This document discusses the advantages of combining qualitative and quantitative research methods, known as mixed methods research. It proposes a 5-phase evaluation design to demonstrate how mixed methods can be useful. The 5 phases are: 1) need analysis, 2) construction and choice, 3) implementation and process analysis, 4) effect assessment and interpretation, and 5) generalization. The document argues that mixed methods research can answer more complex questions, provide a more complete picture by combining different perspectives, and produce more valid inferences through convergence of results. It illustrates how mixed methods can be applied effectively within each phase of the proposed design, using social anxiety treatment as an example, to better understand client needs, design effective interventions, analyze implementation and causal processes, assess
CHAPTER 10 MIXED METHODS PROCEDURESHow would you write a mixed mEstelaJeffery653
CHAPTER 10 MIXED METHODS PROCEDURES
How would you write a mixed methods procedure section for your proposal or study? Up until this point, we have considered collected quantitative data and qualitative data. We have not discussed “mixing” or combining the two forms of data in a study. We can start with the assumption that both forms of data provide different types of information (open-ended data in the case of qualitative and closed-ended data in the case of quantitative). If we further assume that each type of data collection has both limitations and strengths, we can consider how the strengths can be combined to develop a stronger understanding of the research problem or questions (and, as well, overcome the limitations of each). In a sense, more insight into a problem is to be gained from mixing or integration of the quantitative and qualitative data. This “mixing” or integrating of data, it can be argued, provides a stronger understanding of the problem or question than either by itself. Mixed methods research, therefore, is simply “mining” the databases more by integrating them. This idea is at the core of a new methodology called “mixed methods research.”
Conveying the nature of mixed methods research and its essential characteristics needs to begin a good mixed methods procedure. Start with the assumption that mixed methods is a methodology in research and that the readers need to be educated as to the basic intent and definition of the design, the reasons for choosing the procedure, and the value it will lend to a study. Then, decide on a mixed methods design to use. There are several from which to choose; consider the different possibilities and decide which one is best for your proposed study. With this choice in hand, discuss the data collection, the data analysis, and the data interpretation, discussion, and validation procedures within the context of the design. Finally, end with a discussion of potential ethical issues that need to be anticipated in the study, and suggest an outline for writing the final study. These are all standard methods procedures, and they are framed in this chapter as they apply to mixed methods research. Table 10.1 shows a checklist of the mixed methods procedures addressed in this chapter.
COMPONENTS OF MIXED METHODS PROCEDURES
Mixed methods research has evolved into a set of procedures that proposal developers and study designers can use in planning a mixed methods study. In 2003, the Handbook of Mixed Methods in the Social and Behavior Sciences (Tashakkori & Teddlie, 2003) was published (and later added to in a second edition, see Tashakkori & Teddlie, 2010), providing a comprehensive overview of this approach. Now several journals emphasize mixed methods research, such as the Journal of Mixed Methods Research, Quality and Quantity, Field Methods, and the International Journal of Multiple Research Approaches. Additional journals actively encourage this form of inquiry (e.g., International Journal of ...
CHAPTER 10 MIXED METHODS PROCEDURESHow would you write a mixed mEstelaJeffery653
CHAPTER 10 MIXED METHODS PROCEDURES
How would you write a mixed methods procedure section for your proposal or study? Up until this point, we have considered collected quantitative data and qualitative data. We have not discussed “mixing” or combining the two forms of data in a study. We can start with the assumption that both forms of data provide different types of information (open-ended data in the case of qualitative and closed-ended data in the case of quantitative). If we further assume that each type of data collection has both limitations and strengths, we can consider how the strengths can be combined to develop a stronger understanding of the research problem or questions (and, as well, overcome the limitations of each). In a sense, more insight into a problem is to be gained from mixing or integration of the quantitative and qualitative data. This “mixing” or integrating of data, it can be argued, provides a stronger understanding of the problem or question than either by itself. Mixed methods research, therefore, is simply “mining” the databases more by integrating them. This idea is at the core of a new methodology called “mixed methods research.”
Conveying the nature of mixed methods research and its essential characteristics needs to begin a good mixed methods procedure. Start with the assumption that mixed methods is a methodology in research and that the readers need to be educated as to the basic intent and definition of the design, the reasons for choosing the procedure, and the value it will lend to a study. Then, decide on a mixed methods design to use. There are several from which to choose; consider the different possibilities and decide which one is best for your proposed study. With this choice in hand, discuss the data collection, the data analysis, and the data interpretation, discussion, and validation procedures within the context of the design. Finally, end with a discussion of potential ethical issues that need to be anticipated in the study, and suggest an outline for writing the final study. These are all standard methods procedures, and they are framed in this chapter as they apply to mixed methods research. Table 10.1 shows a checklist of the mixed methods procedures addressed in this chapter.
COMPONENTS OF MIXED METHODS PROCEDURES
Mixed methods research has evolved into a set of procedures that proposal developers and study designers can use in planning a mixed methods study. In 2003, the Handbook of Mixed Methods in the Social and Behavior Sciences (Tashakkori & Teddlie, 2003) was published (and later added to in a second edition, see Tashakkori & Teddlie, 2010), providing a comprehensive overview of this approach. Now several journals emphasize mixed methods research, such as the Journal of Mixed Methods Research, Quality and Quantity, Field Methods, and the International Journal of Multiple Research Approaches. Additional journals actively encourage this form of inquiry (e.g., International Journal of ...
Discuss the differences between the three major approaches surroundi.docxstandfordabbot
Discuss the differences between the three major approaches surrounding collection and analysis of data i,e., quantitative, qualitative, and mixed methods. As well as, describe the design of scientific inquiry that may go with each method i.e., survey, narrative, phenomenological, ethnographic, grounded theory, or case study and why it would be selected. Then address which method and design you think you would prefer to use to conduct research and why.
Requires 250-300 words each forum.
#1
For this week’s forum post, We discuss the three major approaches surrounding collection and analysis of data. The first of the three approaches are quantitative. Quantitative, represents the method of utilizing numeric data and statistics in communicating the results. The second of the three approaches are qualitative. Qualitative represents the method of gathering data in the form of words and descriptions, such as interviews and focus groups, to communicate the results. The third, and final approach surrounding collection and analysis of data is mixed methods. Mixed methods incorporate both of what the quantitative and qualitative approach focus on. Using both numeric data and personal communication (Todd, Nerlich, McKeown, Clarke, p.2,3)
Quantitative
The quantitative method, involves numeric data and statistics to communicate findings. It emphasizes data, measured objectively, because it cannot be disputed. Polls, questionnaires, and surveys are three methods used in the collection of statistical, mathematical, or numerical analysis of data. The primary purpose of quantitative research is to explain a particular event. By gathering a specific type of data, and generalizing it across an area small or wide. The goal, is to determine the relationships between variables, in that given area. Typically, this type of research is used to create graphs and tables of raw data. (Todd, Nerlich, McKeown, Clarke, p.2,3). This method would involve survey and ethnographic, because both are products of statistical analysis.
Qualitative
The qualitative method, involves gathering data in the form of words and descriptions. It emphasizes to understand the social reality of a given group and cultures as nearly as possible as its participants feel it or live it. The study is conducted in the person or groups natural setting. The goal of the qualitative approach is to understand the “why” behind a particular phenomenon, or behavior, acts the way it does. (Saul McLeon, p.1,2)
This method would involve narrative and case study, because both of those studies involve personal data. Data that is received in the form of words.
Mixed Method
The mixed method, combines both of the approaches, that the quantitative and qualitative method focus on. It emphasizes the collection, analysis, and integrating quantitative and qualitative research. The issue with both qualitative and quantitative research, is that there are weaknesses to only using one method at a time. Mix.
CHAPTER 1 THE SELECTION OF A RESEARCH APPROACHResearch approacEstelaJeffery653
CHAPTER 1 THE SELECTION OF A RESEARCH APPROACH
Research approaches are plans and the procedures for research that span the steps from broad assumptions to detailed methods of data collection, analysis, and interpretation. This plan involves several decisions, and they need not be taken in the order in which they make sense to us and the order of their presentation here. The overall decision involves which approach should be used to study a topic. Informing this decision should be the philosophical assumptions the researcher brings to the study; procedures of inquiry (called research designs); and specific research methods of data collection, analysis, and interpretation. The selection of a research approach is also based on the nature of the research problem or issue being addressed, the researchers’ personal experiences, and the audiences for the study. Thus, in this book, research approaches, research designs, and research methods are three key terms that represent a perspective about research that presents information in a successive way from broad constructions of research to the narrow procedures of methods.
THE THREE APPROACHES TO RESEARCH
In this book, three research approaches are advanced: (a) qualitative, (b) quantitative, and (c) mixed methods. Unquestionably, the three approaches are not as discrete as they first appear. Qualitative and quantitative approaches should not be viewed as rigid, distinct categories, polar opposites, or dichotomies. Instead, they represent different ends on a continuum (Creswell, 2015; Newman & Benz, 1998). A study tends to be more qualitative than quantitative or vice versa. Mixed methods research resides in the middle of this continuum because it incorporates elements of both qualitative and quantitative approaches.
Often the distinction between qualitative research and quantitative research is framed in terms of using words (qualitative) rather than numbers (quantitative), or better yet, using closed-ended questions and responses (quantitative hypotheses) or open-ended questions and responses (qualitative interview questions). A more complete way to view the gradations of differences between them is in the basic philosophical assumptions researchers bring to the study, the types of research strategies used in the research (e.g., quantitative experiments or qualitative casestudies), and the specific methods employed in conducting these strategies (e.g., collecting data quantitatively on instruments versus collecting qualitative data through observing a setting). Moreover, there is a historical evolution to both approaches—with the quantitative approaches dominating the forms of research in the social sciences from the late 19th century up until the mid-20th century. During the latter half of the 20th century, interest in qualitative research increased and along with it, the development of mixed methods research. With this background, it should prove helpful to view definitions of these three key t ...
The Duty of Loyalty and Whistleblowing Please respond to the fol.docxcherry686017
"The Duty of Loyalty and Whistleblowing" Please respond to the following:
· Analyze the duty of loyalty in whistleblower cases to determine to whom loyalty is owed and who shows the greater duty of loyalty. Support your analysis with specific examples. Then, suggest at least one (1) change to an existing law.
· Reexamine the Citizens United decision in Chapter 1, and determine which of the following groups has the greatest free speech rights: corporations, public employees, or private employees. Provide a rationale for your determination.
11 Combining Research Methods: Case Studies and Action Research
Rebecca Jester
Introduction
In Chapters 7 and 8, we focused on the unique features of quantitative and qualitative research. In this chapter, we aim to demonstrate how research methods can be integrated and combined to address specific research questions. The chapter will provide an overview of two specific research designs: action research and case studies, together with examples from research projects conducted by the author. This chapter does not aim to provide an in-depth philosophical debate related to case study and action research approaches, but rather a practical discussion of the merits, limitations and application of these two approaches. We begin by discussing the concepts of ‘mixed methods’ and ‘triangulation', first introduced in Chapter 2.
Mixed methods approaches
Traditionally, within health and social research, individuals have aligned themselves with either the quantitative or qualitative paradigm. However, in reality, many real world research projects benefit from mixing or combining methods. Mixed methods research can be accomplished either by using specific approaches to research, such as action research or case study, as discussed within this chapter, or by adopting a phased approach within a study. This might involve the first stage being exploratory within the qualitative paradigm, and the results from this being used to form specific hypotheses for testing within an experimental design, such as a randomized controlled trial. Equally, a quantitative approach (say, a questionnaire) might be used to gather data from a wide range of people, with the results being used to develop a qualitative interview schedule for use with a small sample of respondents.
Triangulation
Very often a research study is undertaken with multiple datasets, mixed methodology or with different researchers, such as at different sites. Triangulation is a very useful technique that enables you to enhance and verify concepts. As Ramprogus (2005, p. 4) suggests, ‘triangulation … tries to reconcile the differences of two or more data sources, methodological approaches, designs, theoretical perspectives, investigators and data analysis to compensate for the weaknesses of any single strategy towards achieving completeness or confirmation of findings’. However, triangulation must be exercised with caution; it is no substitute for robust and well-established ...
How to develop and manage a case study database as suggested by Yin (2009) wi...stefanie ng
Abstract
This presentation aims at providing useful knowledge and skills which can help doctoral students from different disciplines in doing research which inevitably involves time, energy and cost in data collection and handling of different types of qualitative and quantitative data gathered from various data sources by using a combination of qualitative and quantitative research methods. The process of researching becomes more complex when the researcher decides to adopt a mixed methods design for his/her research study because both qualitative and quantitative research methodological approaches to inquiry are involved in the entire researching process either sequentially or concurrently in data collection, data storage, data retrieval, data examination, data processing, data analysis, interpretation, and reporting of results in the academic piece of work known as a thesis or dissertation. This presentation provides ideas and suggests the necessary steps to take so that a case study database can be developed comprehensively and managed efficiently.
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docxcargillfilberto
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docxcargillfilberto
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
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Requires 250-300 words each forum.
#1
For this week’s forum post, We discuss the three major approaches surrounding collection and analysis of data. The first of the three approaches are quantitative. Quantitative, represents the method of utilizing numeric data and statistics in communicating the results. The second of the three approaches are qualitative. Qualitative represents the method of gathering data in the form of words and descriptions, such as interviews and focus groups, to communicate the results. The third, and final approach surrounding collection and analysis of data is mixed methods. Mixed methods incorporate both of what the quantitative and qualitative approach focus on. Using both numeric data and personal communication (Todd, Nerlich, McKeown, Clarke, p.2,3)
Quantitative
The quantitative method, involves numeric data and statistics to communicate findings. It emphasizes data, measured objectively, because it cannot be disputed. Polls, questionnaires, and surveys are three methods used in the collection of statistical, mathematical, or numerical analysis of data. The primary purpose of quantitative research is to explain a particular event. By gathering a specific type of data, and generalizing it across an area small or wide. The goal, is to determine the relationships between variables, in that given area. Typically, this type of research is used to create graphs and tables of raw data. (Todd, Nerlich, McKeown, Clarke, p.2,3). This method would involve survey and ethnographic, because both are products of statistical analysis.
Qualitative
The qualitative method, involves gathering data in the form of words and descriptions. It emphasizes to understand the social reality of a given group and cultures as nearly as possible as its participants feel it or live it. The study is conducted in the person or groups natural setting. The goal of the qualitative approach is to understand the “why” behind a particular phenomenon, or behavior, acts the way it does. (Saul McLeon, p.1,2)
This method would involve narrative and case study, because both of those studies involve personal data. Data that is received in the form of words.
Mixed Method
The mixed method, combines both of the approaches, that the quantitative and qualitative method focus on. It emphasizes the collection, analysis, and integrating quantitative and qualitative research. The issue with both qualitative and quantitative research, is that there are weaknesses to only using one method at a time. Mix.
CHAPTER 1 THE SELECTION OF A RESEARCH APPROACHResearch approacEstelaJeffery653
CHAPTER 1 THE SELECTION OF A RESEARCH APPROACH
Research approaches are plans and the procedures for research that span the steps from broad assumptions to detailed methods of data collection, analysis, and interpretation. This plan involves several decisions, and they need not be taken in the order in which they make sense to us and the order of their presentation here. The overall decision involves which approach should be used to study a topic. Informing this decision should be the philosophical assumptions the researcher brings to the study; procedures of inquiry (called research designs); and specific research methods of data collection, analysis, and interpretation. The selection of a research approach is also based on the nature of the research problem or issue being addressed, the researchers’ personal experiences, and the audiences for the study. Thus, in this book, research approaches, research designs, and research methods are three key terms that represent a perspective about research that presents information in a successive way from broad constructions of research to the narrow procedures of methods.
THE THREE APPROACHES TO RESEARCH
In this book, three research approaches are advanced: (a) qualitative, (b) quantitative, and (c) mixed methods. Unquestionably, the three approaches are not as discrete as they first appear. Qualitative and quantitative approaches should not be viewed as rigid, distinct categories, polar opposites, or dichotomies. Instead, they represent different ends on a continuum (Creswell, 2015; Newman & Benz, 1998). A study tends to be more qualitative than quantitative or vice versa. Mixed methods research resides in the middle of this continuum because it incorporates elements of both qualitative and quantitative approaches.
Often the distinction between qualitative research and quantitative research is framed in terms of using words (qualitative) rather than numbers (quantitative), or better yet, using closed-ended questions and responses (quantitative hypotheses) or open-ended questions and responses (qualitative interview questions). A more complete way to view the gradations of differences between them is in the basic philosophical assumptions researchers bring to the study, the types of research strategies used in the research (e.g., quantitative experiments or qualitative casestudies), and the specific methods employed in conducting these strategies (e.g., collecting data quantitatively on instruments versus collecting qualitative data through observing a setting). Moreover, there is a historical evolution to both approaches—with the quantitative approaches dominating the forms of research in the social sciences from the late 19th century up until the mid-20th century. During the latter half of the 20th century, interest in qualitative research increased and along with it, the development of mixed methods research. With this background, it should prove helpful to view definitions of these three key t ...
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"The Duty of Loyalty and Whistleblowing" Please respond to the following:
· Analyze the duty of loyalty in whistleblower cases to determine to whom loyalty is owed and who shows the greater duty of loyalty. Support your analysis with specific examples. Then, suggest at least one (1) change to an existing law.
· Reexamine the Citizens United decision in Chapter 1, and determine which of the following groups has the greatest free speech rights: corporations, public employees, or private employees. Provide a rationale for your determination.
11 Combining Research Methods: Case Studies and Action Research
Rebecca Jester
Introduction
In Chapters 7 and 8, we focused on the unique features of quantitative and qualitative research. In this chapter, we aim to demonstrate how research methods can be integrated and combined to address specific research questions. The chapter will provide an overview of two specific research designs: action research and case studies, together with examples from research projects conducted by the author. This chapter does not aim to provide an in-depth philosophical debate related to case study and action research approaches, but rather a practical discussion of the merits, limitations and application of these two approaches. We begin by discussing the concepts of ‘mixed methods’ and ‘triangulation', first introduced in Chapter 2.
Mixed methods approaches
Traditionally, within health and social research, individuals have aligned themselves with either the quantitative or qualitative paradigm. However, in reality, many real world research projects benefit from mixing or combining methods. Mixed methods research can be accomplished either by using specific approaches to research, such as action research or case study, as discussed within this chapter, or by adopting a phased approach within a study. This might involve the first stage being exploratory within the qualitative paradigm, and the results from this being used to form specific hypotheses for testing within an experimental design, such as a randomized controlled trial. Equally, a quantitative approach (say, a questionnaire) might be used to gather data from a wide range of people, with the results being used to develop a qualitative interview schedule for use with a small sample of respondents.
Triangulation
Very often a research study is undertaken with multiple datasets, mixed methodology or with different researchers, such as at different sites. Triangulation is a very useful technique that enables you to enhance and verify concepts. As Ramprogus (2005, p. 4) suggests, ‘triangulation … tries to reconcile the differences of two or more data sources, methodological approaches, designs, theoretical perspectives, investigators and data analysis to compensate for the weaknesses of any single strategy towards achieving completeness or confirmation of findings’. However, triangulation must be exercised with caution; it is no substitute for robust and well-established ...
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Abstract
This presentation aims at providing useful knowledge and skills which can help doctoral students from different disciplines in doing research which inevitably involves time, energy and cost in data collection and handling of different types of qualitative and quantitative data gathered from various data sources by using a combination of qualitative and quantitative research methods. The process of researching becomes more complex when the researcher decides to adopt a mixed methods design for his/her research study because both qualitative and quantitative research methodological approaches to inquiry are involved in the entire researching process either sequentially or concurrently in data collection, data storage, data retrieval, data examination, data processing, data analysis, interpretation, and reporting of results in the academic piece of work known as a thesis or dissertation. This presentation provides ideas and suggests the necessary steps to take so that a case study database can be developed comprehensively and managed efficiently.
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docxcargillfilberto
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docxcargillfilberto
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
Common symptoms of memory changes during the lifetime in healthy.docxcargillfilberto
Common symptoms of memory changes during the lifetime in healthy people generally start gradually beginning with those associated with episodic memory i.e. forgetting names of people or details of personally experienced events. While semantic memory does not decline in the same way and can in fact be equal to those of younger people, aging adults typically access general knowledge and information more slowly (Dixon et al., 2006).This is a sign of declining working memory which encompasses processing speed, attentional capability/distractibility and problem solving (Dixon et al., 2006; Richmond et al., 2011). Another type of memory change may stem from a decline in sensory acuity. For example, loss of vision, hearing, taste and smell would all impact how stimuli are encoded and will contribute to additional attentional interference (Wolfe & Horowitz, 2004)
Compared with expected changes in memory functioning over the lifespan, pathological conditions such as anterograde amnesia and loss of semantic memory are much more debilitating. Since typically developing memory decline is gradual and centers around past experiences rather than general knowledge, people are often able to adapt to their “forgetfulness” with the assistance of formal and informal compensatory strategies such as more effortful attention, associative learning of new information, making to-do lists, keeping a journal and/or relying on another close individual to fill in missing pieces of stories and events (Dixon et al., 2006)
While typically aging adults may make a to-do list but have to spend time trying to find where they left it, in the case of anterograde amnesia, this sort of strategy would be ineffective. This is because these individuals would have no memory of even making a list since they have lost the ability to form new memories (Squire & Wixted, 2011). People with this condition are likely to become easily confused in social situations involving unfamiliar people since they will not retain any introductory information provided.
Loss of semantic memory would also be more negatively impactful than loss of episodic memory because an individual would lose the ability to make sense of objects in their everyday environment. For example, they make not be able to identify what a television or a toilet is or what each item is used for. As is the case with anterograde amnesia, compensatory strategies that are effective for typical aging memory decline could not be used for semantic memory loss since the individuals would not be able to engage in metamemory cognitions that would enable them to identify their areas of deficit and the most appropriate strategies to address these (Squire & Wixted, 2011). In addition, in both conditions, the individual would require a high level of external support to live safely.
References
Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memor.
Common Surface-Level Issues for the Informative Essay(Note Thes.docxcargillfilberto
Common Surface-Level Issues for the Informative Essay
(Note: These Surface-Level Issues will be the only grammar/mechanics issues that I will look for in this paper. I will add more in subsequent papers.)
· Have a title! Every written work has a title; yours should be no exception. (The title should be something interesting, and NOT Assignment 1 or Informative Essay!)
· Neither authors nor articles SAY anything (same thing with TALKS ABOUT) – it’s a text. “Anderson argues…” or “Jones believes…” or “Brown states…”
· Always write about the article (or any source you are use) in the present tense. It is a text, which means it always exists in the present. Even if the author is dead, the text is not. This means “Smith notes…” not “Smith noted…”
· The titles of articles belong in quotations marks. Italics are for books and movies.
· Make sure your writing is more formal than your speech – there should be no “I was so freaked out” or “I was totally bummed.” This is a formal essay, so even though it is personal, your writing should reflect formality. Don’t use slang.
· Do not use the word “you” (the second person) in a formal essay. People use it a lot to try to generalize. “You think the Internet is safe, but it’s not.” Instead, you can write, “Many people think the Internet is safe, but it’s not.”
· Avoid using too many rhetorical questions in your essay. A few are fine for effect, but be careful how and why you use them. It is generally not considered a good idea to begin paragraphs with a rhetorical question either.
· Notice how I changed it to, “MANY people think…” rather than, “EVERYONE thinks…” Be careful that you don’t assume too much about what people in general think.
· Introduce all quotes. They should not be their own sentences. (Also a reminder that the first time you introduce a source you need to give that source credibility so it is clear that the source has expert knowledge.)
Grammar/Mechanics Issues:
· Make sure all of the punctuation is correct. One thing to remember is that the quotation marks go right after the quote, not after the in-text citations parentheses.
· Make sure everything is spelled correctly. One thing to look for: there/their/they’re issues as well as to/too/two. Those are the most common, but there are others, of course.
· Subject/verb agreement. This is pretty-straightforward, and means looking for things like, “There is some more of those in the other room.” And, “My brother receive the prize for the best haircut.”
· Sentence fragments/run-on sentences. Make sure that all your sentences. Have a complete thought! Also, make sure they do not have too many thoughts in them because that means that it is a run-on sentence and that means that it can be too confusing for your readers if you include too much in one sentence, so you will want to be sure to break it up. (
Formatting/Documentation Issues
· Make sure the paper is written in 12 point Times New Roman font with 1 inch margins on all sides. .
Commercial Space TravelThere are about a half dozen commercial s.docxcargillfilberto
Commercial Space Travel
There are about a half dozen commercial space entrepreneurs globally today. Pick one of those companies, and then provide a short history of their company, outline their current projects, and describe their future plans for space travel. Describe the biggest obstacles that they will have to overcome to achieve their goals.
Your initial discussion post should be succinct (only about 200–300 words) and include references to your sources.
.
Common sports-relatedshoulder injuriesShoulder pain is.docxcargillfilberto
Common sports-related
shoulder injuries
S
houlder pain is commonly treated in general practice; its causes are often
multi-factorial. The focus of this article is on sports-related shoulder injuries
likely to be seen in the community. This article aims to overview the presen-
tation, assessment and management of these conditions in general practice.
The GP curriculum and common sports-related shoulder injuries
Clinical module 3.20: Care of people with musculoskeletal problems lists the learning objectives required
for a GP to manage common sports-related shoulder injuries in the community or refer for specialist management. In
particular, GPs are expected to be able to:
. Communicate health information effectively to promote better outcomes
. Explore the perceptions, ideas or beliefs the patient has about the condition and whether these may be acting as
barriers to recovery
. Use simple techniques and consistent advice to promote activity in the presence of pain and stiffness
. Agree treatment goals and facilitate supported self-management, particularly around pain, function and physical
activity
. Assess the importance and meaning of the following presenting features:
. pain: nature, location, severity, history of trauma
. variation of symptoms over time
. loss of function – weakness, restricted movement, deformity and disability, ability to perform usual work or
occupation
. Understand that reducing pain and disability rather than achieving a complete cure could be the goal of
treatment
. Understand indications and limitations of plain radiography, ultrasound, and magnetic resonance scans
. Diagnose common, regional soft-tissue problems that can be managed in primary care
. Understand the challenge that many musculoskeletal conditions might be better and more confidently managed
by other healthcare personnel rather than GPs, because most GPs do not gain the necessary treatment skills
during their training
. Refer those conditions which may benefit from early referral to an orthopaedic surgeon
The four most common categories of shoulder pain
seen in primary care are (Mitchell, Adebajo, Hay, &
Carr, 2005):
. Rotator cuff disorders (85% tendinopathy)
. Glenohumeral disorders
. Acromioclavicular joint disease, and
. Referred neck pain.
There are many different types of sports that can cause
acute or chronic shoulder injuries. In professional English
Rugby Union, for example, the most common match
injury is of the acromioclavicular joint (32% overall) and
the most severe injury requiring the longest time off
(mean of 81 days) is shoulder dislocation (Headey,
Brooks, & Kemp, 2007).
Shoulder injuries can also occur in non-contact sports,
such as golf, tennis, swimming and weightlifting.
Although shoulder injuries may be more common in con-
tact sports, the injury may have a larger impact on the
performance of individuals playing non-contact sports.
For example, golfers require very precise manoeuvres
of their dominant.
Common Law Strict Liability Introduction Strict liabilit.docxcargillfilberto
Common Law Strict Liability
Introduction: Strict liability, or liability without fault, is a category of unintentional torts
in which the wrongdoer may be held liable for harm to others even when exercising
utmost care and being as careful as possible. Strict liability applies to (1) abnormally
dangerous activities. Abnormally dangerous activities are those that involve a high risk
of serious harm to persons or property that cannot be completely eliminated even with
reasonable care, such as using and storing explosives, stunt flying, keeping wild
animals, and trespassing livestock.
Product Liability**
Introduction: Product liability, sometimes called strict product liability refers to cases in
which a person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Please also see Instructor Notes link in week 2 for further details and explanation of
product liability.
**Strict product liability is often confused with the separate common law tort of strict
liability, sometimes referred to as “liability without fault”. Strict liability applies only to a
small category of abnormally dangerous activities, such as use of explosives, fireworks,
and stunt flying. Please see section above.
Warranties and Product Liability
Introduction: A warranty is a promise, or guarantee, by a seller or lessor that certain
facts are true of the goods being sold or leased. Types of warranties include (1)
warranties of title guaranteeing that the goods have clear and valid title, (2) express
warranties promising specific facts about the goods, and (3) implied warranties of
merchantability, or fitness for a particular purpose. A warranty creates a legal duty for
the seller or lessor; a non-breaching party can recover damages for breach of
warranty(ies). Because warranties are associated with the sale or lease of products,
breach of warranty claims are a part of product liability claims and manufacturers and
sellers of goods can be held liable for breach of warranty for defective products.
Warranties are subject to regulation under the UCC, product liability tort law, contract
law, and the Magnuson-Moss Warranty Act.
Product Liability**
Product liability, sometimes called strict product liability refers to cases in which a
person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Definitions of a Defective Product in Product Liability
Products may become defective because of:
1) defective manufacture (so the product is "broken", not perfectly made, i.e., a product
is manufactured so that the electric wiring is improperly made/attached, etc. and may
cause a fire or cause elect.
Common Core 2
Common Core Comment by Author: this should not be bold
Casey Berry
English / 200
September 5, 2018
Ms. Gaby Maruri
Introduction Comment by Author: this needs to be centered and not in bold; it needs to be the title of your paper Comment by Author:
Common core is a standardized education tool that is being used in almost 43 states of America. It is like an outline that has various benchmarks which need to be completed at the end of each grade so that students can successfully learn. It is like having a check and balance on what the students should learn. The primary aim is to prepare learners of America for college and make sure that they are acquiring various skills. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons. Comment by Author: plural needed
However, this practice is disadvantageous for students as well as teachers because no other material knows better than the teachers about the needs, wants, and goals of the students. Teachers can easily teach their students after analyzing their needs and previous knowledge. Moreover, this tool is unconstitutional as it has been created by the National Governors Association Center for Best Practices and the Council of Chief State Officers with help from the Bill and Melissa Gates Foundation not the Department of Education. Comment by Author: choose a different phrase---“outer” is a bit awkward Comment by Author: Comment by Author: Comment by Author: rephrase this---“…can know about the needs, wants, and goals of students better than the classroom teacher.” Comment by Author: missing comma
Common core unconstitutional Comment by Author: needs to be centered; titles should not be complete sentences—think of newspaper titles…they’re fragments
The step to create a tool of education has not been taken by the Department of Education. Instead, it has been established by the National Governors Association and Council of Chief State School Officers with no input from the Department of Education. It means that they have taken the responsibility of making crucial decisions regarding policies of education and the standardized testing system from the authorities of states (Robins, 2013). Comment by Author: article missing---a
what do you mean by “the step to create a tool of education”?? Did the department of education hire the private company who created The Common Core?? Comment by Author: of Comment by Author: the standardized
Common Core not embraced by teachers
After this program was introduced, many teachers, who had been using their styles and methodologies of teaching for many years, had to adapt their methods and had to bring enormous changes to their lesso.
common core state stanDarDs For english Language arts & .docxcargillfilberto
common core state stanDarDs For
english Language arts
&
Literacy in
History/social studies,
science, and technical subjects
appendix B: text exemplars and
sample Performance tasks
Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS
a
p
p
e
n
d
ix
b
| 2
exemplars of reading text complexity, Quality, and range
& sample Performance tasks related to core standards
Selecting Text Exemplars
The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require
all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that stu-
dents should encounter in the text types required by the Standards. The choices should serve as useful guideposts in
helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do
not represent a partial or complete reading list.
The process of text selection was guided by the following criteria:
• Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on quali-
tative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in
matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group
began by soliciting contributions from teachers, educational leaders, and researchers who have experience
working with students in the grades for which the texts have been selected. These contributors were asked to
recommend texts that they or their colleagues have used successfully with students in a given grade band. The
work group made final selections based in part on whether qualitative and quantitative measures indicated
that the recommended texts were of sufficient complexity for the grade band. For those types of texts—par-
ticularly poetry and multimedia sources—for which these measures are not as well suited, professional judg-
ment necessarily played a greater role in selection.
• Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only
texts of recognized value. From the pool of submissions gathered from outside contributors, the work group
selected classic or historically significant texts as well as contemporary works of comparable literary merit,
cultural significance, and rich content.
• Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to
ensure that the samples presented in each band represented as broad a range of sufficiently complex, high-
quality texts as possible. Among the factors considered were initial publication date, authorship, and subject
matter.
Copyright and Permissions
For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conser-
vative interp.
COMMON ETHICAL PROBLEMS OF INDIVIDUALSBA 354COLLEG.docxcargillfilberto
COMMON ETHICAL PROBLEMS OF INDIVIDUALS
BA 354
COLLEGE OF BUSINESS
1
ASSUMPTIONS OF THE “GIVING VOICE TO VALUES” APPROACH:
Ethical dilemmas at work are common, not rare.
You have values that you want to live up to.
There are many ways that you can voice your values.
Practicing ahead of time will help you to be more effective.
2
THE POWER OF FAIRNESS
The example of grades
Equity
Reciprocity
Impartiality
3
Discrimination
Unequal treatment based on one’s race, gender, ethnicity, national origin, religion, age, disability, etc.
Standard for hiring, promotions, etc., should be the ability to do a job
+
4
Have you ever experienced discrimination?
What could you have done about it?
Why is discrimination an ethical issue?
DISCRIMINATION
5
CONFLICTS OF INTEREST
Objectivity is compromised by possibility of financial or other gains.
Gifts or bribes
Access to resources such as privileged information
Relationships or Influence
6
CONFLICTS OF INTEREST
7
Conflict of Interest
Your daughter is applying to a prestigious university. Since admission to the school is difficult, your daughter has planned the process carefully. She has consistently achieved high marks, taken preparatory courses for entrance exams, and has participated in various extracurricular activities. When you tell one of your best customers about her activities, he offers to write her a letter of recommendation. He's an alumnus of the school and is one of its most active fund raisers. Although he's a customer, you also regularly play golf together and your families have socialized together on occasion.
8
CUSTOMER CONFIDENCE
Includes such issues as
Confidentiality
Product safety
Truth in advertising
Fiduciary responsibilities
9
Confidentiality
You work for a consulting company in Atlanta. Your team has recently completed an analysis of Big Co. including sales projections for the next five years. You're working late one night when you receive a call from an executive vice president at Big Co. in Los Angeles, who asks you to immediately fax her a summary of your team's report. When you locate the report, you discover that your team leader has stamped "For internal use only" on the report cover. Your team leader is on a hiking vacation and you know it would be impossible to locate him. Big Co. has a long-standing relationship with your company and has paid substantial fees for your company's services.
10
Product Safety
You’re the head of marketing for a small pharmaceutical company that has just discovered a very promising drug for the treatment of Alzheimer’s disease. You have spent months designing a marketing campaign which contains printed materials and medication sample kits for distribution to almost every family physician and gerontologist in the country. As the materials are being loaded into cartons for delivery to your company’s representatives, your assistant tells you that .
Common CoreCasey BerryEnglish 200August .docxcargillfilberto
Common Core
Casey Berry
English / 200
August 29, 2018
Ms. Gaby Maruri
Common Core
I) Introduction
A. Common Core is an educational tool that should not be used in our public schools.
B. Common Core is unconstitutional and is a disadvantage for teachers as well as students and their parents.
C. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons.
II) Body
A. Common core is unconstitutional.
· Common Core was not a concept done by the Department of Education (DOE).
· It was created by a company named Achieve, Inc. and released under two private associations, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
· Educational responsibility has been taken away from the states and local districts.
B. Common Core has not been embraced by teachers very well.
· Many teachers have had to adapt their style of teaching to accommodate the Common Core curriculum.
· It only focuses on three specific subjects such as Mathematics.
· Focuses more on “critical thinking” rather than knowledge.
C. It is not beneficial for students and their parents.
· Parents have a difficult time helping their children with homework because they do not understand the methods used to solve the problems.
· Prepares students more for the workforce, rather than college.
III) Refuting Opponents Arguments Comment by Author: You list opposing arguments, but you did not provide refutations.
D. States win more money
· States that implement Common Core have the chance to compete for Race to the Top money and a better chance at a No Child Left Behind Waiver.
E. Prepares students more efficiently
· Students who are taught Common Core are more prepared for college than others.
F. Statewide standards benefit students from other states
· Statewide based school standards allow teachers to assist better students who move frequently and are constantly changing schools.
IV) Conclusion
G. While for some Common Core is a success, it is still a nuisance that needs to be eliminated. It takes rights away from teachers, parents and schools.
H. A Disaster For Libraries, a disaster for Language Arts, a Disaster for American Education. Comment by Author: Not sure how this will play out, but just be sure that this does not present itself as new information. Comment by Author: Comment by Author:
I. Finally, there is no evidence that having national standards and increasing testing have improved student learning in the past.
References
Shanahan, T. (2015). COMMON CORE STATE STANDARDS. Elementary School Journal, 115(4), 464-479.
I believe that this reference is justified and appropriate because the entire book covers the standards and meat of the common core curriculum. It is broad and general to help readers with little to no knowledge on the topic.
Robbins, J. (2013). Uncommonly bad. Ac.
Common Holy Days in Jewish Religious TraditionsComplete th.docxcargillfilberto
Common Holy Days in Jewish Religious Traditions
Complete
the table below with information about Jewish holy days. Identify at least seven Jewish religious holy days and place each holy day in the correct season (time of year). Provide a brief explanation of each holy day you identified.
Note
: An example has been provided. You may add additional rows or move the text fields to different locations within the table as needed.
Fall
(September – November)
Winter
(December – February)
Spring
(March – May)
Summer
(June – August)
Enter text.
Example:
Hanukkah
Hanukkah is an 8 day-long Festival of Lights. It is a celebration of the victory of the Maccabees over the armies of Syria, as well as the rededication of the Temple in Jerusalem.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Part 2: Major Sects of Judaism
Select
three major sects of Judaism to compare and contrast. Identify them in the table below.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
In the table below,
list
at least two similarities and two differences among the sects of Judaism you selected.
Similarities
Differences
Enter text.
Enter text.
Part 3: Summary
Write
a 525- to 700-word summary that includes the following:
· A description of the life and importance of one key person in Jewish history
· An explanation of one key event in the history of Judaism that is connected to that person
· A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
· Brief explanation of Jewish ethics
Summary
Enter text.
Include
references formatted according to APA guidelines.
References
Enter text.
.
Common Hacking Techniques You Should Know AboutHacking is th.docxcargillfilberto
Common Hacking Techniques You Should Know About
Hacking
is the process of gaining unauthorized access into a computer system, or group of computer systems. This is done through cracking of passwords and codes which gives access to the systems.
Discussion/Research Questions
What are the best ways to guard against hacking attacks?
List one of the biggest (known) hacks of all time and provide a few details related to this incident
.
Common Pool Resource ManagementKim Townsend SUS 350 Sustai.docxcargillfilberto
Common Pool Resource Management
Kim Townsend
SUS 350 Sustainable Communities
Key Features of Common Pool Resources
Goods that are difficult or costly to exclude users from
Subtractability-use of a resource by one person means it is not available to another
Core resource-a measure of the stock which must be retained to provide non-declining future stock
Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest
Marine Fisheries CPR Example
Used by multiple individuals through time and at the same time.
Subtractable—over-fishing reduces availability of stock for other users.
Core—total number of fish in a specific population required to sustain the population through time.
Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time.
Water
Subtractability-use of a resource by one person means it is not available to another
Core?
Fringe?
We must consider both quantity and quality of water in a system
Why is water quantity/quality important?
The Tragedy of the Commons
https://www.youtube.com/watch?v=WYA1y405JW0
Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper
Is this model too simplistic? Which assumptions can be questioned?
Elinor Ostrom: Sustainable Development
and the Tragedy of the Commons
https://www.youtube.com/watch?v=ByXM47Ri1Kc
Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics.
7
Elinor Ostrom’s Cooperative Management Conditions
Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world
to determine what the sustainable systems had in common, and what the failures had in common.
Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs.
Ostrom’s Cooperative Management Conditions (1/2)
Clearly defined boundaries
Who gets access, who doesn’t
Resource boundaries
Congruence
Costs ≈ Benefits of cooperating
Appropriation rules are fair and sensible, locale-specific
Argues against “one rule system fits all” approach.
Collective-choice arrangements
Most individuals affected have a voice in changing the rules
Monitoring
Monitors are the cooperative members
Ostrom’s Cooperative Management Conditions (2/2)
Graduated sanctions
Punishment scaled to the offence
Sanctions administered by the cooperative
Conflict-resolution mechanisms
Access to low-cost, rapid, local way to resolve conflicts
Recognition of Rights to Organize
Community’s right t.
Common Assignment Prepare a written analysis of the impact of the.docxcargillfilberto
Common Assignment:
Prepare a written analysis of the impact of the 4th, 5th, 6
th
8
th
and the 14th Amendments to the US Constitution in processing offenders through the criminal justice system. Explain the concept of due process as applied to the U.S. Constitution.
What due process rights are contained in the US Constitution? Give examples.
What is procedural due process and why does it exist?
Do you think any of these rights should be revoked at any time? Which ones?
What made you choose those?
To what extent does procedural due process hinders or strengthens the criminal justice system?
.
Common Assignment Essay Objective of this Assignment.docxcargillfilberto
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Committees1. To provide for greater transparency in the HU.docxcargillfilberto
Committees
1. To provide for greater transparency in the HUD–VASH supported housing program for homeless
veterans, and for other purposes.
2. Representative Scott H. Peters. House and Senate committees: Energy and Commerce, Ways and
Means, Judiciary, Oversight and Government Reform, Education and the Workforce, Senate Committee,
Homeland Security and Governmental Affairs, Veterans' Affairs, Health, Education, Labor, and Pensions,
Banking, Housing, and Urban Affairs, Energy and Natural Resources.
3. N/A no committee report
4. H.R.7022 — 115th Congress (2017-2018)
Homes for Our Heroes Act of 2018
Sponsor: Representative Scott H. Peters Committees: House - Financial Services, Veterans' Affairs
Committee Reports: N/A
Latest Action: House 10/02/2018: Referred to the Committee on Financial Services, and in addition to
the Committee on Veterans' Affairs, for a period to be subsequently determined by the Speaker, in each
case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Tracker: introduced
Here are the steps for Status of Legislation:
1. Introduced
Members
1. To authorize the Department of Energy to conduct collaborative research with the Department of
Veterans Affairs in order to improve healthcare services for veterans in the United States, and for other
purposes.
2. Representative Ralph Norman. Both House and senate committees: Judiciary, Ways and Means,
Energy and Commerce, Education and the Workforce, Oversight and Government Reform, Financial
Services, Foreign Affairs, Natural Resources, Rules, Armed Services, Science, Space, and Technology,
Transportation and, Infrastructure, Agriculture, Budget, House Administration, Homeland Security, Small
Business, Veterans' Affairs, Appropriations, Intelligence, Ethics, Senate Committee, Judiciary, Banking,
Housing, and Urban Affairs, Energy and Natural Resources, Homeland Security and Governmental
Affairs, Agriculture, Nutrition, and Forestry, Armed Services, Commerce, Science, and Transportation,
Environment and Public Works, Finance, Foreign Relations, Small Business and Entrepreneurship, and
Veterans' Affairs.
3. The committee’s favorability is to recommend that the bill as amended do pass.
4. H.R.6398 — 115th Congress (2017-2018)
Department of Energy Veterans' Health Initiative Act
Sponsor: Rep. Norman, Ralph [R-SC-5]
Committees: House - Science, Space, and Technology, Veterans' Affairs | Senate - Energy and Natural
Resources
Committee Reports: https://www.congress.gov/congressional-report/115th-congress/house-
report/974/1?q=%7B%22search%22%3A%5B%22H.R.6398%22%5D%7D&r=1
Latest Action: Senate - 09/26/2018 Received in the Senate and Read twice and referred to the
Committee on Energy and Natural Resources.
Tracker: Passed House.
Here are the steps for Status of Legislation:
1. Introduced
2. Passed House
CLASS EXERCISE #2
THE STATUS OF BILLS IN CONGRESS
Go to: http://thomas.loc.gov/ and become familiar.
Commitment to ProfessionalismCommitment to Professionalism..docxcargillfilberto
Commitment to Professionalism
Commitment to Professionalism.
Due by Day 7
. As leaders in early childhood education we are in the unique position of creating partnerships with the community, organizations, and local government in an effort to promote the needs of the children we are serving. Through a program’s daily operation, we are witnesses to the specific issues that are facing the children, families, and community in which we work. When we highlight and broadcast these issues and advocate for a community’s needs, we are also advocating for increased awareness of the value and professionalism of the field of early childhood education. When we participate in advocating in our field we are further demonstrating that we are professionals that deserve to be valued and respected.
After reading the week’s text, write a reflection in two parts:
Part I
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate.
Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
Create two talking points (as discussed in Chapter 13) using one
concrete example
(refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue.
These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Part II
Create a Commitment to the Profession Statement. Remember, this is a draft that will continually be revised and modified as new information is acquired. Address the following:
Describe how you will advocate on behalf of young children, their families, and the profession.
Describe how you will support the development of future practitioners and leaders in the field.
Refer to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from
unskilled workers
and toward
paradigm professionals
.
The Commitment to Professionalism paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Use the text and two outside sources to support your responses.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific so.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Survey of Techniques for Maximizing LLM Performance.pptx
Combining Qualitative and Quantitative ApproachesSome Argum.docx
1. Combining Qualitative and Quantitative Approaches:
Some Arguments for Mixed Methods Research
Thorleif Lund
University of Oslo
One purpose of the present paper is to elaborate 4 general
advantages of the mixed methods
approach. Another purpose is to propose a 5-phase evaluation
design, and to demonstrate
its usefulness for mixed methods research. The account is
limited to research on groups in
need of treatment, i.e., vulnerable groups, and the advantages of
mixed methods are
illustrated by the help of the 5-phase evaluation design. The
basic idea is that the total
set of relevant attributes and changes for such a vulnerable
group should be taken into
consideration in all phases, and that the mixed methods
approach will provide an
optimal treatment, will give a more complete description and
understanding of the
treatment effects, and will facilitate generalization to
professional work.
Keywords: mixed methods, qualitative-quantitative
combination, evaluation design
The research methodology in the social and behavioral sciences
has undergone radical
changes over the past 50 years. One may speak of three
methodological movements:
2. (1) the quantitative movement, (2) the qualitative movement,
and (3) the mixed methods
movement (Polit & Beck, 2004; Teddlie & Tashakkori, 2003).
Research in the twentieth
century, especially in the first half of the century, was
dominated by the quantitative move-
ment. Its philosophical basis of positivism can be said to have
been substituted by critical
realism in the last half of the century (Cook & Campbell, 1979).
The qualitative approach
developed partly as a protest against the dominance of the
quantitative tradition, and it
attained its definitive breakthrough around 1970. Several
philosophical assumptions have
been proposed for the qualitative approach, mainly some
variants of constructivism
(Lincoln & Guba, 2000). The differences between the two
approaches with respect to philo-
sophical basis, scientific fruitfulness, and empirical methods
have been extensively debated.
The disagreement has been great, in particular with respect to
philosophical positions, as
illustrated by the “paradigm wars” (Gage, 1989), and the two
approaches are still regarded
by many researchers as incompatible means for knowledge
construction (Teddlie & Tashak-
kori, 2003). The mixed methods movement represents a
blending of quantitative and quali-
tative methods in research, and it can be said to have been
evolved historically from the
notion of “triangulating” information from different data
sources (Campbell & Fiske,
1959; Denzin, 1978; Morse, 1991; Patton, 1990). The mixed
methods approach can be con-
sidered established as a formal discipline around 2000. This
third movement is characterized
3. by a practical/pragmatic attitude in that the research questions
in empirical studies are given
ISSN 0031-3831 print/ISSN 1470-1170 online
# 2012 Scandinavian Journal of Educational Research
http://dx.doi.org/10.1080/00313831.2011.568674
http://www.tandfonline.com
Thorleif Lund, Department of Special Needs Education,
University of Oslo.
Correspondence concerning this article should be addressed to
Thorleif Lund, Department
of Special Needs Education, University of Oslo, Box 1140,
Blindern, N-0318 Oslo, Norway.
E-mail: [email protected] or E-mail: [email protected]
Scandinavian Journal of Educational Research
Vol. 56, No. 2, April 2012, 155 – 165
high priority, not philosophy of science, and in that qualitative
and quantitative methods are
used in combination for answering such questions. Mixed
methods have been used in both
basic and applied research, especially in the applied field of
evaluation research.
The patterns of strengths and weaknesses of the qualitative
approach are different from
that of the quantitative approach (Polit & Beck, 2004). For
example, qualitative methods
are more appropriate for hypothesis generation than for
hypothesis testing, whereas the oppo-
site pattern can be said to hold for quantitative methods.
Moreover, by qualitative methods we
4. ordinarily obtain greater depth than by quantitative ones, while
quantitative methods often
result in better objectivity and generalizability than qualitative
ones. The basic rationale of
the mixed methods strategy is that by combining qualitative and
quantitative methods one
can utilize their respective strengths and escape their respective
weaknesses (Tashakkori &
Teddlie, 1998).
How should mixed methods research be defined more precisely?
A representative defi-
nition is given by Creswell, Clark, Gutmann, and Hanson (2003)
as follows: “A mixed
methods study involves the collection or analysis of both
quantitative and qualitative data
in a single study in which the data are collected concurrently or
sequentially, are given a pri-
ority, and involve the integration of the data at one or more
stages in the process of research.”
(p. 212, emphasis in original). Thus, qualitative and quantitative
methods may be used
concurrently or sequentially, one approach may be weighted
stronger than the other, and
the integration may be comprehensive or restricted. Whereas the
definition is limited to a
single study, mixed methods will sometimes be defined more
broadly so as to include blend-
ing of the two approaches within a coordinated cluster of
individual studies, as well (Creswell
& Clark, 2011; Polit & Beck, 2004).
In the mixed methods literature, several typologies of designs
have been proposed and
discussed (Creswell & Clark, 2011; Creswell, Clark, Gutmann,
& Hanson, 2003; Greene
5. & Caracelli, 1997; Maxwell & Loomis, 2003; Sandelowski,
2000; Tashakkori & Teddlie,
2003). Furthermore, the literature includes a discussion of
which philosophical assumptions
and validity criteria are appropriate for mixed methods research,
and some variants of prag-
matism are ordinarily proposed (Teddlie & Tashakkori, 2003).
Since the mixed methods approach is still young and probably
relatively unknown to
many researchers, one purpose of the present paper is to
elaborate four general advantages
of using this approach instead of qualitative or quantitative
methods in isolation. Another
purpose is to propose a five-phase evaluation design, and to
illustrate its usefulness in
mixed methods research. The design represents an extensive
revision of the evaluation
design of Borich (1985). The proposed five-phase design can be
considered a new variant
of the mixed methods multiphase design as defined by Creswell
and Clark (2011). A multi-
phase design is a flexible large-scale enterprise, where
quantitative and qualitative methods
are combined within and between several phases, and where the
phases depend on each other
and on an overall objective for the enterprise.
The elaboration of the general advantages is limited to research
on groups in need of
treatment—i.e., vulnerable groups—and is given in the context
of the five-phase design.
Persons with social anxiety problems are used as an (artificial)
example. The overall research
objective will be to develop an optimal treatment to be used
effectively in professional work
6. for helping the vulnerable group. The total set of subjective and
objective attributes and
changes of significance to possible treatments for the group is
termed life space. The basic
idea here is that the group’s life space should be taken into
consideration in all phases of
the evaluation, and that mixed methods in each phase are
necessary for a successful solution
156 LUND
of this task. The account below is given in principal terms,
while statistical and technical
details are omitted.
Advantages of Mixed Methods Studies and the Five-Phase
Design
Several authors have pointed out the utility of combining
qualitative and quantitative
methods (Adcock & Collier, 2001; Brewer & Hunter, 1989;
Erzberger & Kelle, 2003;
Maxwell & Loomis, 2003; Morse, 1991; Polit & Beck, 2004;
Sandelowski, 1996, 2000;
Tashakkori & Teddlie, 1998). The four general advantages
below are meant to be in line
with this literature:
(1) Mixed methods research is more able to answer certain
complex research questions
than qualitative or quantitative research in isolation. For
example, given that quali-
tative methods are more appropriate for hypothesis generation
and quantitative
7. methods for hypothesis testing, mixed methods enable the
researcher better to sim-
ultaneously answer a combination of exploratory and
confirmatory questions.
Theory may therefore be generated and verified in the same
investigation. As
another example, in an intervention study, a randomized
experimental design can
be used for describing causal effects and a qualitative interview
for explaining
how these effects were generated. Hence, in one study,
quantitative and qualitative
methods can answer complex research questions related to both
causal description
and causal explanation.
(2) Qualitative and quantitative results may relate to different
objects or phenomena,
but may be complementary to each other in mixed methods
research. Hence, the
combination of the different perspectives provided by
qualitative and quantitative
methods may produce a more complete picture of the domain
under study.
(3) Mixed methods research may provide more valid inferences.
If the results from
quite different strategies such as qualitative and quantitative
ones converge, the val-
idity of the corresponding inferences and conclusions will
increase more than with
convergence within each strategy.
(4) In mixed methods research, qualitative and quantitative
results may be divergent or
contradictory, which can lead to extra reflection, revised
8. hypothesis, and further
research. Thus, given that data have been collected and
analyzed correctly, such
divergence can generate new theoretical insights.
The three first-mentioned general advantages are elaborated and
illustrated below,
whereas the fourth one is briefly commented upon. The five-
phase evaluation design serves
as a frame for the elaboration, and anxiety persons are used for
illustration. A general descrip-
tion of the design is given first, followed by an account of how
mixed methods can be used in
each phase, and of how the phases depend on each other. For
simplicity, it is assumed that the
same research team is involved in all phases.
The design is presented in Figure 1, and the five phases are as
follows: (1) Need analysis,
(2) Construction and choice, (3) Implementation and process
analysis, (4) Effect assessment
and interpretation, and (5) Generalization. The first phase
consists in scrutinizing the field of
interest in order to decide which interventions are needed.
Based on this first-phase infor-
mation, the second phase comprises construction or choice of
methodological elements of
relevance to later phases, i.e., appropriate program(s), effect
and process variables, sampling,
designs, and analyses. The program implementation and the
causal process are analyzed in
MIXED METHODS 157
9. the third phase, the program effects are estimated and
interpreted in the fourth phase, whereas
the results are generalized to relevant targets in the fifth phase.
It follows that the five phases are related, and this dependence
is indicated by the arrows
between the phases from left to right. Note also that the
intervention study proper is
represented by phase 2, 3, 4, and 5, whereas the first phase
provides information to the inter-
vention study. By Knowledge space in the Figure is meant the
relevant set of substantive and
methodological knowledge, provided by earlier research, as well
as methodological and
ethical standards (Lund, 2005b). The arrows from knowledge
space to the five phases
illustrate that each phase depends on this space. Sometimes the
sequence of phases is not
as linear as indicated by the arrows between the phases from
left to right, and the possibility
of nonlinearity is illustrated by the three arrows from right to
left below phase 3, 4, and
5. Finally, evaluation research presupposes criteria (Weiss,
1998), and the evaluation criteria
are here represented by methodological standards (e. g. validity
systems) in knowledge space.
Evaluation research may be involved with each of the five
phases or with the set of all phases
combined.
Suppose we have a large group of adults seeking help for their
social anxiety problems.
For such persons, the research purpose in the first phase should
be to describe, explore, and
evaluate anxiety-related aspects of their life space, i.e.,
subjective and objective aspects in
10. connection with family, job, friends, past events, plans for the
future, self-image, sleep,
and so on. The evaluation aims to generate information about
which life-space aspects
ought to be changed by interventions. Discovery of causal
chains involving anxiety will
be important, especially the detection of manipulable causes of
anxiety, because the
program construction in the second phase should take care of
such causes.
A combination of quantitative and qualitative methods are
useful for solving these first-
phase tasks, e.g., quantitative surveys and other non-
experimental designs, as well as quali-
tative interviews on representative or atypical clinical samples.
All three first-mentioned
general advantages can be relevant here. For example, the first
one is implied if interviews
generate a hypothesis about which factors cause the anxiety,
and if this hypothesis is then
tested by some quantitative, non-experimental approach. As for
the second advantage, if
quantitative and qualitative results refer to partly different parts
of the life space, but in a
Figure 1. A five-phase evaluation design.
158 LUND
complementary sense, the combined results yield a fuller picture
of the life space for the
anxiety group. Thirdly, the validity of inferences, e.g.,
inferences about causes and conse-
11. quences of anxiety, will be more strengthened by convergent
results with mixed methods
than by convergence within quantitative or qualitative
strategies. Finally, knowledge space
provides substantive and methodological information of
relevance for solving the first-
phase tasks.
One research purpose in the second phase for the anxiety group
is—on the basis of infor-
mation from the first phase and knowledge space—to construct
for later phases appropriate
effect and process variables as well as a program expected to
affect these variables. The vari-
ables should correspond to the first-phase aspects in need of
change, and the program should
be related to causal information in the first phase. Mixed
methods will be useful in the con-
struction of the variables. First, in line with the third general
advantage, the construct validity
for some variables can be strengthened by a mixed methods
strategy, e.g., by combining
qualitative interviews and psychometric procedures. Second,
some life-space aspects for
the anxiety group may be better operationalized by quantitative
methods and other aspects
by qualitative methods. Quantitative variables will be the result
in the former case, while
the latter case yields some qualitative operationalizations, for
instance in the form of inter-
view guides. The integration of these two kinds of life-space
representations will provide a
more complete picture, thus illustrating the second general
advantage. Similar arguments
hold for constructing a suitable program.
12. The second phase also includes choice of sampling, situation,
design, and analysis for use
in the later phases, and these decisions should take mixed
methods into consideration. As for
sampling, mixed methods would normally require large,
representative samples of anxiety
clients as well as small and typical or atypical samples, the
former selected for quantitative
purposes and the latter for qualitative ones. The choice of
experimental situation depends
on the desired targets of generalization, i.e., the situation in the
investigation should be repre-
sentative for these target situations. With respect to design and
analysis, a combination of
quantitative and qualitative designs with their respective
analyses will be useful for studying
the program implementation and processes in the third phase,
both experimental and quali-
tative designs/analyses are relevant for assessing the effects in
the fourth phase, while the
generalizations in the fifth phase depend partly on the earlier
choices of designs/analyses
and on the respective results.
The research purpose in the third phase is to study and evaluate
the implementation of the
experimental variable as well as to analyse the causal process in
order to understand how
the program impact has been mediated to the effect variables.
The solutions of these tasks
are dependent on the second-phase choices and knowledge
space. The results can be used
to explain how the effects to be described in the fourth phase
have been generated.
Mixed methods will be useful in the third stage for the anxiety
13. group as follows. As for
implementation, qualitative and quantitative methods
(qualitative interviews and quantitative
observations, say) will clarify whether the program and control
conditions have been
implemented as planned in the second phase. Possible obstacles
to the planned implemen-
tation, such as lack of time, financial resources, and status
conflicts, may thereby be effec-
tively detected and taken care of.
It can be argued that all three first-mentioned general
advantages of mixed methods are
relevant for exploring these obstacles, and the arguments will
be similar to those given above
for the first phase. Furthermore, the study of the causal
mediation should be a central part of
the third phase. In our anxiety example, the program impact on
anxiety might be mediated by
MIXED METHODS 159
reality orientation. That is, the program has to increase reality
orientation of the patients
before anxiety reduction can take place. Mixed methods will be
valuable for discovering
and testing such causal chains, e.g., by a combination of
exploratory interviews (Lincoln
& Guba, 2000) and structural modeling (Bollen, 1989). The
three first-mentioned general
advantages are relevant here, according to similar arguments as
given before.
The research purpose in the fourth phase is to estimate and
14. interpret the program effects,
and these endeavours depend on the choices made in the second
phase and knowledge space.
For our anxiety group, these effects correspond to all program-
produced changes in their life
space, and this set of changes is here termed effect space. Both
qualitative and quantitative
effect changes are included in the effect space, and the effects
will all be related—directly
or indirectly—to anxiety. The aim in the fourth phase is
therefore to assess and interpret
this effect space, and mixed methods will be suitable for solving
these tasks.
Suppose a randomized control-group post-test design has been
undertaken in our
example, where the treatment group has received the program
and the other group is an atten-
tion-control group. Assume further that the same qualitative
interviews and quantitative tests
have been used for the two groups at post-test, and that text
analysis has been used for the
qualitative data and statistical analysis for test data. We
therefore have two assessed life
spaces of post-test scores/levels on quantitative and qualitative
attributes, one space for
each group. Due to the randomization, the difference between
these two assessed post-test-
scores life spaces (treatment-group space minus control-group
space) will be an assessment
of the patients’ effect space, i.e., the assessed effect space.
The second and third general advantages are relevant with such
a mixed methods
approach. The second advantage is involved in that qualitative
and quantitative results rep-
15. resent different regions of the patients’ effect space, and in that
these two sets of results
supplement each other. If some qualitative and quantitative
results converge on some
causal inferences, the validity of these inferences will be
increased, which illustrates the
third advantage. These two advantages are further demonstrated
if the program comprises
several components (lectures, group discussions, and coping
exercises, say), and if the cor-
responding component effects are estimated by program patients
at post-test by qualitative
interviews as well as by some quantitative rating-scale
procedure.
In the fifth phase, the assessed effect space will be generalized
to and across relevant
targets of persons, settings, and times. For our anxiety study,
such targets are similar
groups in actual therapy settings or in need of therapy, and
long-term generalizations will,
of course, be important. The choice of targets of generalization
depends on the general
aim and research problem of the intervention study.
The validity of generalizations will be based on the mixed
methods choices and results in
the earlier phases, on information from knowledge space, as
well as on the similarity between
study and target. As a rule, the greater the similarity with
respect to persons, settings, and
times, the higher the validity of the corresponding
generalizations of the assessed effect
space to targets (Shadish, Cook, & Campbell, 2002). Empirical
results are needed in the
fifth phase in order to assess this study-target similarity.
16. Thorough descriptions of persons,
settings, and times within study and targets will indicate the
degree of similarity, and both
qualitative and quantitative procedures will be useful in this
respect. The three former
general advantages are relevant here, according to the same
arguments as those given
before. Thus, a successful solution of how to transfer the
assessed effect space from study
to targets in the fifth phase requires that mixed methods
strategies have been used in all
five phases in Figure 1.
160 LUND
The preceding account illustrates the three first-mentioned
general advantages of mixed
methods in the context of a five-phase evaluation model of
relevance to vulnerable groups. As
for the fourth advantage, divergent or contradictory results
provided by qualitative and quan-
titative methods may occur in all five phases. For example,
suppose that the quantitative and
qualitative analyses in the fourth phase yield opposite estimates
of the program effects for our
anxiety patients. Given that methodological errors can be
eliminated, such a paradoxical case
will naturally lead to an extra scrutiny of the patients’ life
space, with new theoretical insight
as a probable consequence. A real example of the fourth
advantage is given by Trend (1979)
in his evaluation of an experimental federal housing subsidy
program, involving qualitative
and quantitative data collection and analysis. Qualitative
17. observation results directly contra-
dicted the results of the quantitative analysis of the program
outcomes, and this paradox
generated new mixed methods research. Trend eventually
proposed a coherent causal expla-
nation for the original contradictory results that went beyond
the initial incompatible
quantitative and qualitative conclusions, and that revealed
serious shortcomings in these
conclusions.
The basic idea in this paper is that life space for a vulnerable
group should be focused
upon in all five phases, and that mixed methods strategies are
necessary for successful
need assessment, program and instrument development, causal
explanation, causal descrip-
tion, and generalizations. This focus on the life space and use of
mixed methods will probably
lead to that all critical aspects are taken care of in the
evaluation study, that an optimal
program is constructed for influencing these aspects, and that
the effect space is more com-
pletely described. Hence, to restrict the analysis to either
quantitative or qualitative effects
may result in that important parts of a multidimensional effect
space are neglected, i.e., a
kind of underestimation of the program impact. Note, in
passing, that since the popular tech-
nique of meta-analysis includes quantitative results only
(Hunter & Schmidt, 1990; Lipsey &
Wilson, 2000), use of this technique for vulnerable groups may
yield an incomplete picture of
program impacts. Also, this focus on life space will lead to a
greater similarity between the
evaluation study and relevant professional targets, e.g.,
18. therapies for anxiety patients, because
life spaces are dealt with in such targets. Consequently, the
focus results in more valid
generalizations from the study to professional targets.
Several experimental designs are relevant for assessing the
effect space in our anxiety
example, and mixed methods strategies are useful with all of
them. As pointed out above, if
a randomized control-group posttest design is chosen, with post-
test scores on quantitative
and qualitative attributes in each group, the difference between
these two assessed post-test-
score life spaces constitutes the assessed effect space. Suppose
the randomized design is
supplied with pre-test measurements on the same quantitative
and qualitative attributes as
on the post-test occasion. For each group, we then have
assessed post-test-score life
space and assessed pre-test-score life space, and the difference
between these two spaces
(the former minus the latter) is the assessed descriptive
(noncausal) change space for the
group. The difference between the two groups’ descriptive
change spaces yields the
same estimate of effect space as that with the former design,
apart from random errors.
If, on the other hand, a quasi-experimental pre-test-post-test
design without a control
group is chosen, the assessed descriptive change space for the
program group may be
interpreted as an estimate of effect space. A similar reasoning
applies to alternative
quasi-experimental designs. Moreover, given that the program
consists of several com-
ponents, the effect space for these components can be estimated
19. by mixed methods as men-
tioned earlier.
MIXED METHODS 161
Since the primary research purpose for a vulnerable group will
be to choose an optimal
program (and its potential effect space) to be used in
professional work for helping this group,
generalization issues should have high priority. As suggested
above, external validity can be
strengthened in various ways, for instance by increasing the
study-target similarity with
respect to persons, settings, and times. As for times, long-term
program effects should be
investigated because the greatest impacts may take place over
time. For example, the
program may result in that our anxiety patients improve their
relationships to other people,
attain more attractive jobs, and get additional education. Such
effect changes will probably
occur some time after the program interval. It follows that
appropriate follow-up life-space
measurements should be included in the experimental design.
Also, as pointed out by Shadish et al. (2002), causal explanation
will be useful for causal
generalizations. For our anxiety example, suppose that mixed
methods analyses in the third
phase indicate that satisfactory program impacts on anxiety
have been mediated by a reality-
orientation variable. This causal-chain information may give
hints about how professionals
can obtain even greater anxiety reductions by strengthening the
20. causal side of the chain.
If, on the other hand, the effect estimates turn out to be trivial
or zero, there are two alterna-
tives: either the program may be ineffective or the program
could be valuable but its
implementation has been hindered by some practical
circumstances. If the second alternative
is correct, and if such obstacles can be eliminated in
professional work, it will be wrong to
reject the program. Without third-phase analyses one cannot
decide between the two alterna-
tives. Hence, for both positive and zero program effects,
thorough third-phase analyses by
mixed methods are needed for successful generalization to
professional targets.
Knowledge space can also be helpful for solving the
generalization problem. For our
anxiety group, substantive theory and results from earlier
empirical research on other
patient groups may facilitate the transfer of program impacts to
professional work. Quantitat-
ive and qualitative results in knowledge space can be used in
combination for this purpose,
even if these two kinds of results are not generated from mixed
methods studies.
The five-phase evaluation design proposed here as a variant of
the multiphase design is
flexible in that in each phase qualitative and quantitative
methods may be used concurrently
or sequentially, one approach may be weighted stronger than the
other, and the integration
may be extensive or restricted. Hence, as with other multiphase
designs, the five-phase
design represents combinations of simpler mixed methods
21. designs (Creswell & Clark,
2011). If each phase corresponds to a mixed method study, the
five-phase design corresponds
to a coordinated cluster of five such individual studies.
Final Remarks
Although mixed methods can ordinarily be considered more
effective for research on vul-
nerable groups than quantitative or qualitative methods in
isolation, such a combined approach
has some logistic challenges. The approach encompasses
often—especially in using a multi-
phase design—large-scale research programs and team work,
and tends therefore to require
more resources than the two other approaches. This resource use
might be counted as an argu-
ment against mixed methods, but such an argument is invalid,
because a satisfactory knowl-
edge status for a vulnerable group will be more effectively
attained by a coordinated and
complex mixed methods investigation than by some unrelated
simple studies. As for team
work, since typically no team members are experts in both
quantitative and qualitative
methods, one challenge is how to develop a needed common
mixed-methods insight in the
162 LUND
team. Moreover, different values, interests, and personality
traits among the team members
may lead to collaboration conflicts, and such conflicts have to
be resolved. Various models
22. for professional competency and collaboration have been
proposed and studied empirically
(Newman & Benz, 1998; Shulha & Wilson, 2003; Teddlie &
Tashakkori, 2003). Another
logistic challenge concerns pedagogical issues. The possibilities
of the mixed methods
approach should be clarified to graduate and post-graduate
students in separate mixed
method courses. This is not the usual case at the present time,
however. Typically, students
take research courses in quantitative and qualitative methods,
but they are not given a systema-
tic demonstration of how to combine these two kinds of
methods. Creswell et al. (2003) have
elaborated alternative models for teaching mixed methods
research.
Which validity system and philosophical paradigm are
appropriate for mixed methods?
These issues have been extensively debated (Teddlie &
Tashakkori, 2003). As for validity
system, there has been no clear favorite. For example, Teddlie
and Tashakkori (2003) are
sceptical about the concept of validity, and propose instead an
alternative set of quality cri-
teria related to inferences in mixed methods research. The
position taken in the present paper
is that, since it can be argued that the Campbellian validity
system for quantitative research
(Shadish et al., 2002) is relevant also for the qualitative
approach (Lund, 2005a), this system
is applicable in mixed methods research as well. However, the
validity system should be
revised on some points, especially concerning the definition of
causal inferences and the
related internal validity, as argued by Cronbach (1982),
23. Kruglanski and Kroy (1976),
Lund (2010), and Reichardt (2008). The Campbellian system is
based on critical realism
(Cook & Campbell, 1979). Since critical realism can be
considered a sound philosophical
paradigm in both quantitative and qualitative cases (Lund,
2005a), this paradigm is regarded
here as adequate for mixed methods research, too. Pragmatism
has often been proposed as the
best paradigm, primarily because mixed methods studies are
typically characterized by a
strong focus on research questions and practical use of results
(Tashakkori & Teddlie,
1998), but this focus is not incompatible with critical realism.
How to weight qualitative and quantitative methods in a mixed
methods study is an impor-
tant and complicated methodological problem, and its solution
depends on many factors, e.g.,
research purpose, kind of phenomenon, and knowledge status of
the research domain. Hence,
mixed methods studies vary with respect to this priority issue.
In some studies qualitative and
quantitative methods are considered of equal importance,
whereas in other cases one approach
is weighted stronger than the other, and the degree of this
differential weighting may vary con-
siderably across studies. This variation may take place within a
study, as well. For example,
for our anxiety patients, quantitative results may be considered
more important for causal
description than qualitative results, while the opposite
weighting may be relevant for causal
explanation. The high prestige associated with use of modern
advanced statistical-mathemat-
ical models in social science can be problematic with respect to
24. the priority issue. That is, this
prestige may lead to that the related quantitative results are
given undue weight in many cases,
and hence to that important aspects of life space are more or
less neglected.
The elaboration of the advantages of mixed methods in this
paper has focused on evalu-
ation research on vulnerable groups, but similar arguments can
be given for other kinds of
applied research, and also for basic research (Maxwell &
Loomis, 2003; Morse, 1991; Sande-
lowski, 2000). Though the third methodological movement of
mixed methods is still a young
discipline, and several issues need to be clarified (Teddlie &
Tashakkori, 2003), this approach
should be considered a valuable contribution to the social and
behavioral sciences, for
example to educational and psychological research.
MIXED METHODS 163
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EAS 104 Lab, Perspectives of Global Warming Lab
Lab 1 - Dendrochronology Study
30. Task 2
Find the precipitation (in millimeters per day) for the year you
have selected, for each Tree Ring, in Part I and enter the
information below. (10 points)
Example:
Tree Ring 1- Jackson Mississippi (Lat: 32.299N, Lon: 90.185W)
Year: (same year that you chose as below average precipitation
in Task 1)NASA Satellite Precipitation Plot - Jackson
Mississippi
Precipitation for year selected: # (mm/day)
Q1. Did the satellite data confirm your tree ring analysis for
each location? Describe yes or no. If not, what might account
for the differences between the two measurements? (2 points)
Q2. Can you suggest data sets for other parameters that you
could check that might support either the tree ring or the
satellite data, if they do not agree? (2 points)
Q3. Which of your data (tree ring analysis or the satellite data)
best reflects year-long changes in precipitation? Explain your
answer in terms of your data. (2 points)
31. SAMPLE LAB TABLE TO ORGANIZE WORK
Cover Sheet (2 paragraphs: What did you do in lab? How does it
relate to climate change/ the lecture?)
Tree #1
Tree #2
Tree #3
Tree #4
Tree Location
Coordinates
Number of dark rings
Year planted
Year Below average precipitation
32. Q1. Did the satellite data confirm your tree ring analysis for
each location? Describe yes or no. If not, what might account
for the differences between the two measurements? (2 points)
Q2. Can you suggest data sets for other parameters that you
could check that might support either the tree ring or the
satellite data, if they do not agree? (2 points)
Q3. Which of your data (tree ring analysis or the satellite data)
best reflects year-long changes in precipitation? Explain your
answer in terms of your data. (2 points)