS OF THEORY
a. EXPLANATION: provides an answer to the question "why is the fact what it is?" that is intellectually satisfying. Formal explanation: subsuming a proposition under a broader proposition which needs no explanation. It consists of a universal generalization that is assumed to be true, a particular set of circumstances, and a conclusion which asserts that an event had to occur because it was deducible from the logic of the propositions of the theory. Such explanations are deterministic/causal/nomic. Law: (x) <If Px then Qx>; Antecedent Condition: Px; Conclusion: Qx.
FUNCTIONS OF THEORY:
b. PREDICTION: proposing the occurrence of a future event given some awareness of a past or present relationship which may or may not be understood (e.g., astronomy). One can predict without explanation, but the reverse is not true. Thus explanation, rather than prediction, is the end of science.
FUNCTIONS OF THEORY
c. CONTROL: ability to intervene in a particular case or to alter the case of a particular relationship. In the pure case it implies complete understanding of elements and their relationships as well as a closed system. Less purely, it implies knowledge of the principles along which the phenomena vary.
CHARACTERISTICS OF A THEORY
ABSTRACTNESS
Abstract concepts are independent of a specific time and place. Because scientific statements must predict future events, they cannot be specific to past events. Scientists prefer theories that are as general as possible to time and place.
Abstract concepts are independent of specific circumst.
This is an intro to Primer in Theory Construction by Paul Reynolds. Presented in Faculty of Entrepreneurship University of Tehran. Advanced Theories of Management( Dr.Arabiun)
Role of theory in research by priyadarshinee pradhanPriya Das
This document discusses the role of theory in research. It defines research as a systematic process of investigation to discover new facts or verify existing facts. Theory is defined as a framework that helps observe and understand phenomena by connecting variables. There are two approaches to theory - inductive theory develops concepts from data, while deductive theory uses existing theory to guide research. The relationship between theory and research is bidirectional, as theory informs research and research can validate or refine theory over time based on empirical evidence.
Hypotheis, Conceptual Model and Theoretical framework. pptJet Tamagos
This document discusses different types of hypotheses used in educational research. It defines a hypothesis as a tentative explanation or prediction about the relationship between variables that can be tested. The main types discussed are research hypotheses, null hypotheses, and conceptual models/theoretical frameworks. Research hypotheses propose a relationship between variables, while null hypotheses propose no relationship. Conceptual models and theoretical frameworks provide maps and structures to help understand phenomena being studied. Examples are provided of how a research problem can relate to a research hypothesis and corresponding null hypothesis. Assumptions and how they differ from hypotheses are also explained.
11720181COMM3313 COMMUNICATION AND PUBLIC HEALTH.docxRAJU852744
1/17/2018
1
COMM3313:
COMMUNICATION AND PUBLIC HEALTH
Introduction: Putting Theory into Practice in Public Health
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Interpersonal comm.
Sociology
psychology
Social Cognition
Social work
Topics of interests:
Provider‐patient comm.
Patient‐caregiver interactions
Social support
Social stigma
Information/uncertainty
management
Fields:
Organizational Comm.
Communication & Technology
Business
Management
Topics of interests:
HMOs
risk communication
Interdisciplinary health teams
Inter/intraorganizational
communication in health
settings
Technology implementation
Interpersonal Contexts Organizational Contexts
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Persuasive communication
Interpersonal communication
Media studies
Public health
Social work
Topics of interests:
Behavioral Change
One‐time health behavior
Long‐term lifestyle change/ maintenance
Social Inequality
Policy, advocacy, & organizational changes
Interests in multi‐level interventions: individual, interpersonal, community, institutional,
policy levels
Public Health: Health Education and Health Campaigns
THE INCREASING INTERESTS IN PUBLIC HEALTH
Chronic illness as a long‐term life issues
Advancement in medicine
Identification of illnesses
Preventive care as standards of care
Vaccination
Genetic testing
Exercise
Awareness in cultural & environmental factors/concerns
Social stigma
Ethnic/racial/global health disparity
HEALTH EDUCATION
Scope:
Individual’s behavior → System‐level concerns
Definitions:
Bringing about behavioral changes in individuals, groups, and
larger populations from behaviors that are presumed to be
detrimental to health, to behaviors that are conductive to
present and future health (Simonds, 1976)
Any combination of learning experiences designed to
facilitate voluntary adaptations of behavior conductive to
health (Green, 1990)
Emphasis:
Voluntary, informed behavior changes
WHAT IS HEALTH BEHAVIOR?
Preventive health behavior
Any activity undertaken by an individual who believes
himself/herself to be healthy, for the purpose of preventing
or detecting illness in an asymptomatic state
Illness behavior
Any activity undertaken by an individual who perceives
himself/herself to be ill, to define the state of health, and to
discover a suitable remedy
Sick‐role behavior
Any activity undertaken by an individual who considers
himself/herself to be ill, for the purpose of getting well.
1/17/2018
2
PARSON’S SICK ROLE
The sick person
is exempted from normal social role responsibilities
cannot get well by an act of decision or will
is obligated to get well
is obligated to seek technically competent help
HEALTH EDUCATION
Health behavior is the central concern of health
education
Settings for HE:
evolved from thr.
11720181COMM3313 COMMUNICATION AND PUBLIC HEALTH.docxaulasnilda
1/17/2018
1
COMM3313:
COMMUNICATION AND PUBLIC HEALTH
Introduction: Putting Theory into Practice in Public Health
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Interpersonal comm.
Sociology
psychology
Social Cognition
Social work
Topics of interests:
Provider‐patient comm.
Patient‐caregiver interactions
Social support
Social stigma
Information/uncertainty
management
Fields:
Organizational Comm.
Communication & Technology
Business
Management
Topics of interests:
HMOs
risk communication
Interdisciplinary health teams
Inter/intraorganizational
communication in health
settings
Technology implementation
Interpersonal Contexts Organizational Contexts
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Persuasive communication
Interpersonal communication
Media studies
Public health
Social work
Topics of interests:
Behavioral Change
One‐time health behavior
Long‐term lifestyle change/ maintenance
Social Inequality
Policy, advocacy, & organizational changes
Interests in multi‐level interventions: individual, interpersonal, community, institutional,
policy levels
Public Health: Health Education and Health Campaigns
THE INCREASING INTERESTS IN PUBLIC HEALTH
Chronic illness as a long‐term life issues
Advancement in medicine
Identification of illnesses
Preventive care as standards of care
Vaccination
Genetic testing
Exercise
Awareness in cultural & environmental factors/concerns
Social stigma
Ethnic/racial/global health disparity
HEALTH EDUCATION
Scope:
Individual’s behavior → System‐level concerns
Definitions:
Bringing about behavioral changes in individuals, groups, and
larger populations from behaviors that are presumed to be
detrimental to health, to behaviors that are conductive to
present and future health (Simonds, 1976)
Any combination of learning experiences designed to
facilitate voluntary adaptations of behavior conductive to
health (Green, 1990)
Emphasis:
Voluntary, informed behavior changes
WHAT IS HEALTH BEHAVIOR?
Preventive health behavior
Any activity undertaken by an individual who believes
himself/herself to be healthy, for the purpose of preventing
or detecting illness in an asymptomatic state
Illness behavior
Any activity undertaken by an individual who perceives
himself/herself to be ill, to define the state of health, and to
discover a suitable remedy
Sick‐role behavior
Any activity undertaken by an individual who considers
himself/herself to be ill, for the purpose of getting well.
1/17/2018
2
PARSON’S SICK ROLE
The sick person
is exempted from normal social role responsibilities
cannot get well by an act of decision or will
is obligated to get well
is obligated to seek technically competent help
HEALTH EDUCATION
Health behavior is the central concern of health
education
Settings for HE:
evolved from thr ...
Similar to Problem Statement 12 (Proof) - Use of authoritative support (or How to Use Theory) (10)
This document provides advice and strategies for writing a thesis or dissertation. It discusses establishing a regular writing routine of at least a few hours per day to make consistent progress. It emphasizes that writing is thinking - the process of writing will help generate new ideas. It also addresses common psychological obstacles to completing a dissertation and provides tips for overcoming procrastination and feelings of being overwhelmed by the large project. The document stresses focusing on small, manageable goals and outputting written work regularly in order to eventually complete a full draft.
Short Cuts: From writing your first research assumptions to transforming this into your thesis statements, and on into a one-sentence research proposal
The document provides guidance on the correct use of apostrophes, including rules for showing possession and omission. It outlines basic rules, such as adding 's for singular nouns and just ' for plural nouns. More advanced rules address words ending in sibilant sounds and those used in religious contexts. The document includes examples and exercises to help readers properly use apostrophes.
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This document provides information on how to use allusions and examples of common mythological allusions. It explains that allusions can be used as nouns, adjectives, or in other grammatical forms and provides guidelines on capitalization and modifying the allusion based on its use. The document then lists over 50 mythological allusions from figures like Achilles, Apollo, Hercules, and others and provides brief summaries of their stories and origins from Greek and Roman mythology to help the reader understand the allusion.
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Problem Statement 12 (Proof) - Use of authoritative support (or How to Use Theory)
1. How to Use
Theory
Why Study How To Use Theory?
How Students Can Use Theory
How To Use Theory In A Problem Statement
Where To Use A Theory In A Sentence
How To Use Theory In A Paragraph
How To Signal A Theory Being Used
Use Verbs To Signal A Theory
Use Phrases To Signal A Theory
How To Integrate Borrowed Ideas
How To Find More Signal Phrases
Paper clip (Image courtesy of (www.thedentalgeek.com)
2. NEXT
WHY STUDY HOW TO USE
THEORY?
Confusion (image courtesy of www.in-pharmatechnologist.com)
3. Careful Observation
Theory can tell
students what
to see, what to
look out for.
Confusion (image courtesy of Chris Cannon at freemusclebuildingtips.com)
4. Careful Description
Theory can provide
students a mental
map to categorize
and arrange their
observations.
Confusion (image courtesy of Chris Cannon at freemusclebuildingtips.com)
5. Careful Thinking
Theory can provide
students a
framework to
shape their
thoughts.
Confusion (image courtesy of Chris Cannon at freemusclebuildingtips.com)
6. Careful Explanations
Theory can suggest
how different
observations might
be linked and
connected
Confusion (image courtesy of Chris Cannon at freemusclebuildingtips.com)
7. Careful Connections
Theory can offer
suggest causal
relationships
between one event
and another.
Confusion (image courtesy of Chris Cannon at freemusclebuildingtips.com)
9. Careful Strategies
Theory can suggest
things to do to
bring about
change.
Confusion (image courtesy of Chris Cannon at freemusclebuildingtips.com)
10. 1. Observation: Theory can tell students what to
see, what to look out for
2. Description: Theory can provide a conceptual
vocabulary and framework to arrange and
organize their observations
3. Explanation: Theory can suggest how different
observations might be linked and connected;
theory can offer possible causal relationships
between one event and another
4. Prediction: Theory can indicate what might
happen next
5. Intervention: Theory can suggest things to do to
bring about change
11. NEXT
HOW STUDENTS CAN USE
THEORIES
Confusion (image courtesy of www.in-pharmatechnologist.com)
12. Observation
Theory can
help a student
to understand
a new,
unfamiliar, or
strange idea or
situation.
Confusion (image courtesy of www.toonaripost.com)
17. ONE MORE TIME
1. Observation: Theory can help a student to
understand a new, unfamiliar, or strange idea or
situation.
2. Description: Theory can provide a generally
understood and shared language in which these
observations can be organized and recorded.
3. Explanation: Theory can suggest how different
observations might be linked in a way that
explains the observations.
4. Prediction: Theory can indicate what might
happen in the future.
5. Intervention: Theory can provide ideas about
what might bring about a change in a situation.
18. NEXT
HOW TO USE THEORY IN A
PROBLEM STATEMENT
Confusion (image courtesy of www.in-pharmatechnologist.com)
19. Example: No Theoretical Proof
To improve the deteriorating
morale on campus, this project
will present an information poster
that explains in 10 pictures why
gossip is more valued when
official information is not easily
accessible.
20. Example: Theoretical Proof
To improve the deteriorating
morale on campus, this project will
present an information poster that
explains in 10 pictures why gossip is
more valued when official
information is not easily accessible,
as noted by the theory of supply and
demand.
21. Example: No Theoretical Proof
To stop the problem of food
dissatisfaction among students,
this project will present an
instruction poster that shows in 20
pictures the relationship between
raw materials and food menus.
22. Example: Theoretical Proof
To stop the problem of food
dissatisfaction among students, which is
one of the key elements in theory of
human needs (Maslow, 1943), this
project will present an instruction poster
that shows in 20 pictures the
relationship between raw materials and
food menus, after a concept in systems
theory (Bertalanffy, 1972).
23. Example: No Theoretical Proof
To help the 25 students who
failed in math subjects last term, this
proposal will combine in a 20-step
instruction poster 10 silent drama
techniques to master within one
week at least one advanced skill in
algebra and one intermediate skill in
trigonometry.
24. Example: Theoretical Proof
To help the 25 students who failed
in math subjects last term, this
proposal will use the action theory of
learning (Metcalf, 1997) to combine in
a 20-step instruction poster 10 silent
theater techniques to master within
one week at least one advanced skill
in algebra and one skill in
intermediate trigonometry.
25. NEXT
WHERE TO USE THEORY IN
A SENTENCE
Confusion (image courtesy of www.in-pharmatechnologist.com)
26. At the start of a sentence
The supply and demand
theory claims that “when
supply is high, value decreases
but when supply is low, value
increases.”
27. In the middle of a sentence
“When supply is high, value
decreases,” claims the supply
and demand theory, “but when
supply is low, value increases.”
28. At the end of a sentence
“When supply is high, value
decreases but when supply is
low, value increases,” the
supply and demand theory
claims.
29. NEXT
HOW TO USE THEORY IN A
PARAGRAPH
Confusion (image courtesy of www.in-pharmatechnologist.com)
30. First Mention
A theory can be used several
times in a piece of writing.
The first time it is used, mention
the theory name, theorist, and
year published.
31. Explain the Theory (with Content)
Abraham Maslow’s theory of
human needs (1943) describes
six levels of human motivation,
ranging from basic
(physiological) to advanced
(self-actualization) levels.
Hoppe, M. H., (2007) Culture and Leader Effectiveness: The GLOBE Study. Online at
http://www.inspireimagineinnovate.com/PDF/GLOBEsummary-by-Michael-H-Hoppe.pdf
32. Explain the Theory: Content
AUTHOR
THEORY
DOES WHAT
CONTENT
Abraham Maslow’s
theory of human
motivation or needs (1943)
describes six levels of
human needs from basic
(physiological) to advanced
(self-actualization) levels.
Hoppe, M. H., (2007) Culture and Leader Effectiveness: The GLOBE Study. Online at
http://www.inspireimagineinnovate.com/PDF/GLOBEsummary-by-Michael-H-Hoppe.pdf
YEAR
CONTENT
SUMMARY
33. Explain a Theory (Usefulness)
Abraham Maslow’s
theory of human
motivation or needs (1943)
describes six levels of
human needs from basic
(physiological) to advanced
(self-actualization) levels.
Hoppe, M. H., (2007) Culture and Leader Effectiveness: The GLOBE Study. Online at
http://www.inspireimagineinnovate.com/PDF/GLOBEsummary-by-Michael-H-Hoppe.pdf
34. Explain the Theory: Usefulness
AUTHOR
DOES WHAT
CONTENT
The Globe theory of cultural
dimensions and culture
clusters (1980) suggest nine
categories of cultural values
and cultural practices, which
can be used to help us
understand leadership styles
in various cultures.
THEORY
YEAR
USEFULNESS
Hoppe, M. H., (2007) Culture and Leader Effectiveness: The GLOBE Study. Online at
http://www.inspireimagineinnovate.com/PDF/GLOBEsummary-by-Michael-H-Hoppe.pdf
35. NEXT
HOW TO SIGNAL THAT A
THEORY IS BEING USED
Confusion (image courtesy of www.in-pharmatechnologist.com)
36. point out
It seems that when official
information is not easily accessible,
more people value gossip but when
official information is easily accessed,
less people value gossip. How can this
be explained?
As a paraphrase of the theory of
supply and demand points out: “when
supply is high, value decreases but
when supply is low, value increases.”
37. be explained by
Why do some people believe in gossip
more than in official announcements? This
can be explained by a paraphrase of the
theory of supply and demand: “when
supply is high, value decreases but when
supply is low, value increases.”
In a community where official
information is not easily accessible, the
value of gossip can increase. Where official
information is easily accessed, the value of
gossip can be low.
38. One possible explanation ... can be
One possible explanation why people
believe in gossip more than in official
information can be a paraphrase of the
theory of supply and demand: “when
supply is high, value decreases but when
supply is low, value increases.”
Thus, when official information is not
easily accessible, more people rely on
gossip but when official information is
easily accessed, the value of gossip is
lessened.
39. note
People seem to believe in gossip more
than in official information. Why?
As a paraphrase of the supply and
demand theory notes: “when supply is
high, value decreases but when supply is
low, value increases.”
Thus, when official information is not
easily accessible, more people rely on
gossip but when official information is
easily accessed, less people value gossip.
40. point out
People seem to believe in gossip more
than in official information. Why?
As a paraphrase of the supply and
demand theory points out: “when supply
is high, value decreases but when supply is
low, value increases.”
Thus, when official information is not
easily accessible, more people rely on
gossip but when official information is
easily accessed, less people value gossip.
41. claim
It seems that gossip is more believed
by people compared to official
information. As a paraphrase of the supply
and demand theory claims: “when supply
is high, value decreases but when supply is
low, value increases.”
Thus, when official information is not
easily accessible, more people rely on
gossip but when official information is
easily accessed, less people value gossip.
42. NEXT
USE VERBS TO SIGNAL A
THEORY
Confusion (image courtesy of www.in-pharmatechnologist.com)
43. Use the Simple Present Tense
•
•
•
•
•
•
•
acknowledges
comments
describes
maintains
reports
adds
compares
44. Use the Simple Present Tense
•
•
•
•
•
•
•
disputes
notes
responds
admits
concedes
emphasizes
observes
45. Use the Simple Present Tense
•
•
•
•
•
•
•
shows
agrees
confirms
endorses
points out
states
argues
46. Use the Correct Word
• contends
• illustrates
• reasons
• suggests
• asserts
• declares
47. Use the Correct Word
•
•
•
•
•
•
•
•
implies
refutes
summarizes
claims
denies
insists
rejects
writes
48. NEXT
PHRASES TO SIGNAL A
THEORY
Confusion (image courtesy of www.in-pharmatechnologist.com)
55. Where to Find More Signal Phrases
Signal phrases can be used to introduce a theory
• Signal Phrases.pdf
www.plattsburgh.edu/files/2/files/Signal%20Ph
rases.pdf
• Signal Phrases
department.monm.edu/english/mew/signal_ph
rases.htm
• Signal Phrases
www.apsu.edu/sites/apsu.edu/files/academic...
/Signal_Phrases.pdf
56. More Examples of signal phrases
1.
2.
3.
4.
5.
6.
7.
8.
9.
Incorporating Sources: Quoting, Paraphrasing, Summarizing,
Citing (http://bit.ly/1bm3Gif)
When using information from another work, it should be
identified by a signal phrase (http://bit.ly/1gFboeH)
Quotations & Paraphrases – A Quick Guide
(http://bit.ly/16Y8dJu)
Signal phrases clarify the distinction between writer and source
(http://bit.ly/c1gOGk)
Documenting Electronic Sources: APA Style
(http://bit.ly/1dkwf2f)
APA Citation Style (http://bit.ly/HRtgol)
Acknowledging, Paraphrasing, and Quoting Sources
(http://bit.ly/vh0uBj)
Summarizing, Paraphrasing, and Quoting from Sources
(http://bit.ly/1hCe1iF)
Some examples of signal phrases (http://hvrd.me/HUaBHl)
57. WHEN USING A THEORY:
INTEGRATE BORROWED
IDEAS IN YOUR WORDS
Confusion (image courtesy of www.in-pharmatechnologist.com)
58. Signal phrase (image courtesy of http://www.slideshare.net/icduncan/blending-quotations)
59. Signal phrase (image courtesy of http://www.slideshare.net/icduncan/blending-quotations)
60. Signal phrase (image courtesy of http://www.slideshare.net/icduncan/blending-quotations)
61. Signal phrase (image courtesy of http://www.slideshare.net/icduncan/blending-quotations)
62. Signal phrase (image courtesy of http://www.slideshare.net/icduncan/blending-quotations)
63. Signal phrase (image courtesy of http://www.slideshare.net/icduncan/blending-quotations)
64. HOW TO
FIND MORE SIGNAL
PHRASES
Confusion (image courtesy of www.in-pharmatechnologist.com)
76. Always Cite It
Whenever you use a quotation in
your paper, you should cite it
using the citation style specified
by your professor, such as the
APA style.
77. HOW TO
FIND MORE THEORIES
Confusion (image courtesy of www.in-pharmatechnologist.com)
78.
79.
80. HOW TO
EXPLAIN A THEORY
Confusion (image courtesy of www.in-pharmatechnologist.com)
81. Start with a Story with a Need / Problem
Image courtesy of ashleystravel.com.
82. Show the Need
NEED TO UNDERSTAND EACH OTHER’S BEHAVIOR
Image courtesy of (questgarden.com)
83. Show a Need
NEED TO UNDERSTAND EACH OTHER’S CULTURE
Image courtesy of (www.2dayblog.com)
84. Show a Need
NEED TO UNDERSTAND EACH OTHER’S LANGUAGE
Image courtesy of (www.1000ventures.com)
85. SHOW THE THEORY
USE THE SIMPLEST POSSIBLE IMAGE
Image courtesy of www.york.ac.uk.
86. Show the Theory
IF IT CAN BE SIMPLIFIED, SIMPLIFY THE PRESENTATION
Image courtesy of insideology.com.
100. Apply the Theory: Solve the Need
CONTINUE THE STORY UNTIL THE NEED IS MET OR PROBLEM IS SOLVED
Image courtesy of (questgarden.com)
101. Apply the Theory: Solve the Need
CONTINUE THE STORY UNTIL THE NEED IS MET OR PROBLEM IS SOLVED
Image courtesy of (www.2dayblog.com)
102. Apply the Theory: Solve the Need
CONTINUE THE STORY UNTIL THE NEED IS MET OR PROBLEM IS SOLVED
Image courtesy of (www.1000ventures.com)
103. End with the Story
END THE STORY
Image courtesy of ashleystravel.com.
104. NEXT
THE MEANING OF THEORY
Confusion (image courtesy of www.in-pharmatechnologist.com)
105. What is theory?
A theory is a set of ideas that helps
to explain why something
happens or happened in a
particular way, and to predict
likely outcomes in the future.
Cottrell, via www.scribd.com/doc/35884843/Theories-of-Social-Work-SR
106. What is theory?
Theories are based on evidence and
reasoning, but have not yet been
conclusively proved.
Cottrell, via www.scribd.com/doc/35884843/Theories-of-Social-Work-SR
107. What is theory?
An attempt to explain… a framework
for understanding… a set of ideas
linked together to help us make
sense of a particular issue.
Thompson, N. via www.mcgraw-hill.co.uk/openup/chapters/0335204252.pdf
108. NEXT
SOME TYPES OF THEORIES
Confusion (image courtesy of www.in-pharmatechnologist.com)
114. Principle
A proven explanation why
something happens.
A principle is applicable in
any situation, with some
exceptions. (Ethical
principle)
115. Law
A proven explanation why
something happens.
A law is applicable in any
situation, with no
exceptions. (Law of gravity)
116. One More Time
• Explanatory Theory: Provable
explanations why something
happens
• Model: Organized description of
activity in a structured form
• Perspective: Ways of conceptualizing
the world or a particular subject
117. NEXT
WHY KNOWING HOW TO
USE THEORIES IS
IMPORTANT
Confusion (image courtesy of www.in-pharmatechnologist.com)
118. Theory can provide
a way to understand
something difficult
or complicated.
Paper clip (Image courtesy of (www.wikihow.com)
119. Theory can be a
guide to managing
something that is
unsure or
unexpected
Paper clip (Image courtesy of (www.wikihow.com)
123. The use of
theory is the
mark of an
educated
mind.
Confusion (image courtesy of www.toonaripost.com)
124. The use of theory is
the mark of a
professional.
Paper clip (Image courtesy of (www.wikihow.com)
125. Theory is important because
Theory is the mark of a professional
Theory can ensure accountability
Theory can help avoid discrimination
Theory provides a way of understanding
something complicated or difficult
Theory provides a way of understanding
something unexpected or unsure
127. A theory is only a tool,
a limited tool.
Confusion (image courtesy of www.todayandtomorrow.net)
128. No single theory can
explain everything.
When a person acts (or
not act) the reason can be
rooted in a range of causes
or motives.
Confusion (image courtesy of www.todayandtomorrow.net)
129. Some theoretical
approaches just
don't work in some
cases. Applying a
theory can be
effective in some
situations, not in all.
Confusion (image courtesy of www.toonaripost.com)
Confusion (image courtesy of www.todayandtomorrow.net)
130. Always apply
the value base to
theory – many
useful theory
from various
fields can be used
in other fields.
Confusion (image courtesy of www.toonaripost.com)
Confusion (image courtesy of www.todayandtomorrow.net)
133. Using all kinds
of theory in
studies has
important
advantages for
students
Confusion (image courtesy of www.johnrausch.com)
134. Theories can
help students to
understand of a
situation.
Paper clip (Image courtesy of (totallygreencrafts.com)
135. Using theory,
students can
generate ideas
about what is
going on, why
things are as they
are.
Paper clip (Image courtesy of (totallygreencrafts.com)
136. For example a
story, a person,
or a feeling can
be confusing.
Paper clip (Image courtesy of (totallygreencrafts.com)
138. Using theory
can help to
justify actions
and explain
statements.
Paper clip (Image courtesy of (totallygreencrafts.com)
139. This can change your
words and writings to
become more widely
accountable and,
ultimately, more
respected.
Paper clip (Image courtesy of (totallygreencrafts.com)
140. In interacting with people, the use
of theories that relate to specific
situations can give students more
direction in their work.
Paper clip (Image courtesy of (totallygreencrafts.com)
141. Using theory can help
explain why an action
resulted in a particular
consequence.
Paper clip (Image courtesy of (totallygreencrafts.com)
142. This can help
students review and
possibly change
what they do so as
to create more
effective
consequences.
Paper clip (Image courtesy of (totallygreencrafts.com)
143. This is why theory is
important in studies, for
work, and for social
interaction ...
Paper clip (Image courtesy of (totallygreencrafts.com)
144. ...so that a student
can be more valued
in society.
Paper clip (Image courtesy of (totallygreencrafts.com)
145. END OF PRESENTATION
Send suggestions or comments to mr.jaime.aiu@gmail.com
THANK YOU
Concepts used in this presentation are from various online sources. No copyright infringement intended.
Editor's Notes
Basic Human Values: An Overview by Shalom H. Schwartz, The Hebrew University of Jerusalem