Interview guide, indepth interview
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The document discusses different types of interviews, including structured, semi-structured, and unstructured interviews. It explains that an interview guide is used for unstructured interviews, containing a brief list of topics to be covered but allowing flexibility. When preparing an interview guide, questions should be ordered logically and use clear language. In-depth interviews are described as conversations with a purpose, where the researcher explores topics while respecting the participant's perspective. Strengths include obtaining large amounts of data quickly, while limitations include the personal interaction required and time needed for analysis.
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The document discusses various qualitative research methods used in interviews and observations. It describes structured, semi-structured, and unstructured interviews, providing examples of questions for each type. It also covers focus groups, problem-centered interviews, expert interviews, and methods of observation like participant and non-participant observation. The purpose of these qualitative research methods is to get an in-depth understanding of experiences, beliefs, and social phenomena.
Data Collection method in research method
This document discusses various techniques and tools for collecting data in research. It describes commonly used techniques like document review, observation, interviews, questionnaires, and focus group discussions. For each technique, it provides details on how to implement it, advantages and disadvantages. It also distinguishes between data collection techniques, which are methods for gathering information, and data collection tools, which are instruments used to apply the techniques.
Qualitative reseach interviews.
This document discusses qualitative research interviews as a method of data collection. It explains that interviews allow researchers to get detailed personal accounts and insights from participants. There are various types of interviews, from informal conversations to standardized questions. Data is typically analyzed for themes and to develop theories. Key advantages include obtaining rich, nuanced data directly from human experience. However, analysis can be time-consuming and results may not be generalizable. The document provides guidance on conducting, administering, analyzing and reporting qualitative interviews.
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Critical Theory - Emergence of critical theory – Frankfurt School, Culture Industry - Horkheimer and Adorno Revival of Critical theory – Jurgen Habermas
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Emergence of micro sociology – C.H. Cooley, G. H. Mead and Herbert Blumer
Neo-Marxian Approach.pdf
Georg Lukacs and Antonio Gramsci were key figures in Neo-Marxism. Lukacs emphasized the importance of human agency and class consciousness. He believed that under capitalism, the proletariat experiences false consciousness, viewing social relationships only in terms of monetary value rather than authentic meaning. Gramsci addressed limitations in Marx's thinking by highlighting the role of politics, culture, and ideology in both maintaining and challenging class domination. He developed the concepts of cultural hegemony to describe how ruling classes establish control through non-economic means like intellectuals and civil society institutions.
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Erving Goffman introduced the idea of dramaturgical analysis in his 1959 book "The Presentation of Self in Everyday Life". He argued that everyday social interactions are like theatrical performances, with individuals presenting different versions of themselves depending on the audience. Specifically, people project a "front stage self" to unfamiliar others and a more genuine "back stage self" among close acquaintances. Goffman also discussed how people use "impression management techniques" to control how they are perceived by others.
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Neo-functionalism emerged in the 1980s as a revision and expansion of Parsonian functionalism. Jeffrey Alexander and Paul Colomy are the main proponents of neo-functionalism in the US. They define it as a self-critical strand of functional theory that broadens its scope while retaining its theoretical core. Specifically, neo-functionalism aims to incorporate conflict, subjective meaning, contingency, and creativity into functionalism, address its anti-individualism and resistance to change, and analyze systems as tendencies rather than givens. It also pushes functionalism to the left by rejecting optimism about modernity and emphasizing democracy.
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Premises of Conflict approach and Marxian legacy, Functions of Conflict: Lewis Coser, Dialectics of Conflict: Ralf Dahrendorf
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This document discusses the nature and development of modern sociological theories from the 1920s to 1960s. It notes that classical sociological theories became foundational due to how subsequent modern theories engaged with them. Major political and social changes like the world wars, rise of fascism/communism, and decolonization stimulated the emergence of new sociological perspectives like functionalism and conflict theory to understand issues like democracy, economic development, and state-society relations. The professionalization of American sociology in universities led to distinct schools of thought and a focus on empirical research methods.
structuralism.pdf
Structuralism emerged in France in the 1950s and believes that elements within a group can only be understood by their relationship to other elements within a larger underlying structure. Two major figures in structuralism were Ferdinand de Saussure and Claude Levi-Strauss. Saussure is considered the father of linguistics and introduced the concepts of langue and parole, the linguistic system as a whole versus individual utterances. He also viewed language as a system of arbitrary signs made up of signifiers and signifieds. Levi-Strauss applied structuralism to anthropology and analyzed cultural systems like kinship and myths in terms of underlying conceptual structures and binary oppositions.
Structural Marxism - Louis Althusser
Louis Althusser was a major proponent of structural Marxism. He argued that Marx underwent an "epistemological break" where his early works were humanist but his later works like Capital advocated an objective, scientific approach. Althusser believed society consisted of a base of economic structures and a superstructure of political and ideological institutions that help reproduce capitalism. He defined the Repressive State Apparatus (RSA) that uses force and the Ideological State Apparatus (ISA) like education that promotes capitalist ideology through indoctrination. Althusser was influential in the 1960-70s but later faced criticism for being too abstract and deterministic.
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The document summarizes the emergence and key concepts of functionalism in sociology. It discusses:
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- Radcliffe-Brown expanded on this to propose structural-functionalism, analyzing both the structures of relationships within a society and how they function to maintain social integration.
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Talcott Parsons.pdf
Parsons was a pioneer of functionalism in sociology. He introduced a grand theory of social action and social systems that aimed to provide a universal framework for understanding all human behavior. His theory of social action defined it as any consciously performed act. He also developed a systems approach, analyzing society as a system with four subsystems that perform the functions of adaptation, goal attainment, integration, and pattern maintenance. Parsons' theories were highly abstract and criticized for being difficult to empirically test.
Modern theoretical Perspective in Sociology
This document discusses different theoretical perspectives in sociology and provides a rationale for classifying sociological theories. It explains that theories provide frameworks for understanding social phenomena and analyzing aspects of social life. The document also discusses how early sociological theories responded to the rise of modern society and changing political theories. It notes debates around classifying theorists and theories, given transformations in perspectives over time. In the end, it references several works on social theory classification.
Perspective on Gender
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2.2 The Equality/Difference debate; public vs. private, women’s studies/gender studies. 2.3 Queer politics, Queer theory
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This document discusses how gender affects work and the economy. It examines the historical division of labor between men and women, with men typically working outside the home and women responsible for unpaid domestic and care work. It notes that while women's participation in the paid labor force has increased, occupational segregation and discrimination have contributed to lower pay for women. The document also analyzes concepts like the glass ceiling and glass escalator and discusses the impacts of globalization and the feminization of labor. It examines issues like women's access to property and land ownership and how this influences gender relations and women's economic empowerment and independence.
perceptions on sexuality and morality.pdf
This document discusses perceptions of sexuality and morality in Kerala, India across history and in contemporary times. It analyzes how gender relations and norms around sexuality have changed due to factors like social reform movements, cinema, literature, globalization and increased access to education and resources for women. While Kerala is often portrayed as progressive due to gender equity and literacy rates, the document critiques this narrative and examines how dominant norms still discipline women's bodies. It traces how discourses around sexuality have shifted from normative structures to more fluid conceptions influenced by global movements and internet access.
3.4 Issues of sexual minorities.pdf
Sexual minorities in India face significant discrimination and human rights issues. Section 377 of the Indian Penal Code criminalized homosexuality until it was decriminalized by the Delhi High Court in 2009. However, discrimination by family, society, media, and lack of legal protections continue to marginalize sexual minorities. They face high risks of poverty, homelessness, abuse, poor mental health outcomes like depression and suicide, and exclusion from healthcare, education and other services due to entrenched social stigma against minority sexual identities. Several organizations in India advocate for reforms to advance equality and rights for sexual minorities.
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原版定做(sheffield学位证书)英国谢菲尔德大学毕业证文凭证书原版一模一样
原版定制【微信:bwp0011】《(sheffield学位证书)英国谢菲尔德大学毕业证文凭证书》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
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原版制作(PSU毕业证书)宾州州立大学公园分校毕业证学历证书一模一样
学校原件一模一样【微信：741003700 】《(PSU毕业证书)宾州州立大学公园分校毕业证学历证书》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
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二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版(Lincoln毕业证)新西兰林肯大学毕业证如何办理
Lincoln硕士毕业证成绩单【微信95270640】办理新西兰林肯大学毕业证原版一模一样、Lincoln毕业证制作【Q微信95270640】《新西兰林肯大学毕业证购买流程》《Lincoln成绩单制作》新西兰林肯大学毕业证书Lincoln毕业证文凭新西兰林肯大学
本科毕业证书,学历学位认证如何办理【留学国外学位学历认证、毕业证、成绩单、大学Offer、雅思托福代考、语言证书、学生卡、高仿教育部认证等一切高仿或者真实可查认证服务】代办国外（海外）英国、加拿大、美国、新西兰、澳大利亚、新西兰等国外各大学毕业证、文凭学历证书、成绩单、学历学位认证真实可查。
[留学文凭学历认证(留信认证使馆认证)新西兰林肯大学毕业证成绩单毕业证证书大学Offer请假条成绩单语言证书国际回国人员证明高仿教育部认证申请学校等一切高仿或者真实可查认证服务。
多年留学服务公司,拥有海外样板无数能完美1:1还原海外各国大学degreeDiplomaTranscripts等毕业材料。海外大学毕业材料都有哪些工艺呢？工艺难度主要由：烫金.钢印.底纹.水印.防伪光标.热敏防伪等等组成。而且我们每天都在更新海外文凭的样板以求所有同学都能享受到完美的品质服务。
国外毕业证学位证成绩单办理方法：
1客户提供办理新西兰林肯大学新西兰林肯大学毕业证学位证信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
— — — — 我们是挂科和未毕业同学们的福音我们是实体公司精益求精的工艺！ — — — -
一真实留信认证的作用(私企外企荣誉的见证):
1：该专业认证可证明留学生真实留学身份同时对留学生所学专业等级给予评定。
2：国家专业人才认证中心颁发入库证书这个入网证书并且可以归档到地方。
3：凡是获得留信网入网的信息将会逐步更新到个人身份内将在公安部网内查询个人身份证信息后同步读取人才网入库信息。
4：个人职称评审加20分个人信誉贷款加10分。
5：在国家人才网主办的全国网络招聘大会中纳入资料供国家500强等高端企业选择人才。问山娃想买什么想吃什么山娃知道父亲赚钱很辛苦除了书籍和文具山娃啥也不要能牵着父亲的手满城闲逛他已心满意足了父亲连挑了三套童装叫山娃试穿山娃有点不想父亲说城里不比乡下要穿得漂漂亮亮爸怎么不穿得漂亮望着父亲山娃反问道父亲听了并不回答只是吃吃地笑山娃很精神越逛越起劲父亲却越逛越疲倦望着父亲呵欠连天的样子山娃也说困了累了回家吧小屋闷罐一般头顶上的三叶扇彻夜呜呜作响搅得满屋热气腾腾也搅得山娃心烦意乱父亲一的
在线办理(UNE毕业证书)新英格兰大学毕业证成绩单一模一样
学校原件一模一样【微信：741003700 】《(UNE毕业证书)新英格兰大学毕业证成绩单》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
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留信网认证的作用:
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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- 2. “INTER- VIEW” ➤ Different images- police officer interrogating, the suspect to find out the truth, clinical interview, job selection committee interview, reporter interviewing a politician ➤ Drill to score deeper into the discursive structures that frame the worlds of ‘subjects’ ➤ It is as a way of seeing rather a condition for seeing anything at all ➤ Kvale (1996) regards the “inter-view” (space between two views) as a way of bringing together the multiple views of people ➤ Structured (quantitative, interview schedule), semi-structured and un-structured interview (qualitative, interview guide)
- 3. INTERVIEW GUIDE ➤ The researcher uses a list of questions or fairly specific topics to be recovered, referred to as interview guide, used in unstructured interviews ➤ Less specific than structured interview schedule ➤ Brief list of areas to be covered ➤ The questioning blows interviewers to glean the ways in which research participants view their social world and that there is flexibility in the conduct of the interviews ➤ Everything depends upon the nature of interview guide
- 4. BASIC ELEMENTS IN THE PREPARATION OF INTERVIEW GUIDE ➤ Order of the questions ➤ Ask questions in accordance with demands of underlying research question ➤ Use language that is comprehensible and relevant to the people you are interviewing ➤ Do not ask leading questions ➤ Sure that you record face sheet information of a general kind (eg. name, gender, age etc)- helps for contextualising
- 5. IN-DEPTH INTERVIEWING ➤ Kahn and Cannell (1957) describes interviewing as a conversation with a purpose. ➤ It may be an over-all strategy or only one of several methods employed ➤ Interviewing varies in terms of a priori structure and in the latitude the interviewee has in responding to questions ➤ Three categories- the informal, conversational; the general interview guide approach; and the standardised, open ended interview ➤ The researcher explores a few general topics to help uncover the participant’s view but otherwise respects how the participant frames and structures the responses ➤ The participant’s perspective on the phenomenon of interest should unfold as the participant views it (the emic approach) not as the researcher views it (the epic perspective)
- 6. ➤ Attitude towards the participant- participant’s views are valuable and useful ➤ Success of the researcher depends on how well he has anticipated and practiced his role in ethical issues ➤ Strengths- yields data in quantity quickly, combined with observation interviews allow the researcher to understand the meanings that everyday activities hold for people ➤ Limitations- involve personal interaction, cooperation is essential ,interviewees may be unwilling or uncomfortable sharing all that the interviewer hopes to explore, volumes of data can be obtained through interviews, time consuming to analyse, issue of quality of data to analyse ➤ Skills required- listening skills, skilful at personal interaction, question framing and gentle probing for elaboration, to involver and describe the participant’s perspective ➤ The subjective view is what matters