Facing the Future Together: Technology, Communication & the Future of Higher...Rolin Moe
Presentation on November 17, 2014 at Seattle Pacific University looking at the opportunities for existing higher education practices to better utilize software platforms and the idea of online structure when forming learning models. In short, our dominant notions of structure are outdated and limit rather than grow the opportunity for the Internet to transform education.
5 1 6 T o w a r d A l t e r n a t i v e s i n H e a l t h .docxalinainglis
5 1 6 T o w a r d A l t e r n a t i v e s i n H e a l t h C a r e
S o l o t n o n , H . A . 1 9 8 4 . T h e E x a r c i s e M y t D . N e w Y o r k :
H a r c o u r t B r a c e J o v a n o v i c h .
S p i l m a n , M . A . , A . C i o e t z , J . S c h u l t z , R . B e l l i n g h a m ,
a n d D . J o h n s o n . 1 9 8 6 . E f f e c t s o f a H e a l t h P r o m o -
t i o n P r c r g r a n t . J o u r n a l o f O c c u p a t i o n a l M e d i c i n e
2 8 : 2 8 . 5 - 8 9 .
S t e i n , . f . 1 9 8 5 . I n d u s t r y ' s N e w B o t t o m L i n e o n H e a l t h
Ciare Costs: Is Less Better? Hastings Center Report
l - 5 ( . 5 ) : l 4 * 1 8 .
S t e r l i r r g , J . D . , a r . r c l f . . f . W e i n k a m . 1 9 8 6 . E x t e n t , P e r -
s i s t e n c c a n c l C l o n s t a n c y o f t h e l { c a l t h y W o r k e r o r
H c r l t l . r y P e r s o n F . f f e c t b v A l l a n d S e l e c t e d C l a u s e s o f
Death. Journal of Occupational Medicine 28:348-
5 3 .
S y m e , L . S . , a n d L . F . B e r k m a n . 1 9 7 6 . S o c i a l C l a s s ,
Susceptibility and Illness. American Jonrnal of Epr
demiologl' I 04: l-8. ,
U.S. Department of Health, E,ducation, and !ilelfare.
1,979. Healthy People: The Surgeon General's Re-
port on Health Promotion and Disease Preuention.'Washingtorr.
'Walsl.r, D.C. 1984. Corporate Smoking Policies: A
Revrew and an Analysis. Journal of Ocarpational
M e d i c i n e 2 6 : 1 7 - 2 2 .
A Cesn FoR RrpocussrNc Upsrnndtvt: THE Pouucet
EcoruouY oF lrrlurss
. l o h n B . M c K i n l a y
M y f r i c n c l , I r v i n g Z o l a , r e l a t e s t l - r e s t o r y o f a
p h y s i c i : r r r t r y i n g t o e x p l a i n t h e d i l c m r n a s o f t h e
r n o c l e r n p r a c t i c e < l f r r e d i c i n e :
" Y o u k n o r , " ' , " l r c s a i c l , " s o r l e t i r n e s i t f e e l s l i k e t l - r i s .
T h e r c I a m s f a n c l i n g b y t l r e s h o r e o f a s w i f t l y f l o w -
i n g r i v c r a n t l I h e e r t h c c r y o f l c l r o w n i n g m a n . S o I
j r r n r p i n t o t l i c r i v c r , p u t n 1 y r r r n s a r o u n c l h i m , p u l l
h i r n t o s h o r e a n c l a p p l y a r t i l i c i a l r c s p i r a t i o n . . f u s t
w l r c n h c b c g i n s t o b r c a t h c , t h e r c i s r r t o t h e r c r y f o r
h c l p . S o I j u m p i r r t o t l r c r i v e r , r c : r c h h i m , p u l l h i n r
t o s h o l c , a p p l v a r t i f i c i e l r c s p i r a t i o n , a r - r d t h e n j u s t
a s h e b c g i r r s t o b r e a t h e , r l n o t h e r c r y f o r h e l p . S o
b a c l < i n t l r c r i v e r r r g r r i n , r c r r c h i n g , p u l l i n g , a p p l y i n g ,
b r c a t h i n g a l i c l t h c n r u r o t h c r v e l l . A g a i n a n c l a g a i n ,
w i t h o u t e u .
No "20/20 hindsight" jokes.
Just clear, concise suggestions, axioms and guidance for any business and brand's success in 2020 and beyond.
Share all you like.
Culture is the driver of sustainable performance. Management board culture is not as elusive as often thought. It can be made concrete by evaluating management board performance, not only based on figures and strategic memos, but also on key cultural characteristics. It is time to rethink the role of non-executives in the boardroom.
Facing the Future Together: Technology, Communication & the Future of Higher...Rolin Moe
Presentation on November 17, 2014 at Seattle Pacific University looking at the opportunities for existing higher education practices to better utilize software platforms and the idea of online structure when forming learning models. In short, our dominant notions of structure are outdated and limit rather than grow the opportunity for the Internet to transform education.
5 1 6 T o w a r d A l t e r n a t i v e s i n H e a l t h .docxalinainglis
5 1 6 T o w a r d A l t e r n a t i v e s i n H e a l t h C a r e
S o l o t n o n , H . A . 1 9 8 4 . T h e E x a r c i s e M y t D . N e w Y o r k :
H a r c o u r t B r a c e J o v a n o v i c h .
S p i l m a n , M . A . , A . C i o e t z , J . S c h u l t z , R . B e l l i n g h a m ,
a n d D . J o h n s o n . 1 9 8 6 . E f f e c t s o f a H e a l t h P r o m o -
t i o n P r c r g r a n t . J o u r n a l o f O c c u p a t i o n a l M e d i c i n e
2 8 : 2 8 . 5 - 8 9 .
S t e i n , . f . 1 9 8 5 . I n d u s t r y ' s N e w B o t t o m L i n e o n H e a l t h
Ciare Costs: Is Less Better? Hastings Center Report
l - 5 ( . 5 ) : l 4 * 1 8 .
S t e r l i r r g , J . D . , a r . r c l f . . f . W e i n k a m . 1 9 8 6 . E x t e n t , P e r -
s i s t e n c c a n c l C l o n s t a n c y o f t h e l { c a l t h y W o r k e r o r
H c r l t l . r y P e r s o n F . f f e c t b v A l l a n d S e l e c t e d C l a u s e s o f
Death. Journal of Occupational Medicine 28:348-
5 3 .
S y m e , L . S . , a n d L . F . B e r k m a n . 1 9 7 6 . S o c i a l C l a s s ,
Susceptibility and Illness. American Jonrnal of Epr
demiologl' I 04: l-8. ,
U.S. Department of Health, E,ducation, and !ilelfare.
1,979. Healthy People: The Surgeon General's Re-
port on Health Promotion and Disease Preuention.'Washingtorr.
'Walsl.r, D.C. 1984. Corporate Smoking Policies: A
Revrew and an Analysis. Journal of Ocarpational
M e d i c i n e 2 6 : 1 7 - 2 2 .
A Cesn FoR RrpocussrNc Upsrnndtvt: THE Pouucet
EcoruouY oF lrrlurss
. l o h n B . M c K i n l a y
M y f r i c n c l , I r v i n g Z o l a , r e l a t e s t l - r e s t o r y o f a
p h y s i c i : r r r t r y i n g t o e x p l a i n t h e d i l c m r n a s o f t h e
r n o c l e r n p r a c t i c e < l f r r e d i c i n e :
" Y o u k n o r , " ' , " l r c s a i c l , " s o r l e t i r n e s i t f e e l s l i k e t l - r i s .
T h e r c I a m s f a n c l i n g b y t l r e s h o r e o f a s w i f t l y f l o w -
i n g r i v c r a n t l I h e e r t h c c r y o f l c l r o w n i n g m a n . S o I
j r r n r p i n t o t l i c r i v c r , p u t n 1 y r r r n s a r o u n c l h i m , p u l l
h i r n t o s h o r e a n c l a p p l y a r t i l i c i a l r c s p i r a t i o n . . f u s t
w l r c n h c b c g i n s t o b r c a t h c , t h e r c i s r r t o t h e r c r y f o r
h c l p . S o I j u m p i r r t o t l r c r i v e r , r c : r c h h i m , p u l l h i n r
t o s h o l c , a p p l v a r t i f i c i e l r c s p i r a t i o n , a r - r d t h e n j u s t
a s h e b c g i r r s t o b r e a t h e , r l n o t h e r c r y f o r h e l p . S o
b a c l < i n t l r c r i v e r r r g r r i n , r c r r c h i n g , p u l l i n g , a p p l y i n g ,
b r c a t h i n g a l i c l t h c n r u r o t h c r v e l l . A g a i n a n c l a g a i n ,
w i t h o u t e u .
No "20/20 hindsight" jokes.
Just clear, concise suggestions, axioms and guidance for any business and brand's success in 2020 and beyond.
Share all you like.
Culture is the driver of sustainable performance. Management board culture is not as elusive as often thought. It can be made concrete by evaluating management board performance, not only based on figures and strategic memos, but also on key cultural characteristics. It is time to rethink the role of non-executives in the boardroom.
Similar to Dissertations 3 research 2 (pre-2003 compatible) (20)
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
How STIs Influence the Development of Pelvic Inflammatory Disease.pptx
Dissertations 3 research 2 (pre-2003 compatible)
1. An LDU short course
presentation
Dissertations & Major Project
Writing
Week 3 of 5:
Research 2:
secondary & primary evidence
making the most of London Met libraries /
database & on-line searching
Robert Walsha, LDU City campus, Calcutta House, CM2-22
2. Dissertations & Major Project
Writing week 3
This week’s topics:
• Accessing the right information: on time!
• Secondary & primary evidence
(choosing appropriate research methods,
validity, reliability, etc.);
• Making the most of London Met libraries
• Effective use of databases / on-line
searching
3. Accessing the right
information: on time!
• Time planner / scheduler (reminder);
• Lists to determine optimal sources to
absorb & what is achievable on a week-by
week basis;
• Critical analytical note-taking to ensure
focus (reminder);
• Research logbook to monitor progress.
4. Secondary & primary
evidence ch
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evidence
• Where primary and secondary sources blur …
• Establishing the correct research ‘mindset’:
– Be prepared!
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– Be ambitious … but realistic about what you can
achieve (time + scale constraints, etc)!
– Think about the best balance between primary &
secondary material …
– … and the best make-up of primary evidence + what
make-up of secondary materials to best benefit your
project’s investigation.
6. Secondary & primary
evidence
• Setting appropriate balance (primary vs.
secondary):
– Take into account:
• the project module requirements / the guidance &
expectations of module leader and/or your supervisor;
and:
• the specific requirements of your chosen topic.
– Maybe primary research is unnecessary?
– … or maybe, even if not deemed essential, your
project (& thus grades) would still benefit;
– If primary research is required, then what level is
considered appropriate:
• ‘core’ component vs. ‘sufficient levels’
7. Secondary & primary
evidence
• What, in essence, is discussion of research
methods / methodology all about?; a comment
upon:
– Why you have chosen particular primary methods;
– Why you have rejected other methods;
– How you have designed your research (experiments,
questionnaires, etc.) – and why that way;
– Anticipated limits of what that research can possibly
reveal;
– How you aim to prevent foreseeable problems that
could compromise the validity & reliability of your
results;
– What you hope your research might prove or disprove;
– Choices made re: secondary evidence;
8. Secondary & primary
evidence
– + methodology discussion: if discussing
methodology, start by discussing pluses /
minuses of each research approach adopted,
in general, then move to discussing how it
applies specifically to your chosen subject;
• Thinking about research ‘methodology’
helps to think about the usefulness of any
particular research approach: ‘What
research technique is likely to yield the
most effective results for my research?’
9. Secondary & primary
evidence
• Choosing appropriate research methods:
– Start from the start (e.g., give it most serious
attention in your proposal);
– Ask key questions: ‘What research
technique is likely to yield the most
effective, attainable results for my
research?’;
– Think about all possible (e.g., possibly viable)
types of research from which the project
could benefit – within constraints of time.
10. Secondary & primary
evidence
– … but take into account any departmental
preferences for (or prejudices against)
different types of research and approaches.
• When choosing your research methods &
designing your research, it is important to
think in terms of (anticipated):
– Reliability;
– Validity;
– & possibly: ‘Generalisability’ (wider
applicability);
11. Secondary & primary
evidence
+ The concept of
‘Triangulation’ & how
Triangulation
triangulating can
benefit your
research.
12. Secondary & primary
evidence
• Thinking Quantitative versus Qualitative
research methods …
Qualitative research --that involving or relating to
Qualitative research that involving or relating to
Quantitative research - or qualities. is capable of
distinctions based on quality -that which is capable of
Quantitative research or qualities.Non-
distinctions based on quality that which Non-
mathematical in itsin terms of percentagesno less
being measured, inprocedural basis, it is or ratios. It
being measured, terms of percentages or ratios. It
mathematical in its procedural basis, it is no less
concerned with objectivity, but believes that the or
involves the collection and utilisation of numerical
concerned with objectivity, but believes that the or
involves the collection and utilisation of numerical
quantifiable data.
measurement of quantities gives no understanding or
quantifiable data.
measurement of quantities gives no understanding or
explanation to a problem (i.e., cannot tell us ‘why’).
explanation to a problem (cannot tell us ‘why’).
• … and getting the best balance between
the two.
13. Secondary & primary
evidence
• Thinking Quantitative versus Qualitative
research methods …
Qualitative research --that involving or relating to
Qualitative research that involving or relating to
Quantitative research - or qualities. is capable of
distinctions based on quality -that which is capable of
Quantitative research or qualities.Non-
distinctions based on quality that which Non-
mathematical in itsin terms of percentagesno less
being measured, inprocedural basis, it is or ratios. It
being measured, terms of percentages or ratios. It
mathematical in its procedural basis, it is no less
concerned with objectivity, but believes that the or
involves the collection and utilisation of numerical
involvesprojects become utilisation of numerical
Many projects becomemost effective by
concerned with objectivity, but believes that the or
the collection and
measurement of quantities gives noeffective by or
Many
quantifiable data. most understanding
quantifiable data.quantities gives
measurementaspects of both. no understanding or
of
combining a problemof both.
explanation to aspects (i.e., cannot tell us ‘why’).
combining
explanation to a problem (cannot tell us ‘why’).
• … and getting the best balance between
the two.
14. Secondary & primary
evidence
• Differing forms of measurement for
quantitative research:
– ‘Nominal’ (or ‘Categorical’) scales;
– ‘Ordinal’ scales;
– ‘Interval’ scales;
– ‘Ratio’ scales.
15. Secondary & primary
evidence
– Likert-scale questions;
Assessing people’s opinion on a 5-point* scale.
Q. How would you rate the Government’s handling of the
livestock ‘blue tongue’ disease outbreak? (please tick 1
box) 1: very satisfactory
2: satisfactory
3: neither satisfactory nor poor
4: poor
5: very poor
* (occasionally a 4-point scale, to purposefully prevent
people ‘sitting on the fence’ in the middle category)
16. Secondary & primary
evidence
• Correlation;
Literally: ‘co-relation’, this concerns analysing the
relationship between 2 measured variables.
• ‘A variable is well correlated with another if their
values alter together, either in a positive or in a
negative fashion. … A statistic called the
correlation coefficient can be used to express the
strength or degree of linear correlation between
two variables.’
(McMillan & Weyers, How To Write Dissertations
& Project Reports, 2007, p.116)
Editor's Notes
Accessing the right information: on time! Time planner / scheduler (reminder): revise accordingly in light of difficulties; Lists to obtain idea of optimal sources (for all aspects of dissertation coverage) & what can be achieved on a week-by-week basis; Critical analytical note-taking to ensure focus (reminder of week 2 key-topic). Logbook record examining progress reading & researching.
Primary and Secondary evidence Evidence is often categorised as being ‘primary’ or ‘secondary’ in nature Secondary research Primary research ‘ Desk Research’ Where primary and secondary sources blur : the distinction between a primary & secondary source is not always clear-cut. It depends on the nature of your project. A secondary source written in the 1950s on 1930s Conservatism, for example, would become a primary source for someone writing a dissertation specifically on ‘Literature on 1930s Conservatism’. However, for someone writing more generally on Conservatism in the 1930s, it would remain a secondary source.
Establishing the correct research ‘mindset’: Be prepared: ‘If something can go wrong, it will go wrong!’ – meticulous planning of research, thinking in detail about what could go wrong and what can be done to minimise of prevent such. Open-minded, enquiring Research: many students submit poor work because they rely on writing what they believe to be so – their personal or acquired ‘truth’ – rather than keeping an open, impartial mind when engaging in their research. (Equally, even with an open mind, research can be poor for lack of adequate time & rigorousness of critical analysis). You may have clear opinions about an issue before you begin your dissertation, but it is important that you enter the research process with an enquiring, open mind. Be prepared to allow your views to be modified by the evidence you obtain. If you have chosen a topic about which your views are so strong that you know that no literature will sway you, this will stunt your capacity to engage the topic openly and fairly. Maybe, in the interests of getting good grades – and making the most out of this opportunity to engage in genuine, impartial in-depth research – it would be wise to pick a topic that you feel less passionate about!
Primary research – examining or generating original evidence Not all dissertations and projects demand that you undertake primary research. Some do; others – often shorter and/or single weighted projects – do not – or leave the option open to you. So how should one decide whether primary research should be a part of one’s project? Can you obtain all the information that you need from secondary materials, or is primary investigation necessary? Is there a gap in research that necessitates primary research of your own? The key point is that it is up to you to decide which combination of research methods are best for your project. A project by its nature will lend itself to certain types of research over others. Different expectations of primary research aspects: substantial (core) – experiment-based studies, predominantly survey-based studies, studies where there is little published evidence perhaps due to newness of topic; element (aspect) – predominantly secondary-research studies (largely works of synthesis) – if this is the nature of your project, is this acceptable to you supervisor & the Project Module? If so, fine!
Research methods / methodology discussion. What, in essence, is discussion of research methods and methodology all about? A section discussing your research methods can be a very useful component to your project, given a clear indication of your thinking and decision-making as your project evolves. If you have to produce such a section, it usually follows the Literature Review section. Even if it is not required, if you had to take reasoned decisions regarding chosen evidence (primary and possibly also choices with regard to secondary evidence), then it would probably be a good idea to discuss such decisions made, if not in its own section, then in the space of a few paragraphs during your Introduction section: for, in much the same way as reviewing the literature can substantially improve a project, so can discussion of research methods / methodology. Thus, the section of your work discussing research methods and methodology should address the following: Why you have chosen those particular methods ; Why you have rejected other methods as less suitable ( do not waste space on methods that are clearly unsuited to the topic ); the anticipated limits of what that research can possibly reveal (remember this is ahead of your actual conducting of research: in other words, your advance perception of difficulties and limitations, not what you know after conducting the research, which should appear in a later main body chapter); what you hope your research might prove or disprove . How you aim to prevent foreseeable problems that could compromise the validity & reliability of your results Even a purely secondary source-based project can merit discussion of choices made, sources prioritised, etc., when it came to prioritising the literature: types of source most valued, etc.
‘ Methodology aspect’: Research ‘Methods’ and ‘Methodology’ Many students use the terms methodology and methods interchangeably, but they are not the same, and should not be confused with one another. ‘ Methods’ are the particular techniques used to collect data and information, for example, interviews or questionnaires; ‘Methodology’ is the reasoning behind using a particular research method: the philosophical basis behind the adoption of particular methods. (White, 2000, p. 20). In other words, you engage in methodological discussion in your work when you are referring to the thinking that lies behind any research method(s). Therefore, One method of research (for example, interviews) is not a methodology; it is a research method . Several methods of research are not methodologies, but are research methods . The discussion of the relative helpfulness, viability, and practicality of various research methods is discussion of methodology . In discussing the viability of various research methods, just make sure you don’t state something like ‘Interviews, therefore, are the favoured methodology of this study’! Do say, ‘Interviews, therefore, are the favoured research method of this study’. The advantages of stepping back and thinking also in terms of ‘methodology’
Choosing appropriate research methods Choosing appropriate research methods is not a decision to be taken lightly. It should be entirely based on what is most ideal for the project, albeit within constraints of what is feasible in terms of time. It has already been stressed how it is important to consider research methods, and their viability, from the earliest: it is extremely risky to arrive at your chosen research methods as an afterthought. Many departments insist upon an outline of research methods in project proposals & it is sensible to address this even if it isn’t requested: knowing what research methods you would have to employ can be a very helpful contribution to determining the viability of any proposal at the first instance. The important question to ask, therefore, is ‘ What research technique is likely to yield the most effective, attainable results for my research? ’ Some Typical research methods: Some projects may best be served by analysing available (or generated by yourself) statistical data . This may or may not require specialist software to undertake complex co-relational analysis. Others may best be served by interviews – or questionnaires – or some form of observation-based research – or studying unpublished or rare document- or artefact-based evidence , perhaps located in an archive or other repository (private papers, government papers, company papers; published reports and other documents; primary media evidence, original works of art, etc., etc.).
But … when choosing, also take into account any departmental preferences for / prejudices against different types of research and approaches. Reliability, Validity, and Wider Applicability Any research method’s suitability has to be considered via assessment of its reliability , validity and, possibly – dependent on the nature of the research – wider applicability (or what Swetnam, 1997, p. 28, terms ‘generalisability’). If you are conducting an interview, this might involve careful consideration of the nature of the questions you intend to put to your interviewees. An ambiguous question, one that might mean something different to different interviewees, would be of doubtful reliability & validity. Likewise, a questionnaire which was distributed to thirty students in the Moorgate canteen and which aimed to be representative of the entire population would be of very questionable validity: yet alone not representing the entire population, such a low polling sample may not even be representative of the views of those Moorgate students who frequent the Moorgate canteen ! Testing for reliability : ‘Reliability is the extent to which a test or procedure produces similar results under constant conditions on all occasions.’ (Bell, 1993, p. 64). All sorts of factors can affect responses, and there are a number of systems designed to test and compensate for this: test-retest, alternate forms method, split-half method. Always consult your supervisor when devising questions for surveys & interviews, and think about and seek their advice on testing for reliability. Testing for validity : Validity ‘tells us whether an item measures or describes what it is supposed to measure or subscribe … a reliable item is not necessarily also valid.’ (Bell, 1993, p. 64) Again, consult your supervisor over this. It may be that they can offer suggestions that will improve both reliability and validity of your questioning by adjusting the way the question is framed, or by advising on the introduction of control variables. For advice on designing and implementing questionnaires, see Bell, 1993, ch. 7. ‘ Generalisability’: This is about assessing how applicable are your findings to other/wider situations. This seems particularly appropriate if your research is of a case-study nature, focusing on one or few examples of a particular phenomenon. Yet it also has a more general application, because every project will at some point be required to place its findings within a wider context.
Be aware that some of the best projects skilfully weave in two or more types of research , even if one method is predominant. In other words, it may not always be a case of deciding whether to have interviews or questionnaires, if both are suitable and helpful, but which would be the better to rely more heavily upon. The advantages of using more than one research method are clear: it can aid the testing of the accuracy of evidence obtained from one particular method. For example, archival evidence may throw up some questions you are unsure about; interviews with living participants may shed light on some of these uncertainties. Both processes need each other: interview alone – oral history – can be unreliable: memories not only fade, but recollections may be warped over time. Document-based evidence can throw up questions to be asked of which you might otherwise not have thought about. This process of cross-referencing to ensure corroboration of evidence is known as ‘ Triangulation ’ and it may occur within or across different research approaches. It involves ‘cross-checking evidence from one source or type of source against another ‘in order to produce as full and balanced a study as possible.’ (Bell, 1993, p. 64) Time constraints (& other factors) will probably limit the full potential range of sources at your disposal, but try to include as much triangulation in your work as possible as this will help to prove the reliability and validity of your research.
Quantitative versus Qualitative Research methods. Perhaps the most common (& useful) dichotomisation of research types. Quantitative research is that which is capable of being measured, in terms of percentages or ratios. It involves the collection and utilisation of numerical or quantifiable data. It is research involving or relating to considerations of amount or size. As well as the pure sciences, quantitative measures can be used for a full range of subjects, including politics, sociology, economics, history, business, & art and design. Qualitative research is that involving or relating to distinctions based on quality or qualities. It is non-mathematical in its procedural basis. It is no less concerned with objectivity, but believes that the measurement of quantities gives no understanding or explanation to a problem, as that problem is socially constructed, and that therefore answers are to be located in subjective assessment. The ‘qualitative’ critique of ‘quantitative’ is that the latter gives the statistics, but cannot tell us ‘why’.
Getting the balance between the two : outside of the pure sciences, it is misleading to see research as a pure choice between qual & quant methods. Many projects become most effective by combining aspects of both. Interviews mainly fall into qualitative research. That is, unless the interviewee has to respond according to a measurable scale, for example the Likert scale (see later). Then the interviewee’s responses can be numerically coded and statistically compared against the responses of other interviewees, provided that each interviewee faced exactly the same questions. Observational research is also qualitative in nature, as this involves the researcher immersing themselves in the environment they are researching, and assessing what they perceive. Questionnaires may be qualitative and/or quantitative, depending on the type of questioning, open-ended (inviting the respondent’s considered comment are clearly qualitative); closed questions (again involving tick-boxes, like the Likert scale) are quantitative. Well-designed questionnaires often use a careful combination of qualitative and quantitative questioning. Too many qualitative questions might make it too much effort for a respondent to bother to take part; an appropriate mix of qualitative and quantitative will allow for both statistical measurement (quantitative) and yet also allow for detailed comment (qualitative), e.g., reasons ‘why’ that lie behind statistically measurable responses. Therefore, choose qualitative, quantitative, or a combination of both methods: whichever best suits your study.
When using quantitative measures, be aware of the following distinctions: 1. Nominal (or Categorical) scales. For classification purposes. The data in each answer given to the question cannot be measured against the other answers. For example, ‘To what religion do you belong?’ Muslim/Christian/Hindu/ etc. Or Gender: M/F. Or: ‘the lowest level of measurement that involves assigning characteristics into categories which are mutually exclusive, but which lack any intrinsic order’ (Bath University ‘Project Gold’ site <http://www.bath.ac.uk/e-learning/gold/glossary.html>) 2. Ordinal scales. Here, the data has some order. There is ranking as well as classification. e.g.: a question asking the respondent to order items in terms of preference. ‘Project Gold’: these categories can be used to rank order a variable, but the intervals between categories are not equal or fixed (e.g. strongly agree, agree, neither agree nor disagree, disagree, strongly disagree; social class I professional, II semi-professional, IIIa non-manual, IIIb manual, IV semi-skilled, and V unskilled). 3. Interval scales. Interval scales have the same properties of ordinal scales, but the intervals between the points on the scale are equal. ‘Project Gold’: the categories are ordered and there are equal intervals between points on the scale, but the zero point on the scale is arbitrary so that a particular measure cannot be said to be 'twice as' large as another measure on the same scale (e.g. degrees Centigrade). 4. Ratio scales. Ratio scales have equal intervals and an actual zero point (which interval scales do not have). ‘Used for measuring characteristics such as length, time and weight they have higher mathematical and statistical potential than the others, but limited relevance to social scientists whose areas of interest involve human behaviour.’ (Swetnam, 1997, p. 67; White, 2000, p. 48-9). Project Gold: ‘ (e.g. measurement in yards, feet and inches or in metres and centimetres).’ Discreet quantitative data: involving whole numbers. Continuous quantitative data: involving any numbers.
Likert-scale questions : not everyone’s ‘very satisfactory’ will be the same, but the results are still measurable and quantifiable, so it counts as quantitative research. The Likert scale is a good example of an ordinal scale. T he categories do not necessarily have the same value to each respondent (e.g., one person’s ‘very satisfactory’ may be another’s ‘satisfactory’), but it still allows for a meaningful statistical comparison of responses.
Correlation : invariably complex and requiring the use of specialist analytical software, for example the social sciences analysis programme SPSS, where users subject data, seeking to establish correlation or otherwise between 2 or more variables, often involving ‘control’, and using the most appropriate formulae of measuring relationships, for example, Chi Square, Anova, etc.