APPROACHES USED
IN QUALITATIVE
RESEARCH DESIGNS
Qualitative Research Designs
https://my.visme.co/render/1454625359/www.erau.edu
Slide 1 Transcript
This module will focus on qualitative research designs, which fall mostly into the nonexperimental category. Qualitative research is found in nearly all the academic disciplines. Often, this is
how a line of inquiry begins. When little is known about a subject, and variables are unknown or a related theory base is undeveloped, a qualitative study helps to identify what needs to be
studied that is important.
Characteristics of Qualitative Research
Designs Share
Two Things in Common
Five Designs
Commonly Used
May be arranged by
descriptive methodologies
Expect to Find Multiple
Layers or Facets
Studies complexity without
simplifying
Usually does not try to
manipulate any variables
Studied in natural settings
May use historical records
May involve meta-analysis
Slide 3 Transcript
Qualitative approaches share two things in common. The main interest is on phenomena that are happening now or previously, usually in real-world, or natural, settings. Another aspect is that
they attempt to capture and study the complexity of those phenomena. From the outset, qualitative researchers expect to find multilayered, multi-faceted observations and do not try to simplify,
or control for, them. So, it is essential that you know what qualitative research entails and what it sets out to accomplish. Typically, there are five recognized qualitative designs that are in use,
although the number varies depending on how writers arrange the approaches. For instance, they may separate approaches into descriptive designs, use existing or historical information, or work
with a meta-analysis which combines results from several studies.
Types of Qualitative Designs
Case Study
Content Analysis
Systematic examination of
material for patterns
Ethnography
Group with common cultureParticular person,
program, event
Phenomenology
Perceptions about
particular situation
Grounded Theory
Develop theory
Slide 5 Transcript
The names for the most used types of qualitative designs are the case study, which is also known as idiographic research, and studies a particular person, program, or event in depth
for a specified time period. An ethnography, which is where the researcher looks, not at an individual, but at a group that shares a common culture over time. A phenomenology
study seeks to understand perception among people about a particular situation. Grounded theory study begins with data collected in the field, not from literature, to develop a
theory. The final design in use is content analysis, probably one of the most used types of qualitative design, which identifies a body of material from several sources and performs a
systematic examination to determine patterns. Now, a closer consideration of the five design approaches helps to understand when a researcher may be served b.
The document provides an overview of exploratory research and descriptive research. It defines exploratory research as research used to investigate problems that are not clearly defined in order to better understand the problem but not provide conclusive results. Descriptive research aims to accurately describe populations, situations, or phenomena. The document outlines the characteristics, methods, advantages, and disadvantages of both exploratory and descriptive research.
This document provides an overview of case study research methods. It defines case study research as an in-depth exploration of a bounded system or case over time through detailed data collection from multiple sources. The document outlines the purposes, characteristics, types, advantages, and criticisms of case study research. It also discusses data collection techniques and implications for teaching.
This document provides an overview of key concepts in research methods. It defines research as a systematic, objective inquiry undertaken to find answers to specific problems. The purposes of research are then outlined, including reviewing existing knowledge, investigating problems or situations, providing solutions, and generating new knowledge. Quantitative and qualitative approaches as well as deductive and inductive research are briefly described. Several research methodologies such as surveys, experiments, longitudinal studies, and case studies are then defined. The document concludes by outlining steps in the research process such as developing a research proposal, literature review, objectives, variables, conceptual framework, hypotheses, methods, and limitations.
- Case study is one of the most widely used qualitative research approaches and involves an in-depth study of a phenomenon within its real-world context.
- There is no set design for case studies as the design depends on the specific case and research problem being examined. Key elements of case study research include defining the case, collecting multiple types of data over an extended period of time, and representing both insider and outsider perspectives.
- Case studies aim to provide rich descriptions of phenomena and develop explanations for observations. Sound case studies demonstrate thorough data collection and use valid and reliable research methods.
This document provides an overview of qualitative research. It defines qualitative research as research using text and pictures rather than numbers, taking a holistic approach to understand phenomena. The document outlines several major qualitative research designs including case studies, ethnography, phenomenology, grounded theory, and content analysis. It discusses when a qualitative approach is appropriate and provides details on how to conduct and analyze data for a case study design. The goal of qualitative research is to provide a rich story and tentative hypotheses about observed social phenomena.
The document summarizes the case study research method. It defines a case study as an in-depth analysis of an individual or small group. Case studies aim to provide rich contextual descriptions rather than generalizable conclusions. There are different types of case studies including illustrative, exploratory, cumulative, and critical instance. Data collection methods can include interviews, observations, documents, and artifacts. Issues like validity, reliability, flexibility, and emphasis on context are discussed as strengths and weaknesses of the case study method.
The document outlines 10 main types of research:
1. Fundamental/basic research seeks to understand basic principles and phenomena through generalization and explanation.
2. Applied research solves specific problems using established theories and aims to identify variables that can create desired changes.
3. Quantitative research uses numerical and statistical analysis to investigate relationships between variables, presenting results in tables and graphs.
4. Qualitative research uses descriptive analysis and reasons to understand meanings, feelings, and describe situations.
5. Mixed research combines quantitative and qualitative methods to study issues. Longitudinal research collects data over multiple time periods to study trends and causal relationships. Cross-sectional research collects a single snapshot of data to describe and explore relationships
This document provides an overview of managing research. It discusses the structure of the course, which will examine definitions of research, approaches, and the research process. The assessment will be a research proposal. It defines research and discusses types including exploratory, descriptive, analytical, and predictive. It also covers research approaches such as quantitative vs qualitative and pure vs applied. Deductive research moves from general to specific while inductive produces rules from observations. Finally, it discusses research philosophies including positivism and phenomenology.
The document provides an overview of exploratory research and descriptive research. It defines exploratory research as research used to investigate problems that are not clearly defined in order to better understand the problem but not provide conclusive results. Descriptive research aims to accurately describe populations, situations, or phenomena. The document outlines the characteristics, methods, advantages, and disadvantages of both exploratory and descriptive research.
This document provides an overview of case study research methods. It defines case study research as an in-depth exploration of a bounded system or case over time through detailed data collection from multiple sources. The document outlines the purposes, characteristics, types, advantages, and criticisms of case study research. It also discusses data collection techniques and implications for teaching.
This document provides an overview of key concepts in research methods. It defines research as a systematic, objective inquiry undertaken to find answers to specific problems. The purposes of research are then outlined, including reviewing existing knowledge, investigating problems or situations, providing solutions, and generating new knowledge. Quantitative and qualitative approaches as well as deductive and inductive research are briefly described. Several research methodologies such as surveys, experiments, longitudinal studies, and case studies are then defined. The document concludes by outlining steps in the research process such as developing a research proposal, literature review, objectives, variables, conceptual framework, hypotheses, methods, and limitations.
- Case study is one of the most widely used qualitative research approaches and involves an in-depth study of a phenomenon within its real-world context.
- There is no set design for case studies as the design depends on the specific case and research problem being examined. Key elements of case study research include defining the case, collecting multiple types of data over an extended period of time, and representing both insider and outsider perspectives.
- Case studies aim to provide rich descriptions of phenomena and develop explanations for observations. Sound case studies demonstrate thorough data collection and use valid and reliable research methods.
This document provides an overview of qualitative research. It defines qualitative research as research using text and pictures rather than numbers, taking a holistic approach to understand phenomena. The document outlines several major qualitative research designs including case studies, ethnography, phenomenology, grounded theory, and content analysis. It discusses when a qualitative approach is appropriate and provides details on how to conduct and analyze data for a case study design. The goal of qualitative research is to provide a rich story and tentative hypotheses about observed social phenomena.
The document summarizes the case study research method. It defines a case study as an in-depth analysis of an individual or small group. Case studies aim to provide rich contextual descriptions rather than generalizable conclusions. There are different types of case studies including illustrative, exploratory, cumulative, and critical instance. Data collection methods can include interviews, observations, documents, and artifacts. Issues like validity, reliability, flexibility, and emphasis on context are discussed as strengths and weaknesses of the case study method.
The document outlines 10 main types of research:
1. Fundamental/basic research seeks to understand basic principles and phenomena through generalization and explanation.
2. Applied research solves specific problems using established theories and aims to identify variables that can create desired changes.
3. Quantitative research uses numerical and statistical analysis to investigate relationships between variables, presenting results in tables and graphs.
4. Qualitative research uses descriptive analysis and reasons to understand meanings, feelings, and describe situations.
5. Mixed research combines quantitative and qualitative methods to study issues. Longitudinal research collects data over multiple time periods to study trends and causal relationships. Cross-sectional research collects a single snapshot of data to describe and explore relationships
This document provides an overview of managing research. It discusses the structure of the course, which will examine definitions of research, approaches, and the research process. The assessment will be a research proposal. It defines research and discusses types including exploratory, descriptive, analytical, and predictive. It also covers research approaches such as quantitative vs qualitative and pure vs applied. Deductive research moves from general to specific while inductive produces rules from observations. Finally, it discusses research philosophies including positivism and phenomenology.
1. Qualitative research emphasizes looking at variables in their natural setting and interaction between variables. It uses open-ended questions and the researcher is integral to the investigation.
2. Qualitative research produces more in-depth data and seeks to understand interactions between variables from the participant's perspective. However, it is difficult to establish reliability and validity due to subjectivity.
3. The document discusses qualitative research methods including seeking a holistic understanding, corroboration through triangulation, various types of participant observation, using case studies, and maintaining validity through thorough documentation and feedback.
This document provides an overview of case studies, including:
- A case study involves the collection of detailed information about a particular situation from a participant or small group.
- Case studies can focus on individuals, communities, social groups, organizations, or events.
- There are four main types of case studies: evaluative, educational, ethnographic, and action research.
- Case studies are useful for learning as they allow participants to engage actively, develop analytical skills, and consider different outcomes. However, the data from a single case study may not be generalizable to the wider population.
The document discusses qualitative and quantitative research approaches in educational research. It provides definitions and characteristics of each approach, including commonly used terminology, underlying assumptions, goals, research design, data collection and analysis methods, and the researcher's role. Qualitative research is described as focusing on meaning, understanding, and social construction through naturalistic and interpretive methods. It aims to describe multiple realities rather than make generalized predictions. Quantitative research applies experimental methods and statistical analysis to test hypotheses and predict outcomes.
The document discusses research and provides information on various aspects of research such as the characteristics of scientific research, goals of scientific research, qualitative and quantitative research methods, and the key differences between qualitative and quantitative methods. Scientific research aims to systematically study phenomena through objective and logical analysis in order to describe, explain, predict, and gain a deeper understanding of the topic being researched. It emphasizes gathering empirical evidence and developing theories that can predict future occurrences.
Net coaching & remedial . paper 1 researchBhumi Dangi
mk bhavnagar university, net set remedial classes are being held. part of that, this ppt is about, net exam general paper 1, unit 2 research aptitude part 1.
Research involves systematically investigating materials and sources to establish new facts and conclusions. The purpose of research is to learn something new or gather evidence. Characteristics of good research include reliability, validity, accuracy, credibility, generalizability, an empirical approach, and being systematic. There are different types of research such as basic/applied, quantitative/qualitative, exploratory/descriptive/explanatory. Research aims to overcome biases through scientific methods and by clearly defining variables of interest.
Grounded theory is a systematic qualitative research method where researchers gather data to build hypotheses and theories through inductive reasoning. As researchers examine collected data, ideas and concepts emerge from the data. Researchers code these concepts and may eventually categorize them to form new theories. Unlike conventional scientific methods that start with hypotheses, grounded theory starts with a question or data collection, allowing new contextualized ideas to emerge from the data.
The document discusses various research designs including qualitative research design, quantitative research design, action research design, case study design, causal design, cohort design, and cross-sectional design. For each design, it provides definitions, purposes, advantages, and limitations. The key information provided is the definitions and purposes of the different research designs as well as lists of their advantages and limitations.
It’s based on descriptive data that does not make (regular) use of statistical procedures.
Study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them and associated with the quality of a thing or phenomenon, such as feel, taste, expertise, image, leadership, reputation.
− Qualitative aspects are abstract; they either do not require measurement or cannot be measured.
Characteristics of Qualitative Research
Rich description
Research questions
Few participants
Natural and holistic representation
Ernie perspectives
Cyclical and open-ended processes
Possible ideological orientations
6.2. GATHERING QUALITATIVE DATA
Ethnographies
Interviews
Diaries/journals
Case studies
Observational techniques
6.2.1. Ethnographies: Focuses on the group rather than on the individual, stresses the importance of situating the study within the larger sociocultural context
These slides are mainly based on research and its meaning and concept and it is prepared mainly for PG learners and researchers in Education. In the above 3rd slide, 5th line please write "search' instead of 'research".
This document discusses qualitative research methods. It defines qualitative research as focusing on non-numerical observation and meaning-making to answer how and why questions. The document contrasts qualitative and quantitative methods, outlining different philosophical assumptions and characteristics of each approach. It then describes common steps in qualitative research, including purposive sampling and ongoing data collection and analysis. Finally, it discusses approaches like case studies, strengths and limitations of qualitative research, and the relationship between qualitative and quantitative methods.
This document discusses qualitative research methods. It defines qualitative research as focusing on non-numerical observation and meaning-making to answer how and why questions. The document contrasts qualitative and quantitative methods, outlining different philosophical assumptions and characteristics of each approach. It then describes common steps in qualitative research, including purposive sampling and ongoing data collection and analysis. Finally, it discusses approaches like case studies, strengths and limitations of qualitative research, and the relationship between qualitative and quantitative methods.
This document discusses qualitative research methods. It begins by noting foundational similarities and differences between qualitative and quantitative research. Specifically, it notes that qualitative data can be coded quantitatively and qualitative inquiries can generate quantitative research. The main difference is that qualitative research is exploratory and inductive while quantitative research is confirmatory and deductive.
It then defines key terms in qualitative research like grounded theory, ethnography, phenomenology, and field research. It provides examples of methods like participant observation, direct observation, unstructured interviewing, and case studies. Finally, it discusses strengths and weaknesses of qualitative research regarding objectivity, reliability, validity and generalizability.
The systematic investigation into and study of materials, sources, etc, in order to establish facts and reach new conclusions. Research is what we do when we have a question or a problem we want to resolve. Research is a systematic inquiry to describe, explain, predict and control the observed phenomenon. The first module highlights an overview of all concepts adopted in Research.
The document provides summaries of different types of research designs, including their definitions, purposes, advantages, and limitations. It discusses exploratory, descriptive, experimental, causal, cohort, case study, action research, cross-sectional, and market research designs. For each design, it outlines what information can be learned from studies using that design and what limitations exist in determining causation or generalizing findings. The overall purpose is to help readers understand when and how to appropriately apply different research methodologies.
This document discusses 8 choices that researchers must make when designing qualitative research studies: 1) whether to start with a research design or not; 2) whether to take steps to strengthen validity; 3) how to clarify units of data collection; 4) how to attend to sampling; 5) whether to incorporate concepts/theories; 6) whether to plan early for participant feedback; 7) whether to be concerned with generalizing findings; and 8) whether to prepare a research protocol. The document provides guidance on each of these design elements.
Qualitative research involves collecting and analyzing narrative data through methods like interviews and observations to gain a deep understanding of phenomena. It has characteristics like being naturalistic, inductive, and focusing on personal experiences and insights. Qualitative research is useful across many fields for understanding people and contexts.
This document provides an overview and description of phenomenology and grounded theory as qualitative research methodologies. It discusses key aspects of each approach including:
- Phenomenology aims to understand the essence of lived experiences through in-depth interviews with a small number of participants. The researcher seeks to identify common themes in participants' descriptions of a phenomenon.
- Grounded theory is used to generate or discover a theory through iterative data collection and analysis. Researchers conduct interviews without preconceived hypotheses and allow a theory to emerge from the data through multiple stages of coding.
- Both approaches present challenges for researchers in thoroughly understanding their philosophical underpinnings and separating their own views from participants' descriptions during analysis.
This document discusses and compares qualitative and quantitative research methods. Both approaches can generate and measure data, but differ in their underlying strategies. Qualitative research is exploratory and inductive, using methods like grounded theory, ethnography, phenomenology, and field research to understand phenomena from participants' perspectives. These methods prioritize observation and open-ended interviews over experimental controls. Qualitative research provides rich detail but weaker reliability, validity, and generalizability than quantitative methods. Researchers must consider their goals and the trade-offs of each approach.
art & science sexual healthUsing peer education projects t.docxjewisonantone
art & science sexual health
Using peer education projects to
prevent HIV/AIDS in young people
Campbell S (2005) Using peer education projects to prevent HIV/AIDS in young people. Nursing
Standard. 20,10, 50-55. Date of acceptance: December 6 2004.
SummarY
This article discusses the use of peer education to reduce sexually
transmitted infections, including human immunodeficiency
virus/acquired immunodeficiency syndrome, in young people. I t
describes experiences gained from a peer education project for
young people in Uganda,
Author
Sue Campbell is a freelance writer in Kampala, Uganda,
Email: Masc(@)utlonline.co,ug
AIDS; Health education; Peer education
These keywords are based on the subject headings from the British
Nursing Index, This article has been subject to double-blind review.
For related articles and author guidelines visit our online archive at
www.nursing-standard.co.uk and search using the keywords.
MORE THAN half of people newly infected with
the human immunodeficiency virus (HIV)
worldwide are aged 15-24 years (United Nations
Children's Fund (UNICEF) etal 2002).
Empowering young people with the basic human
right of reproductive choice is, therefore,
critically important.
Over the past decade there has been a growing
interest in involving young people as peer
educators in health education in the UK,
particularly in the area of sexual health (Health
Education Board for Scotland (HEBS) 2003),
Peer education approaches offer the possibility
of changing behaviour and increasing knowledge
to prevent HIV, This article explains what a peer
education approach is and gives guidance on
how to develop a project focused on young
people. Although the author's experience of
developing peer education projects in Uganda for
HIV prevention is discussed, some of the
principles can be transferred to working with
young people in the UK,
Young people are at the centre of the global
HIV and acquired immunodeficiency syndrome
(AIDS) pandemic. They are also a key human
resource for the future wellbeing of communities.
Each day nearly 6,000 young people aged from
5 0 november 16 :: vol 20 no 10 :: 2005
15-24 years become infected with HIV (UNICEF
etal2002). Educating young people about HIV,
and teaching them skills in negotiation, conflict
resolution, critical thinking, decision-making and
communication improve their self-confidence
and ability to make informed choices, for
example, postponing sex until they are mature
enough to protect themselves from HIV, other
sexually transmitted infections (STIs) and
unwanted pregnancies (UNICEF ef a/2002).
In 2003, an estimated 4,1 per cent of adults in
Uganda and 0,2 per cent in the UK were living
with HIV/AIDS (Joint United Nations
Programme on HIV/AIDS (UNAIDS) 1999,
UNAIDSAJNICEFAVorld Health Organization
(WHO) 2004), Factors that encourage the spread
of HIV/AIDS among young people in Uganda
include (Government of Uganda 1999):
• Sociocultural issues, including attitudes among
peer groups about ea.
Arrive at Opera as we know it today Peri’s and Monteverdi’s ope.docxjewisonantone
Arrive at Opera as we know it today: Peri’s and Monteverdi’s operas
Since the early twentieth century, European musical style has significantly changed its tradition for music as having take place around 1600.[footnoteRef:1] In general, it is described as the transition from Renaissance to Baroque style. Opera as an art originated from Italy in the 16th century and it spread out to Europe. This work is associated with drama, dance, vocal and visual music with impressive effects of the Greek and Romans. Orpheus was the greatest of musicians in ancient Greek mythology, it is challenging the gods with his capability to sing and play. Euridice by Peri and Orfeo by Monteverid are well-known works of early opera, which made use of Orpheus’ story and the same libretto. Peri’s Euridice is first survived and credited with early advances in opera composition as recitative and advancing Florentine Camerata’s ideas of Greek drama. On other hand, Monteverdi’s Orfeo Baroque operatic works include a variety of genres and types of styles. The text and plots are drawn from classical antiquity or ancient history, and the action involves a variety of special scenic effects.[footnoteRef:2] Because both works used the same libretto, in examining the two is very informative between two operas. Monteverdi’s opera is more widely known and performed today because it has a greater variety of musical style and richer sounds in instrumental and chorus. The purpose of this essay is to discuss the operas of Peri and Monteverdi’s libretto in various adaptations. This essay will cover an examination of monadic style works, instrumentations, and choral music. Ultimately, it will be shown that the conceptual and composers goals of Jacopo Peri and Claudio Monteverdi are in setting text to music. These ideas and changes effectively influenced the gradual growth of opera with the invention and improvement of today’s opera. [1: David Schulenberg, Music of the Baroque. New York; Oxford; Oxford University Press, 2014, 35.] [2: Schulenberg, 59.]
Before we examine Peri’s Euridice and Monteverdi’s Orfeo, it is necessary to acknowledge the experiments of Florentine Camerata. Florentine Camerata was an important group who met to discuss societies or academies and they were leading to write an ancient Greek and music. Florentine Camerata involved in Vincenzo Galilei and Giulo Caccini, but also Jacopo Peri, Ottavio Rinuccini, and Girolamo Mei participated. Florentine Camerata started with the experiment of stile recitative,which was a Greek style between speech and songs that was eventually called opera.
Rinuccini’s poems were a favorite subject for operas because the mythical hero is himself a singer and the combination of a simple action with a diversity of expressive situations.[footnoteRef:3] Peri was the monadic of the Florentine composers who wrote Eurydice, which is the earliest surviving opera with a completed setting of Rinuccini’s poem. It premiered on October 6, 1600 at .
More Related Content
Similar to APPROACHES USED IN QUALITATIVE RESEARCH DESIGNS Qualit.docx
1. Qualitative research emphasizes looking at variables in their natural setting and interaction between variables. It uses open-ended questions and the researcher is integral to the investigation.
2. Qualitative research produces more in-depth data and seeks to understand interactions between variables from the participant's perspective. However, it is difficult to establish reliability and validity due to subjectivity.
3. The document discusses qualitative research methods including seeking a holistic understanding, corroboration through triangulation, various types of participant observation, using case studies, and maintaining validity through thorough documentation and feedback.
This document provides an overview of case studies, including:
- A case study involves the collection of detailed information about a particular situation from a participant or small group.
- Case studies can focus on individuals, communities, social groups, organizations, or events.
- There are four main types of case studies: evaluative, educational, ethnographic, and action research.
- Case studies are useful for learning as they allow participants to engage actively, develop analytical skills, and consider different outcomes. However, the data from a single case study may not be generalizable to the wider population.
The document discusses qualitative and quantitative research approaches in educational research. It provides definitions and characteristics of each approach, including commonly used terminology, underlying assumptions, goals, research design, data collection and analysis methods, and the researcher's role. Qualitative research is described as focusing on meaning, understanding, and social construction through naturalistic and interpretive methods. It aims to describe multiple realities rather than make generalized predictions. Quantitative research applies experimental methods and statistical analysis to test hypotheses and predict outcomes.
The document discusses research and provides information on various aspects of research such as the characteristics of scientific research, goals of scientific research, qualitative and quantitative research methods, and the key differences between qualitative and quantitative methods. Scientific research aims to systematically study phenomena through objective and logical analysis in order to describe, explain, predict, and gain a deeper understanding of the topic being researched. It emphasizes gathering empirical evidence and developing theories that can predict future occurrences.
Net coaching & remedial . paper 1 researchBhumi Dangi
mk bhavnagar university, net set remedial classes are being held. part of that, this ppt is about, net exam general paper 1, unit 2 research aptitude part 1.
Research involves systematically investigating materials and sources to establish new facts and conclusions. The purpose of research is to learn something new or gather evidence. Characteristics of good research include reliability, validity, accuracy, credibility, generalizability, an empirical approach, and being systematic. There are different types of research such as basic/applied, quantitative/qualitative, exploratory/descriptive/explanatory. Research aims to overcome biases through scientific methods and by clearly defining variables of interest.
Grounded theory is a systematic qualitative research method where researchers gather data to build hypotheses and theories through inductive reasoning. As researchers examine collected data, ideas and concepts emerge from the data. Researchers code these concepts and may eventually categorize them to form new theories. Unlike conventional scientific methods that start with hypotheses, grounded theory starts with a question or data collection, allowing new contextualized ideas to emerge from the data.
The document discusses various research designs including qualitative research design, quantitative research design, action research design, case study design, causal design, cohort design, and cross-sectional design. For each design, it provides definitions, purposes, advantages, and limitations. The key information provided is the definitions and purposes of the different research designs as well as lists of their advantages and limitations.
It’s based on descriptive data that does not make (regular) use of statistical procedures.
Study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them and associated with the quality of a thing or phenomenon, such as feel, taste, expertise, image, leadership, reputation.
− Qualitative aspects are abstract; they either do not require measurement or cannot be measured.
Characteristics of Qualitative Research
Rich description
Research questions
Few participants
Natural and holistic representation
Ernie perspectives
Cyclical and open-ended processes
Possible ideological orientations
6.2. GATHERING QUALITATIVE DATA
Ethnographies
Interviews
Diaries/journals
Case studies
Observational techniques
6.2.1. Ethnographies: Focuses on the group rather than on the individual, stresses the importance of situating the study within the larger sociocultural context
These slides are mainly based on research and its meaning and concept and it is prepared mainly for PG learners and researchers in Education. In the above 3rd slide, 5th line please write "search' instead of 'research".
This document discusses qualitative research methods. It defines qualitative research as focusing on non-numerical observation and meaning-making to answer how and why questions. The document contrasts qualitative and quantitative methods, outlining different philosophical assumptions and characteristics of each approach. It then describes common steps in qualitative research, including purposive sampling and ongoing data collection and analysis. Finally, it discusses approaches like case studies, strengths and limitations of qualitative research, and the relationship between qualitative and quantitative methods.
This document discusses qualitative research methods. It defines qualitative research as focusing on non-numerical observation and meaning-making to answer how and why questions. The document contrasts qualitative and quantitative methods, outlining different philosophical assumptions and characteristics of each approach. It then describes common steps in qualitative research, including purposive sampling and ongoing data collection and analysis. Finally, it discusses approaches like case studies, strengths and limitations of qualitative research, and the relationship between qualitative and quantitative methods.
This document discusses qualitative research methods. It begins by noting foundational similarities and differences between qualitative and quantitative research. Specifically, it notes that qualitative data can be coded quantitatively and qualitative inquiries can generate quantitative research. The main difference is that qualitative research is exploratory and inductive while quantitative research is confirmatory and deductive.
It then defines key terms in qualitative research like grounded theory, ethnography, phenomenology, and field research. It provides examples of methods like participant observation, direct observation, unstructured interviewing, and case studies. Finally, it discusses strengths and weaknesses of qualitative research regarding objectivity, reliability, validity and generalizability.
The systematic investigation into and study of materials, sources, etc, in order to establish facts and reach new conclusions. Research is what we do when we have a question or a problem we want to resolve. Research is a systematic inquiry to describe, explain, predict and control the observed phenomenon. The first module highlights an overview of all concepts adopted in Research.
The document provides summaries of different types of research designs, including their definitions, purposes, advantages, and limitations. It discusses exploratory, descriptive, experimental, causal, cohort, case study, action research, cross-sectional, and market research designs. For each design, it outlines what information can be learned from studies using that design and what limitations exist in determining causation or generalizing findings. The overall purpose is to help readers understand when and how to appropriately apply different research methodologies.
This document discusses 8 choices that researchers must make when designing qualitative research studies: 1) whether to start with a research design or not; 2) whether to take steps to strengthen validity; 3) how to clarify units of data collection; 4) how to attend to sampling; 5) whether to incorporate concepts/theories; 6) whether to plan early for participant feedback; 7) whether to be concerned with generalizing findings; and 8) whether to prepare a research protocol. The document provides guidance on each of these design elements.
Qualitative research involves collecting and analyzing narrative data through methods like interviews and observations to gain a deep understanding of phenomena. It has characteristics like being naturalistic, inductive, and focusing on personal experiences and insights. Qualitative research is useful across many fields for understanding people and contexts.
This document provides an overview and description of phenomenology and grounded theory as qualitative research methodologies. It discusses key aspects of each approach including:
- Phenomenology aims to understand the essence of lived experiences through in-depth interviews with a small number of participants. The researcher seeks to identify common themes in participants' descriptions of a phenomenon.
- Grounded theory is used to generate or discover a theory through iterative data collection and analysis. Researchers conduct interviews without preconceived hypotheses and allow a theory to emerge from the data through multiple stages of coding.
- Both approaches present challenges for researchers in thoroughly understanding their philosophical underpinnings and separating their own views from participants' descriptions during analysis.
This document discusses and compares qualitative and quantitative research methods. Both approaches can generate and measure data, but differ in their underlying strategies. Qualitative research is exploratory and inductive, using methods like grounded theory, ethnography, phenomenology, and field research to understand phenomena from participants' perspectives. These methods prioritize observation and open-ended interviews over experimental controls. Qualitative research provides rich detail but weaker reliability, validity, and generalizability than quantitative methods. Researchers must consider their goals and the trade-offs of each approach.
Similar to APPROACHES USED IN QUALITATIVE RESEARCH DESIGNS Qualit.docx (20)
art & science sexual healthUsing peer education projects t.docxjewisonantone
art & science sexual health
Using peer education projects to
prevent HIV/AIDS in young people
Campbell S (2005) Using peer education projects to prevent HIV/AIDS in young people. Nursing
Standard. 20,10, 50-55. Date of acceptance: December 6 2004.
SummarY
This article discusses the use of peer education to reduce sexually
transmitted infections, including human immunodeficiency
virus/acquired immunodeficiency syndrome, in young people. I t
describes experiences gained from a peer education project for
young people in Uganda,
Author
Sue Campbell is a freelance writer in Kampala, Uganda,
Email: Masc(@)utlonline.co,ug
AIDS; Health education; Peer education
These keywords are based on the subject headings from the British
Nursing Index, This article has been subject to double-blind review.
For related articles and author guidelines visit our online archive at
www.nursing-standard.co.uk and search using the keywords.
MORE THAN half of people newly infected with
the human immunodeficiency virus (HIV)
worldwide are aged 15-24 years (United Nations
Children's Fund (UNICEF) etal 2002).
Empowering young people with the basic human
right of reproductive choice is, therefore,
critically important.
Over the past decade there has been a growing
interest in involving young people as peer
educators in health education in the UK,
particularly in the area of sexual health (Health
Education Board for Scotland (HEBS) 2003),
Peer education approaches offer the possibility
of changing behaviour and increasing knowledge
to prevent HIV, This article explains what a peer
education approach is and gives guidance on
how to develop a project focused on young
people. Although the author's experience of
developing peer education projects in Uganda for
HIV prevention is discussed, some of the
principles can be transferred to working with
young people in the UK,
Young people are at the centre of the global
HIV and acquired immunodeficiency syndrome
(AIDS) pandemic. They are also a key human
resource for the future wellbeing of communities.
Each day nearly 6,000 young people aged from
5 0 november 16 :: vol 20 no 10 :: 2005
15-24 years become infected with HIV (UNICEF
etal2002). Educating young people about HIV,
and teaching them skills in negotiation, conflict
resolution, critical thinking, decision-making and
communication improve their self-confidence
and ability to make informed choices, for
example, postponing sex until they are mature
enough to protect themselves from HIV, other
sexually transmitted infections (STIs) and
unwanted pregnancies (UNICEF ef a/2002).
In 2003, an estimated 4,1 per cent of adults in
Uganda and 0,2 per cent in the UK were living
with HIV/AIDS (Joint United Nations
Programme on HIV/AIDS (UNAIDS) 1999,
UNAIDSAJNICEFAVorld Health Organization
(WHO) 2004), Factors that encourage the spread
of HIV/AIDS among young people in Uganda
include (Government of Uganda 1999):
• Sociocultural issues, including attitudes among
peer groups about ea.
Arrive at Opera as we know it today Peri’s and Monteverdi’s ope.docxjewisonantone
Arrive at Opera as we know it today: Peri’s and Monteverdi’s operas
Since the early twentieth century, European musical style has significantly changed its tradition for music as having take place around 1600.[footnoteRef:1] In general, it is described as the transition from Renaissance to Baroque style. Opera as an art originated from Italy in the 16th century and it spread out to Europe. This work is associated with drama, dance, vocal and visual music with impressive effects of the Greek and Romans. Orpheus was the greatest of musicians in ancient Greek mythology, it is challenging the gods with his capability to sing and play. Euridice by Peri and Orfeo by Monteverid are well-known works of early opera, which made use of Orpheus’ story and the same libretto. Peri’s Euridice is first survived and credited with early advances in opera composition as recitative and advancing Florentine Camerata’s ideas of Greek drama. On other hand, Monteverdi’s Orfeo Baroque operatic works include a variety of genres and types of styles. The text and plots are drawn from classical antiquity or ancient history, and the action involves a variety of special scenic effects.[footnoteRef:2] Because both works used the same libretto, in examining the two is very informative between two operas. Monteverdi’s opera is more widely known and performed today because it has a greater variety of musical style and richer sounds in instrumental and chorus. The purpose of this essay is to discuss the operas of Peri and Monteverdi’s libretto in various adaptations. This essay will cover an examination of monadic style works, instrumentations, and choral music. Ultimately, it will be shown that the conceptual and composers goals of Jacopo Peri and Claudio Monteverdi are in setting text to music. These ideas and changes effectively influenced the gradual growth of opera with the invention and improvement of today’s opera. [1: David Schulenberg, Music of the Baroque. New York; Oxford; Oxford University Press, 2014, 35.] [2: Schulenberg, 59.]
Before we examine Peri’s Euridice and Monteverdi’s Orfeo, it is necessary to acknowledge the experiments of Florentine Camerata. Florentine Camerata was an important group who met to discuss societies or academies and they were leading to write an ancient Greek and music. Florentine Camerata involved in Vincenzo Galilei and Giulo Caccini, but also Jacopo Peri, Ottavio Rinuccini, and Girolamo Mei participated. Florentine Camerata started with the experiment of stile recitative,which was a Greek style between speech and songs that was eventually called opera.
Rinuccini’s poems were a favorite subject for operas because the mythical hero is himself a singer and the combination of a simple action with a diversity of expressive situations.[footnoteRef:3] Peri was the monadic of the Florentine composers who wrote Eurydice, which is the earliest surviving opera with a completed setting of Rinuccini’s poem. It premiered on October 6, 1600 at .
Arriving to California State University, NorthridgeChoosing un.docxjewisonantone
Arriving to California State University, Northridge
Choosing university is like a puzzle game or a snake and ladder game.
Since I came from my country Kuwait I didn’t had any obstacle in the new country but I face changes in many area such as accommodation, environment, cultural, and languages. Because I had very excellent department in the ministry of education abroad which encourage people or show a great vision of the benefit to study abroad. Also, giving a great orientation before traveling date that helps me to be more familiar from the new things that I will have. Therefore I planned to study my bachelor in the United State. So I filled my application and I submit all my documents and paper to the ministry. Then, our cultural office processed my application and after that they send for me an acceptance letter to travel to U.S.A. Nevertheless, there are two major steps for student to be able to roll to the university in the United States. First, register for institutes for English to improve the English language. For example, I registered for UCI (university of California Irvine extension). In this period, I took English classes in writing, grammar, listing, reading, and vocabulary. Also, these classes help me to study for the requirement university test either the TOEFL or IELTS test. Second, searching and applying for the universities that have my major and agree with the condition of our scholarship.
In addition, most important thing that I contact my scholarship advisor in every steps because my advisor helps me to complete any document for the universities. As an international student I connect nearby my immigration department in the school and my advisor, this circle helps me to know my way and be ale to continue my problem or an issue. Thesis statement therefore, choosing the university in the united stated especially California is difficult in many things such as the major, the state and the study plan.
Body graph ( topic sentence, explain , two example, conclusion sentence,)
First graph the first point I will discuses about searching for the major i am interest in political science
–
but I change ( from political science to business ) because
the requirement Ielts exam in political science higher and difficult compare to business its average and convenient . I have been less than a year to be fimilar with the new language which is English.
Second graph
next, I will talk about CSUN academic studies and environment is very good from classes , course , and my friends
( my friends suggestion )
The final step I will talk about California state is
my favorite
(fun
place ( beaches , shopping mall , international state ( including my friends ) ,
the people )
Beside your embassy instruction international students should educate himself about new country by reading book, listening music, watching movie, searching for website, and talking to native people.
In this journey I bring with me many great challenging, pow.
Arrington-Shaw 1 Bethany P. Arrington-Shaw Dr. K. L.docxjewisonantone
Arrington-Shaw 1
Bethany P. Arrington-Shaw
Dr. K. L. Hall
Speech 101- 1214
20 March 2017
Welcome to Parenthood: The Journey to Unconditional Love
General goal: I want to inform my audience.
Specific goal: I would like my audience to understand how to take care of your child
through the first few months Postpartum, creating an incomparable bond.
Thesis statement: Showing love, protecting, and teaching your child, is a lifelong process
that leads to unconditional love and begins when you have the most time to utilize, during
Maternity or Paternity leave .
Introduction
I. How many of you know the unconditional love parents and their children have for
one another?
Arrington-Shaw 2
II. Have you ever wondered how such an unbreakable relationship is formed
between the parents and their child?
III. I want to share with you just three things new parents can do in order to
achieve that unconditional love that lasts a lifetime: nurture, protect, and teach.
Body
I. Nurturing a baby is essential to create a strong Parent-Child bond.
A. Mom should breastfeed for at least the first three months.
1. Baby will remember smell and tender skin of their mother from
breastfeeding and will feel comfortable whenever she is around.
2. Baby learns to rely on it’s mother for food.
3. Special components in mother’s milk that cleanses the baby's
digestive system.
B. Both parents need to take part in nurturing their infant.
1. Holding a baby against a bare chest allows the infant to hear it’s
mother’s or father’s heartbeat, similar to in the womb.
2. Touch is important for growth including kisses and tickles.
Arrington-Shaw 3
3. Playing with the baby will increase its senses and use of
expressions.
C. Taking care of yourself is important for you as well as your child.
1. To avoid being too tired to take care of things, change your schedule
and learn to sleep when your baby sleeps.
2. Your child senses your stress which in turn stresses the child, since
there is a lot to get done, help alleviate stress by letting
grandparents and close friends help you out when they can,
remembering that they love your child just as you do.
3. You will worry over every decision you make in an attempt to be a
perfect parent, remember no one is perfect, just prioritize and do
your best.
(Transition: Daily affection stimulates growth and makes your infant calm, while also
feeling protected.)
II. Trust is developed when parents care for the infant’s health and protect them.
A. Dealing with health issues and doctors can help.
1. Read all labels to medications you plan to give your child especially
if non prescribed or “over the counter”.
2. Keep the baby’s doctor on speed dial in case the child becomes
Arrington-Shaw 4
unwell.
3. Keep all follow up appointments in .
ArraysDefine an Array and why you would use one. Provide an exam.docxjewisonantone
Arrays
Define an Array and why you would use one. Provide an example that is not from the text. Respond to at least two of your classmates’ postings.
Character Arrays
Chapter 7 continues the discussion of arrays. Arrays include multiple data types and can include characters. Understanding that you can use characters in an array, give an example of how you would use a character array and what data could be stored in this array. See page 351 for an example. Respond to at least two of your classmates’ postings.
.
Arnelle HallThe resource I resonated with the most was the Ted t.docxjewisonantone
Arnelle Hall
The resource I resonated with the most was the Ted talk about intersectionality. As an African American female, it is very hard trying to elevate myself onto an equal playing field because I am at a double disadvantage. I feel like African American women are looked over in so many ways by society but these problems can't be addressed because as the video stated, people will only address one at a time when in reality, both of them are a part of my identity at the same exact time. I hope that as this becomes a bigger topic things will change. I thought the Ted talk was very moving especially at the end when all of the Black women killed by police brutality were honored.
The theory that made the most sense to me was Piaget's model because it used age groups a child goes through and pairs them with common developmental milestones that we often celebrate in society. For example, the sensorimotor stage (birth-2) can be identified by object permeance. The pre-operational stage (2-7) can be identified by language development and asking questions. The concrete operational stage (7-11) can be identified by inductive reasoning. The last stage, the formal operational stage (12+) can be identified by understanding abstract feelings such as love and success.
I recently became an auntie. My nephew will be 1 years old in March. I can relate to this because I have seen him develop some of the milestones for the sensorimotor stage. He uses his senses a lot to try and understand the world around him. One example would be him grabbing anything in front of him and shaking it to see if it makes noise or putting it in his mouth to see what it tastes like.
Ayaka Motoki
Through watching the video, I believe the new family style (shown in the video) in our modern world could affect children in many different ways. Gillian’s theory in analyzed based on the traditional family roles, where girls tend to have interpersonal relationships with others, while boys act justly to avoid inequality. However, family that does not necessarily have one mother and one father might have different effect to their children, perhaps in a better way. As explained in the video, girls tend to be interpersonal because they are closer to their mother who teaches about the community and human relationships. If there is no distinguished role of teaching these in a family due to having more than one mother or father, both girls and boys will be taught the importance of moral stages, which will benefit both of them since it does not focus on based on children’s gender. I have a similar experience in my childhood since I lived with my mother and my grandparents. They did not try to teach both my brother and I differently based on our gender but rather the same. That is why I believe both of my brother have similar personalities and I consider my brother to be a very caring and kind to others.
MBA 6941, Managing Project Teams 1
Course Learning Outcomes for Unit VIII
.
Arlene Blum Ascends AnnapurnaPaper should consist of the theorie.docxjewisonantone
Arlene Blum Ascends Annapurna
P
aper should consist of the theories and concepts learned as well as what I have learned from the week's case study
.
3 pages
minimum in
APA
format. (Title and Reference page are not included as part of the 3 pages)
Introduction
Give an overview of the case
Main body
What were the issues?
Propose a list of strategies
Justify your chosen strategy
Propose an implementation
Conclusion
What are the lessons learned?
.
Arizona offers unique opportunities for direct democracy based on in.docxjewisonantone
Arizona offers unique opportunities for direct democracy based on initiative power. In 2012 the Arizona voters, for example, rejected the Proposition 204 initiative that sought to convert a temporary sales tax that funded education into a permanent tax.
In a 500-750-word “Letter to the Editor,” propose an initiative for an educational issue that you feel needs to be addressed. Include a plan about how this issue could become an initiative under Arizona law.
Your letter should be written to persuade others to agree with your position. Support your position with examples from case law, the U.S. Constitution, or other readings.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines
.
Arizona citizens retain several very progressive rights, namely the .docxjewisonantone
Arizona citizens retain several very progressive rights, namely the right to initiative, referendum, recall of elected officials, recall of judges, election of corporation commissioners and election of a state mine inspector. Please select three of these democratic rights and make an argument as to why giving power directly to the people in this manner is a benefit for all of society.
.
Arizona offers unique opportunities for direct democracy based o.docxjewisonantone
Arizona offers unique opportunities for direct democracy based on initiative power. In 2012 the Arizona voters, for example, rejected the Proposition 204 initiative that sought to convert a temporary sales tax that funded education into a permanent tax.
In a 500-750-word “Letter to the Editor,” propose an initiative for an educational issue that you feel needs to be addressed. Include a plan about how this issue could become an initiative under Arizona law.
Your letter should be written to persuade others to agree with your position. Support your position with examples from case law, the U.S. Constitution, or other readings.
APA style is not required, but solid academic writing is expected.
.
Aristotle On the Soul (De Anima)trans. J.A. SmithBOOK ONE.docxjewisonantone
Aristotle: On the Soul (De Anima)
trans. J.A. Smith
BOOK ONE
I.1. Fundamental Questions
HOLDING as we do that, while knowledge of any kind is a thing to be honoured and prized, one kind of it may, either by reason of its greater exactness or of a higher dignity and greater wonderfulness in its objects, be more honourable and precious than another, on both accounts we should naturally be led to place in the front rank the study of the soul. The knowledge of the soul admittedly contributes greatly to the advance of truth in general, and, above all, to our understanding of Nature, for the soul is in some sense the principle of animal life. Our aim is to grasp and understand, first its essential nature, and secondly its properties; of these some are taught to be affections proper to the soul itself, while others are considered to attach to the animal owing to the presence within it of soul.
To attain any assured knowledge about the soul is one of the most difficult things in the world. As the form of question which here presents itself, viz. the question 'What is it?', recurs in other fields, it might be supposed that there was some single method of inquiry applicable to all objects whose essential nature (as we are endeavouring to ascertain there is for derived properties the single method of demonstration); in that case what we should have to seek for would be this unique method. But if there is no such single and general method for solving the question of essence, our task becomes still more difficult; in the case of each different subject we shall have to determine the appropriate process of investigation. If to this there be a clear answer, e.g. that the process is demonstration or division, or some known method, difficulties and hesitations still beset us-with what facts shall we begin the inquiry? For the facts which form the starting-points in different subjects must be different, as e.g. in the case of numbers and surfaces.
First, no doubt, it is necessary to determine in which of the summa genera soul lies, what it is; is it 'a this-somewhat, 'a substance, or is it a quale or a quantum, or some other of the remaining kinds of predicates which we have distinguished? Further, does soul belong to the class of potential existents, or is it not rather an actuality? Our answer to this question is of the greatest importance.
We must consider also whether soul is divisible or is without parts, and whether it is everywhere homogeneous or not; and if not homogeneous, whether its various forms are different specifically or generically: up to the present time those who have discussed and investigated soul seem to have confined themselves to the human soul. We must be careful not to ignore the question whether soul can be defined in a single unambiguous formula, as is the case with animal, or whether we must not give a separate formula for each of it, as we do for horse, dog, man, god (in the latter case the 'universal' animal-and so too.
Aristotle defined tyranny as an illegitimate form of government .docxjewisonantone
Aristotle defined tyranny as an illegitimate form of government by one individual that tightly controlled every part of life and government. Adolf Hitler is the most notorious tyrant. Using a totalitarian society from the past or present, discuss how the state and its leader attempt to impede citizens from exercising their rights. In your discussion, explain some components of an "ideal citizen," consequences of voter apathy, and ways the state controls the citizen.
Writing Requirements (APA format)
.
ArgumentsA. Arguments are found in many texts and media .docxjewisonantone
Arguments
A.
Arguments are found in many texts and media and it is important to be able to recognize, formulate, and evaluate arguments. Doing well in this class will depend upon whether you can acquire and improve these three skills. We will be concentrating on the arguments found in the philosophy texts we are reading this semester, but this skill is something you should carry with you through the rest of your college career and beyond.
Recognizing an argument is the first step in the process. An argument is where a claim is stated and it is supported by evidence. The claim is the conclusion of the argument and the evidence is known as the premises. In an argument, the conclusion follows from the premises, or, more specifically, the premises connect together in such a way that one can draw an inference from them, i.e., the conclusion.
But recognition of argument is not sufficient. One must also be able to formulate the argument. This involves listing the premises as well as unstated assumptions so one can see more clearly how the conclusion follows from the premises. This task will at first seem tedious and frustrating, but like anything else, the more you practice, the better you will get. Hopefully, you find this exercise beneficial and enlightening.
Here are some sample arguments:
1) All men are mortal.
Socrates is a man.
Socrates is mortal.
2) If there is snow on the ground, it must be cold.
There is snow on the ground.
It must be cold.
3) Animals are either vertebrates or invertebrates.
Walruses, an animal, are not invertebrates.
Walruses are vertebrates.
4) It rained almost every day in April for the last three years.
April is a rainy month.
B.
Not all texts will contain arguments. Some passages will just contain a description, explanation, or dialogue. Here are some examples.
1) Tuesday is the second day of the week.
2) If you do not exercise, you will not be healthy.
3) There are many students who attend state universities. Some explanation for this is that state universities are affordable and offer a variety of disciplines to study.
4) Parent: “You have not cleaned up your room this week.”
Child: “Yes I have.”
Parent: “No, I am afraid your room is still messy.”
Child: “But I have.”
Parent: “No you haven’t, at least not according to me.”
Child: “Well, according to me, I have.”
This last example may seem like an argument because we call it an argument. But this is using the word equivocally, that is using the same word to signify two different things. Example 4 is a disagreement, which does not always constitute an argument. There are no premises to support any claims being made in this example. Further, one should recognize that Example 2 is only a conditional claim and not an argument. A conditional claim is composed of an antecedent and a consequence. One must also affirm the antec.
Arguments of DefintionChapter 9Arguments of Defi.docxjewisonantone
Arguments of Defintion
Chapter 9
Arguments of DefinitionThese arguments are particularly powerful in that they help determine what something or someone is. Thus, they can result in inclusion or exclusion.They help us recognize that classifications change over time and are the result of cultural, social, and political forces.Definitions often serve group agendas while ignoring or attempting to silence others.Often evolve from daily life.
Arguments of DefinitionWe rely on definition for successful, efficient communication.As you have experienced with the Fact Paper, our ability to make an argument is limited when we cannot appeal to values.Contrary to the belief that values diminish the validity of an argument by rendering it mere opinion, values are a necessary part of the argument.Indeed, they are the very heart of an argument.Thus, evaluative terms are notoriously difficult to define.
Formal Definitions
(pp.200-201)Questions related to genus:Is assisting in suicide a crime?Is NASCAR a sport?Is rap poetry?What is an X [insert your own choice here]
Questions related to species:Is marijuana a relatively harmless drug or a dangerous, addictive one?Is Saudi Arabia an ally or an opponent of the USA?Is TV’s “Survivor” a reality show or a game show?Is X a Y or a Z [Insert your own topic}
Questions related to conditions:Should a woman be held to the same physical requirements as a man in order to join the military?Should everyone pay the same percentage of their income taxes regardless of their income?Are high scores on the SAT’s a fair condition for entrance into universities?Must X occur in order for Y? [Insert your topic]
Questions related to the fulfillment of conditions:Should academic scholarships count as taxable income?Should nontraditional educated experiences, such as semesters abroad and internships, count for college credit?Should X be counted as Y for the purposes of Z? [Insert your topic]
In summary, keep in mind that you can approach an argument of definition by:
Formulating a definition (What is X?): “Terrorism is any non-wartime act of violence undertaken for political gain.”Negative definition (Y is not X.): “Violence undertaken as part of a revolt against an oppressive regime is not terrorism.”Definition by Example (Y is/is not X): “The Irish Republican Army is/is not a terrorist organization.”
Other items to consider:Who is your specific audience?What are the counter-arguments to your proposed definition?In other words, anticipate oppositional stances.How would you refute those stances?Do not forget about visuals and design of arguments of definition.Matching claims to definitions is critical.
8PROCEEDINGS OF THE IRE
Steps Toward Artificial Intelligence*
MARVIN MINSKYt, MEMBER, IRE
The work toward attaining "artificial intelligence" is the center of considerable computer research, design,
and application. The field is in its starting transient, characterized by many varied and independent efforts.
.
Argumentative Position Paper (Essay 4)This project is the culm.docxjewisonantone
Argumentative Position Paper (Essay 4)
This project is the culminating writing and research project of the semester, building on the skills you have developed throughout the semester. In a sense, many restrictions are gone: you must define the current issue you write about, you must define the audience you are writing to, and you must determine-to a larger extent- how to best organize and present information. You should draw on the rhetorical concepts we discussed early in the semester (logos, pathos, ethos, kairos, doxa) to consider how to most effectively craft this essay.
A proposal presents a problem and a solution or solutions to that problem. For this essay, the problem must be related to a current issue of your choice; you may choose a topic from one of the class case studies or a different topic of your own. It must, however, have been relevant in the last six months. Drawing on the sources you presented in your annotated bibliography- and substituting other sources as necessary- you will persuade your audience that a problem exists and that your solutions(s) is best, at least for the time being.
The following process may be useful as you create your proposal:
· Choose an issue to research. Make sure it is timely (relevant within the last six months) and something you care about, since you will spend a lot of time working with this topic. This can be from the class case studies or be entirely different. Try to make the issue as specific as possible. For instance, instead of “refugee camps,” narrow this down to something like: “impact of U.S. medical aid in refugee camps.” This is much more specific and manageable.
· Brainstorm a list of questions you have about the topic, problems you see others defining or that you identify yourself, and possible solutions to this problem.
· Explore the topic via research in your annotated bibliography.
· Define your audience- who would be interested in this issue and why? How much new information will you be offering them? Are they likely to already agree or disagree with your perspective on the topic?
· Return to your list and define a specific problem(s) you want to persuade readers exists and a specific solution(s) you have developed to address this problem(s).
· Create an outline of your essay to map out how you will organize the information.
Paper layout-
In the introduction:
· State the issue(s) or problem(s) and grab the reader’s attention
· Argue for the seriousness of the problem(s)
· State the thesis in the form of “Somebody needs to do/not do something because . . .”
(This is a formula; you must add information to this framework to create your thesis statement.)
In the body:
· Give the problem’s background if your audience is unfamiliar with it
· Define what the problem is, presenting evidence to prove that it is a problem and countering evidence from those whose viewpoints differ from yours
· Describe how this problem, if left unhandled, could affect the future.
· Present your solut.
Argumentative Research EssayAssignment DescriptionIn upper lev.docxjewisonantone
Argumentative Research EssayAssignment Description
In upper level courses, you will often be asked to demonstrate your ability to converse with other scholars in your field. Your job is to make a claim about a debatable topic and to persuade the reader to accept your claim. Your paper must be written so that it is convincing even for a skeptical audience. In other words, be fair and unbiased when acknowledging what others say about your topic, but then prove why they are wrong using logical reasons and credible evidence. In this essay, you must synthesize various sources while persuading the reader to accept your viewpoint. You do not want to simply report what others are saying, but engage in a dialogue with them.
Your research paper MUST include the following:
· A clearly stated thesis in the introduction that articulates your position and what you want to argue in your paper
· Clear reasons with supporting evidence
· A synthesis of sources; do not simply summarize your source material, but show how they are connected and respond to them
· A fully-developed counterargument / opposing viewpoint with a fully-developed refutation. A fully-developed counterargument requires more than one sentence.
· A minimum of three credible and relevant sources
· A minimum of three pages in MLA format, not including the MLA Works Cited
· A Works Cited page in MLA format with corresponding in-text citations
Purpose and Learning Objectives
The purpose of this assignment is to practice persuasive writing and synthesis of sources. You will increase your critical thinking skills by analyzing yours and others’ assumptions, evaluating multiple perspectives, and developing a clear position. Writing, research, and eloquent written expression are vital for a successful future. You will express all of these skills in this assignment. This essay will be used as the English department assessment for the Texas Higher Education Coordinating Board’s mandated core curriculum assessment of Student Learning Outcomes (SLO). This essay will address the SLO objectives of critical thinking and written communication.
Your research paper should demonstrate the following learning objectives:
· Awareness of the audience to whom you are speaking
· Awareness of the purpose of your argument
· Ability to enter into a scholarly conversation
· Ability to write a qualified and narrow argumentative thesis statement
· Ability to synthesize information from various sources
· Ability to craft an argument with different types of relevant, credible, and detailed support
· Ability to research and identify academic sources
· Ability to summarize, paraphrase, and quote while citing correctly in MLA to avoid plagiarism
· Ability to converse in standard, academic English
Minimum Requirements
Length: Minimum three (3) pages not including the Works Cited page. Style: Essay needs to conform to MLA standards, including double spacing in Times New Roman font, and must include a Works Cited page .
Argumentative behavior, engagement in physical altercations, and e.docxjewisonantone
Argumentative behavior, engagement in physical altercations, and evidence of mood swings can all indicate that an adolescent is experiencing anger and depression. Self-harming can surface in adolescents, too, as they experience difficult emotions.
For this, read the case study of Dalia and consider what you, as her social worker, would do if you observed self-harm indicators.
Post
a brief explanation of self-harming behaviors that Dalia is exhibiting. Describe theoretical approaches and practical skills you would employ in working with Dalia. How might familial relationships result in Dalia’s self-harming behavior? Please use the Learning Resources to support your answer.
Working With Children and Adolescents: The Case of Dalia
Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have been married for 25 years. Dalia’s father works in the creative arts field with a nontraditional work schedule that has him gone overnight and sleeping late into the morning. Dalia’s mother is an executive who works long hours. Dalia was diagnosed with sickle cell anemia in early childhood and was hospitalized multiple times. At present, Dalia’s health is stable with the last serious episode occurring 2 years ago.
Dalia’s parents reported that until middle school, Dalia was an easygoing, good-natured youngster who enjoyed singing and participating in activities with her peers and family. Dalia denied any problems with drugs or alcohol but admitted to drinking with friends. Dalia described her family relationships as tense, stating, “My dad lets me do what I want” and “My mother is always trying to control me.” Dalia described her relationship with her older brother, who lives in another state, as “cool,” and her relationship with her older sister, a college sophomore, as “not cool.”
Dalia’s parents sought out counseling services for behavioral issues on the recommendation of her school. The issues included argumentative behavior with authority figures, physical altercations with peers, poor concentration in class, irritable mood, verbal combativeness when confronted, truancy, and highly sexualized behavior with male peers. At home, Dalia had become more argumentative and physically threatening. Her parents had discovered that she and her friends drank alcohol in their home. Dalia’s parents also reported that she was up most of the night and slept most of the day. They also reported that her mood was highly irritable and that she was extremely impulsive. She had no interest in getting involved with any extracurricular activities, stating that those things are “corny and boring.”
In the first meeting, Dalia and her mother both appeared agitated with each other and became argumentative when going through the intake information. Dalia quickly told me that she was not .
Argumentative essay with a stand that supports social robots MLA.docxjewisonantone
Argumentative essay with a stand that supports social robots
MLA paper format
In-text citations, using signal phrases and page numbers
Synthesis ( not one source at a time, but putting sources in
c
onversation--sources can
c
onfirm,
c
omplement,
c
omplicate, or
c
ontradict each other).
No plagiarism, whether or not intentional (including patchwriting)
specifically use in text and cite at least 10 sources. ( they are uploaded down below the 10 sources)
I can take care of the works cited page
.
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APPROACHES USED IN QUALITATIVE RESEARCH DESIGNS Qualit.docx
1. APPROACHES USED
IN QUALITATIVE
RESEARCH DESIGNS
Qualitative Research Designs
https://my.visme.co/render/1454625359/www.erau.edu
Slide 1 Transcript
This module will focus on qualitative research designs, which
fall mostly into the nonexperimental category. Qualitative
research is found in nearly all the academic disciplines. Often,
this is
how a line of inquiry begins. When little is known about a
subject, and variables are unknown or a related theory base is
undeveloped, a qualitative study helps to identify what needs to
be
studied that is important.
Characteristics of Qualitative Research
Designs Share
Two Things in Common
Five Designs
Commonly Used
May be arranged by
descriptive methodologies
2. Expect to Find Multiple
Layers or Facets
Studies complexity without
simplifying
Usually does not try to
manipulate any variables
Studied in natural settings
May use historical records
May involve meta-analysis
Slide 3 Transcript
Qualitative approaches share two things in common. The main
interest is on phenomena that are happening now or previously,
usually in real-world, or natural, settings. Another aspect is that
they attempt to capture and study the complexity of those
phenomena. From the outset, qualitative researchers expect to
find multilayered, multi-faceted observations and do not try to
simplify,
or control for, them. So, it is essential that you know what
qualitative research entails and what it sets out to accomplish.
Typically, there are five recognized qualitative designs that are
in use,
although the number varies depending on how writers arrange
the approaches. For instance, they may separate approaches into
descriptive designs, use existing or historical information, or
work
with a meta-analysis which combines results from several
3. studies.
Types of Qualitative Designs
Case Study
Content Analysis
Systematic examination of
material for patterns
Ethnography
Group with common cultureParticular person,
program, event
Phenomenology
Perceptions about
particular situation
Grounded Theory
Develop theory
Slide 5 Transcript
The names for the most used types of qualitative designs are the
case study, which is also known as idiographic research, and
studies a particular person, program, or event in depth
for a specified time period. An ethnography, which is where the
researcher looks, not at an individual, but at a group that shares
a common culture over time. A phenomenology
study seeks to understand perception among people about a
particular situation. Grounded theory study begins with data
4. collected in the field, not from literature, to develop a
theory. The final design in use is content analysis, probably
one of the most used types of qualitative design, which
identifies a body of material from several sources and performs
a
systematic examination to determine patterns. Now, a closer
consideration of the five design approaches helps to understand
when a researcher may be served best with what they
seek to understand. First though, a few words about the context
for a study.
Natural and Contrived Settings
Naturalistic Settings Contrived Settings
Appears similar to the
natural environment of
interest
Validity
Limits manipulation
External validity typically high
Events occur naturally
Allows for selectivity in
variables or conditions
present
Enhances reliability and
internal validity
May be limited within region
studied
5. Generalization is limited
Internal validity low since no
control over variables
Slide 7 Transcript
Qualitative studies are accomplished in naturalistic settings,
which are places where the researcher expects to observe
behaviors or events as they occur naturally. Usually, there is
limited or no manipulation of conditions. The external validity
values are high as a result, since nearly all factors present in
actual settings would be present and broader
generalization can be made. If selection criteria vary, though,
this can limit the ability to generalize findings beyond the
observed setting which means the external validity may be
low. However, for most naturalistic studies, interpretations can
be generalized within the area where observations are made and
where external validity is higher. Reliability is
another matter, though. Since conditions cannot be replicated,
reliability will be low. In some qualitative studies, it is not
possible to observe in natural circumstances, so an
environment is constructed that contains as much as possible
what would be in the natural setting. In this way, as many of
the potential factors or variables are available so the
behaviors will be close to what would otherwise occur. Also,
some of the variables that may complicate the study can be
absent or controlled. This enhances the reliability since
some of the confounding variables may be absent. It also
enhances internal validity but dilutes the external validity
because of the manipulations made.
6. Case Study and Ethnography
Case Study Ethnography
Particular individual or event studied over time Examines entire
group in depth
Data from observations, interviews, records,
audiovisuals
Extended time on site
Provides learning about poorly understood situation
Not able to generalize findings
Takes several months or years
Identifies norms, patterns, beliefs, structures
Participant observer
Can be overwhelming for novice
Slide 9 Transcript
A case study is where a particular individual, program, or event
is studied in depth for a defined period of time. You will find
them in nearly all academic disciplines.
Extensive data is collected and might include observations,
interviews, a variety of documents, past records, and
audiovisual materials. The researcher will likely be on site for
an extended time, taking notes, noting changes, and recording
details about the physical environment and other factors like
social, economic, or historical influences. The
advantages of a case study are to learn more about a poorly
understood situation, or how a situation changes over time as a
result of conditions, which can help generate more
focused hypotheses to study. A limitation, of course, is that the
findings are not very generalizable.
7. While a case study is focused on a singular event, an
ethnography examines an entire group in depth, especially one
that shares a common culture. These studies often run for
several months or years. The focus is on everyday things,
usually about people, to identify norms, patterns, beliefs, social
structures, and cultural patterns including those that
are implicit (that is, not observed directly). This design is used
extensively in cultural anthropology and requires prolonged
engagement in the natural setting. It generally
takes time for researchers to develop relationships with key
individuals who can provide very valuable insights, and
sometimes the researcher serves as participant observer
and becomes immersed in the daily life of the people. This
design requires patience and flexibility. It can be
overwhelming for a novice, who might become distracted by
less
important details.
Phenomenology and Grounded Theory
Phenomenology Grounded Theory
Conscious perceptions that reflect meaning Use data to develop
theory
Uses unstructured interviews extensively
May seem like a conversation
Researchers suspend preconceptions (epochѐ)
Focus is on a process
Data must include perceptions of participants
Early data used to establish categories
Achieve conceptual density
8. Slide 11 Transcript
Phenomenology is about conscious perceptions, especially with
respect to meaning Understanding perspectives that people have
in a particular situation here searchers
understand what an experience is like. The study interest often
comes from a personal experience of the researcher, and the
approach uses unstructured interviews almost
exclusively with a carefully selected sample, usually not of
great size. Listening in one might hear more of what seems like
a conversation, with occasional sidetracks. Researchers
try to suspend preconceptions (known as bracketing or ee poch
eh - epoche) but it presents a very difficult challenge for some.
The goal of the phenomenology study is to
provide a sense that “I understand better what it is like for
someone to experience that.”
Grounded theory approaches seldom have much of a theoretical
underpinning. Rather, the intent is to begin with data and then
develop a theory. Grounded refers to data being
taken from the field rather than the literature. The focus is
usually on a process. Data are from several collection methods,
like interviews, documents, and so on, and like other
qualitative designs must be flexible and likely to morph over
time. A restriction is that data collected must include
perspectives of the people being studied. Speaking of data
collection, this must begin immediately for grounded theory
studies since the researcher has to create categories to classify
the data and then saturate those categories with as
much learning as possible. Ideally, this would include
disconfirming evidence as well and would achieve what
Schramm called conceptual density. There is not a consensus
among researchers about the extent of prior literature review to
perform since it could sway the views of the researcher during
data collection and influence the new theory
9. foundations.
Content Analysis
Detailed and systematic examination
Wide variety of sources used
Focus on particular material to identify patterns
Substantial front end planning required
Attempts as much objectivity as possible
May be part of another type design
Likely to have a quantitative component
Slide 13 Transcript
Content analysis involves a detailed and systematic examination
of particular material to identify themes or patterns. The
sources are varied and include books, newspapers, personal
journals, legal records, movies, television, art, music, videos,
transcripts, blogs, bulletin boards, and just about any other type
of human communication. This design requires a lot of front
end planning by the researcher and a specific research question
right from the beginning. Also, the researcher will attempt to be
as objective as possible by focusing on a specific body of
material, create precise characteristics to examine, break
complex items into more manageable units, and may involve
one or more judges to help determine categories. Sometimes,
10. content analysis might be part of another design, e.g., a
phenomenological study or with mixed methods. Most content
analyses will have a quantitative component, typically
descriptive
statistics.
Making Observations
Qualitative observations
are unstructured
and free-flowing
Strategies to enhance
validity and reliability
Reflexivity – identify researcher
biases and try to minimize
When unable to record
entire period of
observations use
Time samplingFocus may shift as potentially
significant events present Triangulation – multiple forms of
data to identify consistencies
Data and memos – observations
separate from interpretations
Event sampling
Field notes, video capture, and
digital recording used
Individual sampling
11. Seek contradictions – search for
disconfirming evidence
Time on site – extensive data
collection in the field is best
Slide 15 Transcript
Quantitative studies have limited, prespecified focus and
procedures, whereas qualitative studies may use an emergent
design. This is where early data obtained may influence the
kinds
of subsequent data gathered and adjustments are made. Such a
shift would, of course, disrupt continuity in a statistical analysis
but is acceptable here. In this respect, the researcher is a
data collection instrument who can actively, which is to say
during the observation period, discover underlying patterns and
dynamics that affect the type of information gathered.
Sometimes, the researcher may not know what to look for
initially and is guided as the observation period plays out.
Related to this is that the selection of sources from which to
record
or observe information is actually a form of sampling from the
total possible sources available. When not able to use
technology or to record notes, three variant sampling strategies
are
available:
• Time – the researcher may divide the total observation period
into several segments, perhaps with alternating intervals, or
• Event sampling – which, similarly, divides observation
periods but differs by highlighting and recording different
behaviors within each interval, or Individual sampling – which,
12. again, divides time into smaller intervals and this time focuses
on a different individual during each interval segment.
When making observations during a qualitative study, there are
strategies available for enhancing validity and reliability. The
most representative of these are: Reflexivity – which
identifies researcher biases and makes conscious effort to
minimize the effects or influences.
Triangulation is where the researcher collects multiple forms of
data from various sources to identify consistencies or
inconsistencies.
Distinguishing between data and memos – that is, keep
observations, the data, separate from and interpretations or
explanations recorded.
Seek contradictions – the researcher should actively seek
disconfirming evidence to combat biases, which can occur
during the actual data collection experience. Time on site – the
more time actually on site for extensive data collection in the
field is best since it permits more of the variations and variables
to manifest themselves.
Using Existing Data
May include written,
video, audio, electronic,
or image
Content analysis –
existing data to analyze
and interpret
Provides for
unobtrusive observation
13. Cautions to consider
Selective deposit – choice of
documents used among all
available
Archival research –
existing historical
documents include
Newspapers, books, magazines,
public records, government docs
Selective survival – documents
may have been
removed/destroyed
Can limit generalizability of
results
Meta-analysis –
comparisons among
several similar studies
Effect size used less frequently in
qualitative studies
Slide 17 Transcript
As you would expect, existing data means it is already there in
some form and you do not need to create or produce it. The
data may be written in journals or documents, on video,
in some form of audio, within electronic formats, or in images
using various media. This saves the researcher funds which can
be applied elsewhere. Using existing data also allows
researchers to consider information without other active
14. participants having knowledge of what is being examined. But,
there also are some limitations and cautions to be aware of.
These are described in the textbook and refer to selective
deposit, which describes what the researcher chooses to include
in their portfolios taken from all the existing data available.
Clearly this introduces subjectivity in the assessment process.
The second caution is selective survival and means that some
documents may have been removed from the archives
or files because of privacy, security, transfer, or some other
reason such as degraded videotapes. Related to these cautions is
that the strength of generalizing results beyond the
immediate circumstances is limited. There are various ways to
categorize existing data research designs, but three will be
mentioned here. Archival research can be conducted with
any recorded document, such as newspapers, books, magazines,
medical reports, public records, receipts, government data
bases, or historical files. Content analysis, described
previously, differs from archival research in that the
information is analyzed to interpret a designated topic or issue,
rather than just to describe it. Finally, meta-analysis takes
several studies with similar or related questions to compare
their results, particularly when the studies have produced
results that do not agree. In medical research, meta-analysis
sometimes compares the range of confidence intervals and
means. But, it also can be like comparing apples and oranges.
Statistical significance is a cornerstone of quantitative
research. With meta-analysis, the typical statistical measure is
effect size which indicates magnitude of the results as they
apply within a population and is recommended by the
APA to always be reported in a study. Effect size is not widely
used in qualitative studies since it is based on variations in
standard deviations. You are more likely to see meta-
analysis used in quantitative designs, however, they have a
place in qualitative designs as well and are being reported more
frequently in recent studies.
15. Evaluating Qualitative Research
Standards used to evaluate qualitative studies include
Biases and assumptions – identified by researcher as
influencing data
Purposefulness – research question determines types of data to
collect
Rigor – use thorough methods to objectively collect and analyze
data
Open-minded – modify initial interpretations with
new/conflicting data
Completeness – allow time to understand nuances and
complexities
Coherence – multiple data sources converge with consistent
conclusions
Persuasiveness – logic suggests best interpretation that excludes
others
Usefulness – conclusions prompt interventions/improved
understanding
Consensus – participants and scholars agree with explanations
Slide 19 Transcript
16. Collecting data and interpreting meaning is the basis for
qualitative research. To understand how well the research
meets objectives and to assess the worth of a study, guidelines
or
standards might be applied. Some of these are:
1. Purposefulness which focuses on how the research question
drives collection methodologies and analysis of the data
generated. Or
2. How explicit the assumptions and biases are? This is where
the researcher relates any beliefs, values, or assumptions that
might affect data collection and interpretation, or
3. Using rigorous, precise, and thorough procedures to collect,
record, and analyze data, with the researcher establishing
practices to help be as objective as possible, and
4. Being open-minded, that is, demonstrating willingness to
modify interpretations when new information coming in
conflicts with something previously collected, or
5. Completeness – this is where the researcher shows the object
of study in all of the complexity involved, which means
spending as much time as possible in the field to describe
the setting, what occurs, and perceptions among participants so
that all the nuances and facets are captured.
6. The data must hang together in a coherent way so that
multiple sources come together in consistent conclusions and
contradictions can be reconciled.
7. Persuasiveness is about presenting logical explanations, so
the weight of the evidence indicates one interpretation makes
more sense than any others, and
8. When other individuals, like participants in the study and
knowledgeable scholars agree with the researcher’s
interpretation a consensus exists.
9. The last standard is about how useful the conclusions may be
in promoting a better understanding of what was studied,
perhaps enable better predictions about future events,
or allow for interventions that might enhance quality of life.
17. So, that wraps up the review of qualitative research designs and
some of the characteristics with each type. From here you are
on to the discussion and activities, so have a good week
and stay well.
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Lecture: Approaches Used in Qualitative Research Design
View the presentation and listen to the explanations offered.
When completed, reflect on the presentation and write a brief
statement that describes what you found to be an important
aspect of the information and how that might help you with your
research process.
The presentation is also available in accessible pdf format
below.