The document provides guidance on how to conduct oral history interviews by organizing and preparing for interviews effectively. It recommends setting clear research goals, thoroughly researching the topic beforehand, creating an interview question list with open-ended questions, using high-quality recording equipment, conducting interviews in a comfortable environment for the interviewee, and being aware of personal appearance to make interviews more successful.
Oral History Education ~ Bringing History to LifeMy Storycatcher
This popular presentation has been updated with video and new content for 2011. These slides and speaker notes provide a detailed, "turn key" lesson plan on oral history interviewing techniques. Oral history projects can empower students to connect to history, bringing it to life. It includes classroom slides, teacher notes, and educational resources for oral history projects in the classroom.
History of cannabis as a medicine by lester grinspoon, md, august ...sugeladi
This document provides a history of the medical use of cannabis around the world dating back thousands of years. It describes how cannabis was commonly used as medicine in ancient China, India, the Middle East, Africa, and Europe to treat a variety of conditions. The medical use of cannabis grew in the Western world in the 1800s but declined in the early 1900s due to the development of new drugs. However, renewed interest in cannabis as medicine began in the 1960s-70s, though federal policies have made research difficult.
The document presents standards from the National Association of Social Workers (NASW) for integrating genetics into social work practice. It discusses the goals of clarifying the role of social workers and enhancing their skills and knowledge regarding genetics. The standards address ethics, acquiring genetics knowledge, and using appropriate practice skills when working with individuals, families and communities on genetics issues. Social workers are called to adhere to ethical principles, understand genetics concepts, and develop skills like taking family histories and making referrals to genetics professionals. The standards aim to improve social work services for clients dealing with genetic disorders and issues.
The document is a quiz about the history of Medicare and Medicaid in the United States. It contains 30 multiple choice questions about key events, policies, legislation and agencies involved in the establishment and administration of these public health insurance programs over time. Some notable topics covered include the creation of Medicare and Medicaid in 1965, the establishment of the Health Care Financing Administration in 1977, the addition of new benefits and eligibility groups under different presidential administrations, and the renaming of HCFA to the Centers for Medicare and Medicaid Services in 2001.
This document provides an index of topics, people, places, and events covered in the journal North Dakota History from 1945 to 1998. It includes over 1,000 entries summarizing articles, books reviewed, and authors. Each entry lists the relevant volume, issue, and page numbers for cited references in the journal.
Oral History Education ~ Bringing History to LifeMy Storycatcher
This popular presentation has been updated with video and new content for 2011. These slides and speaker notes provide a detailed, "turn key" lesson plan on oral history interviewing techniques. Oral history projects can empower students to connect to history, bringing it to life. It includes classroom slides, teacher notes, and educational resources for oral history projects in the classroom.
History of cannabis as a medicine by lester grinspoon, md, august ...sugeladi
This document provides a history of the medical use of cannabis around the world dating back thousands of years. It describes how cannabis was commonly used as medicine in ancient China, India, the Middle East, Africa, and Europe to treat a variety of conditions. The medical use of cannabis grew in the Western world in the 1800s but declined in the early 1900s due to the development of new drugs. However, renewed interest in cannabis as medicine began in the 1960s-70s, though federal policies have made research difficult.
The document presents standards from the National Association of Social Workers (NASW) for integrating genetics into social work practice. It discusses the goals of clarifying the role of social workers and enhancing their skills and knowledge regarding genetics. The standards address ethics, acquiring genetics knowledge, and using appropriate practice skills when working with individuals, families and communities on genetics issues. Social workers are called to adhere to ethical principles, understand genetics concepts, and develop skills like taking family histories and making referrals to genetics professionals. The standards aim to improve social work services for clients dealing with genetic disorders and issues.
The document is a quiz about the history of Medicare and Medicaid in the United States. It contains 30 multiple choice questions about key events, policies, legislation and agencies involved in the establishment and administration of these public health insurance programs over time. Some notable topics covered include the creation of Medicare and Medicaid in 1965, the establishment of the Health Care Financing Administration in 1977, the addition of new benefits and eligibility groups under different presidential administrations, and the renaming of HCFA to the Centers for Medicare and Medicaid Services in 2001.
This document provides an index of topics, people, places, and events covered in the journal North Dakota History from 1945 to 1998. It includes over 1,000 entries summarizing articles, books reviewed, and authors. Each entry lists the relevant volume, issue, and page numbers for cited references in the journal.
Hydrogen has potential as a renewable energy source. It was first identified as an element in 1766 and its energy potential has been explored since the 18th century, with early uses including balloons and demonstrating that water is made of hydrogen and oxygen. Jules Verne prophetically examined hydrogen's potential as a fuel in 1874. Interest increased in the 20th century, with uses in rockets, fuel cells for spacecraft and vehicles, and visions of a "hydrogen economy." Research continues toward making water the primary source of hydrogen to replace fossil fuels.
This document provides a cross-reference grid that details which Cambridge University Press publications cover aspects of the IB Diploma History syllabus. It summarizes several books and their relevance to different topics, papers, and regional options. For example, it indicates that "Germany 1918-1945" is suitable for topics about war and the rise of single-party states in Paper 2, as well as topics about Europe in Paper 3. The grid is meant to help teachers and students select appropriate resources for studying different parts of the IB History program.
Midwifery has a long history around the world. In the US, midwifery was common among Native Americans and colonists, though training was informal. In the 19th century, as medical knowledge advanced, midwifery outcomes began to lag physician outcomes, fueling controversy. Two solutions emerged: educate midwives or abolish the profession. Midwifery nearly disappeared in the US by the 1920s, though nurse-midwifery developed as a new model of care pioneered by Mary Breckinridge and the Frontier Nursing Service in 1925. Today there are over 5,000 certified nurse-midwives who attend about 150,000 births annually in the US.
This document provides a table of contents for courses offered by zycnzj.com. It lists over 100 courses organized under categories such as languages, information technology, job skills, communication skills, life and health, and more. Languages include English, Mandarin, French and others. Information technology covers Microsoft Office, web design, and computer basics. Job skills include accounting, human resources, and personal development. Life and health contains martial arts, cooking, fitness and family courses.
North carolina legislative history step by step following is a ...sugeladi
This document provides a 9-step process for researching the legislative history of a North Carolina bill or statute. It begins with identifying the relevant bill number or statute section. The steps then guide researching relevant session laws, bill histories in journals and bill books, committee minutes and reports, floor debates, and summary documents. A variety of print and online resources are identified for each step, located in libraries like the North Carolina Legislative Library.
This document is the table of contents for an academic journal from Guangdong Education Institute in China. It lists various articles on topics related to education, literature, language, history, politics and information management. The first article discusses Mao Zedong's historical contribution in establishing the revolutionary route of rural areas encircling cities to seize state power through armed forces. The second article examines trends toward mixed operations in China's financial industry and the need to reform financial regulation.
Tyco Telecommunications has played a leading role in undersea optical networking for over 50 years, pioneering many technologies that enabled fiber optic cables to meet rapidly growing internet demands. Some key achievements include developing the first transatlantic fiber optic system in 1988, demonstrating the first IP packet transport across a transoceanic cable in 1999, and increasing cable capacity over 500% from 1999 to 2003. Today, Tyco Telecommunications continues innovating to provide reliable, high-bandwidth connectivity globally using technologies like OADM branching units and 40Gbps transport.
History, role and functions the european central bank - history ...sugeladi
The document provides an overview of the history, role, and functions of the European Central Bank (ECB). It discusses the establishment of the ECB and the introduction of the euro as the single currency of the euro area. It describes the ECB's role as the leader of the Eurosystem, which comprises the ECB and the national central banks of euro area countries. The ECB is responsible for managing the euro area's monetary policy and other key tasks to promote stability and the smooth operation of the monetary union. The document also examines the ECB's accountability, independence, cooperation with other EU institutions, and involvement in international forums and organizations.
This document provides guidance on conducting interviews for research purposes. It discusses planning the interview, designing effective questions, conducting the interview, and following up after the interview. Key aspects covered include identifying research objectives, creating an interview guide, establishing rapport with interviewees, asking open-ended questions, taking notes, and following ethical standards regarding confidentiality and accuracy in representation. The overall goal is to obtain reliable and useful qualitative data through respectful communication with interview participants.
Two weeks ago, you learned about global dimensions of education. lraju957290
This document provides guidance for conducting a multicultural interview as an assignment in an educational research course. It discusses different types of interviews (structured, semi-structured, unstructured) and recommends choosing a type based on personal skills and preferences. Guidelines are given for contacting the interview subject, preparing questions, conducting the interview respectfully and within 30 minutes, and submitting the recording or transcript. Students are instructed to ask questions about the subject's cultural identities and perspectives. The goal is for students to learn about other cultures through meaningful conversations and to practice qualitative research techniques.
This document provides an overview of interviewing as a data collection tool for research. It discusses interviews as a systematic way of asking questions and listening to responses. There are different types of interviews including structured, semi-structured, and unstructured interviews. Interviews allow participants to provide rich contextual descriptions and have advantages such as attaining personalized data and opportunities for probing. Preparing properly for interviews and developing an interview guide are important. Questions should be clear, avoid bias and jargon, and maintain the interviewer's control while accounting for their potential biases.
An interview is a qualitative research method that relies on asking questions in order to collect data. Interviews involve two or more people, one of whom is the interviewer asking the questions. There are several types of interviews, often differentiated by their level of structure.
This document provides guidance on tools and methods for practitioner research, including reflective journals, documents, observations, surveys, interviews, and focus groups. It discusses how each method can be used to collect information and evidence for an inquiry project. Key steps are outlined for each method, such as developing questions, sampling approaches, transcription of data, and analyzing the findings. Guidance is also provided on logistical and ethical considerations, such as obtaining consent and ensuring confidentiality of participants.
This document provides information on conducting interviews as a method for data collection in research. It discusses interviews as a systematic way to collect data through conversations by asking questions and listening to responses. Different types of interviews are described, including structured, semi-structured, and unstructured interviews. Tips are provided for developing interview guides, preparing for interviews, asking questions, and maintaining control during the interview process while avoiding biases. The goal is to obtain rich, contextual information from participants in an ethical manner.
Interview Questions Write 15 or more open-ended questions of sub.docxmariuse18nolet
Interview Questions
Write 15 or more open-ended questions of substance for your American subculture inquiry project paper. Make sure to include the name of your subculture in the title. Specify whether these questions are for:
1) a current or former member of the subculture
2) someone who has published scholarly writings on this group
3) someone who has worked professionally with the group
Remember what we discussed in class:
No yes/no questions.
No questions that start with "Why."
Do include:
Questions that will inspire thoughtful and detailed answers.
Questions that will not offend the party being interviewed.
1. Interviews
In order to learn the views, opinions, and evaluations of people, we conduct interviews. Interviews can be of two types:
· Structured
· Unstructured
In structured interviews, students prepare a set of questions and try to obtain answers to these questions. Data analysis is easier, because they have comparable categories for each respondent, and they can analyze what each respondent said as an answer to each question and compare and contrast their answers.
Unstructured interviews: The researchers only have the topic of the interview but no set questions to ask the interviewee. The interview may follow whatever course the interviewee chooses to talk about. Every subject may dwell on a different aspect of the topic in question, and as a result, data from individual subjects may not be comparable. On the other hand, such data provide in depth information in great detail about individual subjects.
For our own purposes, structured interviews where the interviewer focuses on a set of predetermined questions, and tries to obtain answers to these questions are more feasible since we cannot expect our students to conduct case studies or personality analyses.
I. Finding subjects: The selection of subjects to be interviewed depends on the topic of study. However, there are certain guidelines the interviewer should not neglect:
1. Do not interview people you know well personally. In such cases, the subjects hesitate to open up and share their genuine opinions with the interviewer they know personally. The answers they give will be answers given to the person they know personally, not the answers they would give to an interviewer with whom they have no personal relations.
2. It is difficult to find the right people to interview. One way is using your contacts. If you know people who know the people you want to interview, use your contacts and get an introduction to those people.
3. If you have no contacts, you may go and contact directly the people you want to study. If you are lucky and approach the target group wisely, most people may agree to collaborate with you.
4. Always introduce yourself, tell your name, where you come from, your school, what your study is about, what you are trying to do. If necessary, get a letter from your teacher describing your research study and introducing you.
II. The interview
· The interview .
The document provides information on various qualitative research methods including observations, surveys, interviews, and analyzing collected data. It discusses how to conduct observations and structured interviews, develop survey questions, sample populations, obtain consent, record and transcribe interviews, code and analyze collected data, while being sensitive to ethical practices. Guidelines are provided for each research method discussed.
SO308 Principles of Social ResearchData Analysis 4 Interview.docxjensgosney
SO308 Principles of Social Research
Data Analysis 4: Interview
Directions:
Choose one participant that will agree to an administration of the interview schedule.
Find a quiet and comfortable place that sets your participant as ease. Remember not to deviate from the set interview schedule (although you can give minimal responses to requests for clarification or use neutral prompts or probes to get them going or keep them on track). Give your participant a pseudonym and record no information that could lead to their unique identification. Take detailed and exhaustive notes! Record everything because you may not realize that something is important until after the fact. Remember that the purpose of these content analyses is to gather data about how members of different groups think about, talk about, behave toward, or otherwise respond to another. You don’t have to record information that does not pertain to our purpose, but do record everything that may shed light on our research topic!
Take detailed notes during the interview. Include what they said and how they said it [important body language, pauses, and other non-verbal expressions should be noted in square brackets]. Find a quite place as soon after the interview is concluded to record your notes into this form. Clean your notes by removing your shorthand and explaining every detail. Remember that these notes need to be understandable on their own. Include everything and add additional details as you recall them. When you add detail after the fact in this first pass, use “Bright Green” text to distinguish it from your first observations.
Then set your notes aside for about 24 hours so that you can think about them some more. Make a third pass through your notes and use “Blue” text to distinguish these subsequent reflections from your first observations and your initial additions. It is important to make these distinctions clear because your understanding of the interview may change with time. Do not worry if your first, second, and third passes through your data agree with one another. Again, your perspective may change. It is important that you do not delete previous notes, but merely add to them each time through.
Finally, in all three passes, be careful to distinguish between what was said and your interpretation of what was said. Actual descriptions should be recorded in regular text (in the appropriate color), but your interpretations, opinions, and inferences from the data should be italicized. Try to maintain this “fact-value” distinction as carefully as you can (although it is impossible to be perfect in this regard). You can use as many pages for your notes as you need. This document will expand to make room. But please be conscientious about recording everything, including your reactions as the interviewer! Good luck and have fun!
INTERVIEW NOTES
Data Collector ID:
Location of Interview:
Date:
Time:
Duration of Interview:
Description of S.
Hydrogen has potential as a renewable energy source. It was first identified as an element in 1766 and its energy potential has been explored since the 18th century, with early uses including balloons and demonstrating that water is made of hydrogen and oxygen. Jules Verne prophetically examined hydrogen's potential as a fuel in 1874. Interest increased in the 20th century, with uses in rockets, fuel cells for spacecraft and vehicles, and visions of a "hydrogen economy." Research continues toward making water the primary source of hydrogen to replace fossil fuels.
This document provides a cross-reference grid that details which Cambridge University Press publications cover aspects of the IB Diploma History syllabus. It summarizes several books and their relevance to different topics, papers, and regional options. For example, it indicates that "Germany 1918-1945" is suitable for topics about war and the rise of single-party states in Paper 2, as well as topics about Europe in Paper 3. The grid is meant to help teachers and students select appropriate resources for studying different parts of the IB History program.
Midwifery has a long history around the world. In the US, midwifery was common among Native Americans and colonists, though training was informal. In the 19th century, as medical knowledge advanced, midwifery outcomes began to lag physician outcomes, fueling controversy. Two solutions emerged: educate midwives or abolish the profession. Midwifery nearly disappeared in the US by the 1920s, though nurse-midwifery developed as a new model of care pioneered by Mary Breckinridge and the Frontier Nursing Service in 1925. Today there are over 5,000 certified nurse-midwives who attend about 150,000 births annually in the US.
This document provides a table of contents for courses offered by zycnzj.com. It lists over 100 courses organized under categories such as languages, information technology, job skills, communication skills, life and health, and more. Languages include English, Mandarin, French and others. Information technology covers Microsoft Office, web design, and computer basics. Job skills include accounting, human resources, and personal development. Life and health contains martial arts, cooking, fitness and family courses.
North carolina legislative history step by step following is a ...sugeladi
This document provides a 9-step process for researching the legislative history of a North Carolina bill or statute. It begins with identifying the relevant bill number or statute section. The steps then guide researching relevant session laws, bill histories in journals and bill books, committee minutes and reports, floor debates, and summary documents. A variety of print and online resources are identified for each step, located in libraries like the North Carolina Legislative Library.
This document is the table of contents for an academic journal from Guangdong Education Institute in China. It lists various articles on topics related to education, literature, language, history, politics and information management. The first article discusses Mao Zedong's historical contribution in establishing the revolutionary route of rural areas encircling cities to seize state power through armed forces. The second article examines trends toward mixed operations in China's financial industry and the need to reform financial regulation.
Tyco Telecommunications has played a leading role in undersea optical networking for over 50 years, pioneering many technologies that enabled fiber optic cables to meet rapidly growing internet demands. Some key achievements include developing the first transatlantic fiber optic system in 1988, demonstrating the first IP packet transport across a transoceanic cable in 1999, and increasing cable capacity over 500% from 1999 to 2003. Today, Tyco Telecommunications continues innovating to provide reliable, high-bandwidth connectivity globally using technologies like OADM branching units and 40Gbps transport.
History, role and functions the european central bank - history ...sugeladi
The document provides an overview of the history, role, and functions of the European Central Bank (ECB). It discusses the establishment of the ECB and the introduction of the euro as the single currency of the euro area. It describes the ECB's role as the leader of the Eurosystem, which comprises the ECB and the national central banks of euro area countries. The ECB is responsible for managing the euro area's monetary policy and other key tasks to promote stability and the smooth operation of the monetary union. The document also examines the ECB's accountability, independence, cooperation with other EU institutions, and involvement in international forums and organizations.
This document provides guidance on conducting interviews for research purposes. It discusses planning the interview, designing effective questions, conducting the interview, and following up after the interview. Key aspects covered include identifying research objectives, creating an interview guide, establishing rapport with interviewees, asking open-ended questions, taking notes, and following ethical standards regarding confidentiality and accuracy in representation. The overall goal is to obtain reliable and useful qualitative data through respectful communication with interview participants.
Two weeks ago, you learned about global dimensions of education. lraju957290
This document provides guidance for conducting a multicultural interview as an assignment in an educational research course. It discusses different types of interviews (structured, semi-structured, unstructured) and recommends choosing a type based on personal skills and preferences. Guidelines are given for contacting the interview subject, preparing questions, conducting the interview respectfully and within 30 minutes, and submitting the recording or transcript. Students are instructed to ask questions about the subject's cultural identities and perspectives. The goal is for students to learn about other cultures through meaningful conversations and to practice qualitative research techniques.
This document provides an overview of interviewing as a data collection tool for research. It discusses interviews as a systematic way of asking questions and listening to responses. There are different types of interviews including structured, semi-structured, and unstructured interviews. Interviews allow participants to provide rich contextual descriptions and have advantages such as attaining personalized data and opportunities for probing. Preparing properly for interviews and developing an interview guide are important. Questions should be clear, avoid bias and jargon, and maintain the interviewer's control while accounting for their potential biases.
An interview is a qualitative research method that relies on asking questions in order to collect data. Interviews involve two or more people, one of whom is the interviewer asking the questions. There are several types of interviews, often differentiated by their level of structure.
This document provides guidance on tools and methods for practitioner research, including reflective journals, documents, observations, surveys, interviews, and focus groups. It discusses how each method can be used to collect information and evidence for an inquiry project. Key steps are outlined for each method, such as developing questions, sampling approaches, transcription of data, and analyzing the findings. Guidance is also provided on logistical and ethical considerations, such as obtaining consent and ensuring confidentiality of participants.
This document provides information on conducting interviews as a method for data collection in research. It discusses interviews as a systematic way to collect data through conversations by asking questions and listening to responses. Different types of interviews are described, including structured, semi-structured, and unstructured interviews. Tips are provided for developing interview guides, preparing for interviews, asking questions, and maintaining control during the interview process while avoiding biases. The goal is to obtain rich, contextual information from participants in an ethical manner.
Interview Questions Write 15 or more open-ended questions of sub.docxmariuse18nolet
Interview Questions
Write 15 or more open-ended questions of substance for your American subculture inquiry project paper. Make sure to include the name of your subculture in the title. Specify whether these questions are for:
1) a current or former member of the subculture
2) someone who has published scholarly writings on this group
3) someone who has worked professionally with the group
Remember what we discussed in class:
No yes/no questions.
No questions that start with "Why."
Do include:
Questions that will inspire thoughtful and detailed answers.
Questions that will not offend the party being interviewed.
1. Interviews
In order to learn the views, opinions, and evaluations of people, we conduct interviews. Interviews can be of two types:
· Structured
· Unstructured
In structured interviews, students prepare a set of questions and try to obtain answers to these questions. Data analysis is easier, because they have comparable categories for each respondent, and they can analyze what each respondent said as an answer to each question and compare and contrast their answers.
Unstructured interviews: The researchers only have the topic of the interview but no set questions to ask the interviewee. The interview may follow whatever course the interviewee chooses to talk about. Every subject may dwell on a different aspect of the topic in question, and as a result, data from individual subjects may not be comparable. On the other hand, such data provide in depth information in great detail about individual subjects.
For our own purposes, structured interviews where the interviewer focuses on a set of predetermined questions, and tries to obtain answers to these questions are more feasible since we cannot expect our students to conduct case studies or personality analyses.
I. Finding subjects: The selection of subjects to be interviewed depends on the topic of study. However, there are certain guidelines the interviewer should not neglect:
1. Do not interview people you know well personally. In such cases, the subjects hesitate to open up and share their genuine opinions with the interviewer they know personally. The answers they give will be answers given to the person they know personally, not the answers they would give to an interviewer with whom they have no personal relations.
2. It is difficult to find the right people to interview. One way is using your contacts. If you know people who know the people you want to interview, use your contacts and get an introduction to those people.
3. If you have no contacts, you may go and contact directly the people you want to study. If you are lucky and approach the target group wisely, most people may agree to collaborate with you.
4. Always introduce yourself, tell your name, where you come from, your school, what your study is about, what you are trying to do. If necessary, get a letter from your teacher describing your research study and introducing you.
II. The interview
· The interview .
The document provides information on various qualitative research methods including observations, surveys, interviews, and analyzing collected data. It discusses how to conduct observations and structured interviews, develop survey questions, sample populations, obtain consent, record and transcribe interviews, code and analyze collected data, while being sensitive to ethical practices. Guidelines are provided for each research method discussed.
SO308 Principles of Social ResearchData Analysis 4 Interview.docxjensgosney
SO308 Principles of Social Research
Data Analysis 4: Interview
Directions:
Choose one participant that will agree to an administration of the interview schedule.
Find a quiet and comfortable place that sets your participant as ease. Remember not to deviate from the set interview schedule (although you can give minimal responses to requests for clarification or use neutral prompts or probes to get them going or keep them on track). Give your participant a pseudonym and record no information that could lead to their unique identification. Take detailed and exhaustive notes! Record everything because you may not realize that something is important until after the fact. Remember that the purpose of these content analyses is to gather data about how members of different groups think about, talk about, behave toward, or otherwise respond to another. You don’t have to record information that does not pertain to our purpose, but do record everything that may shed light on our research topic!
Take detailed notes during the interview. Include what they said and how they said it [important body language, pauses, and other non-verbal expressions should be noted in square brackets]. Find a quite place as soon after the interview is concluded to record your notes into this form. Clean your notes by removing your shorthand and explaining every detail. Remember that these notes need to be understandable on their own. Include everything and add additional details as you recall them. When you add detail after the fact in this first pass, use “Bright Green” text to distinguish it from your first observations.
Then set your notes aside for about 24 hours so that you can think about them some more. Make a third pass through your notes and use “Blue” text to distinguish these subsequent reflections from your first observations and your initial additions. It is important to make these distinctions clear because your understanding of the interview may change with time. Do not worry if your first, second, and third passes through your data agree with one another. Again, your perspective may change. It is important that you do not delete previous notes, but merely add to them each time through.
Finally, in all three passes, be careful to distinguish between what was said and your interpretation of what was said. Actual descriptions should be recorded in regular text (in the appropriate color), but your interpretations, opinions, and inferences from the data should be italicized. Try to maintain this “fact-value” distinction as carefully as you can (although it is impossible to be perfect in this regard). You can use as many pages for your notes as you need. This document will expand to make room. But please be conscientious about recording everything, including your reactions as the interviewer! Good luck and have fun!
INTERVIEW NOTES
Data Collector ID:
Location of Interview:
Date:
Time:
Duration of Interview:
Description of S.
This document provides an overview of conducting interviews as a qualitative research method. It discusses the seven stages of interviews: 1) thematizing, 2) research design, 3) conducting interviews, 4) transcription, 5) analysis, 6) verification, and 7) reporting. Key points covered include determining interview types, developing an interview schedule, asking open-ended questions, obtaining informed consent, analyzing and coding transcripts, and reporting findings while protecting anonymity. The document also notes strengths of interviews in understanding perspectives in-depth but weaknesses in generalizing to populations.
SO308 Principles of Social ResearchData Analysis 4 Interview.docxwhitneyleman54422
SO308 Principles of Social Research
Data Analysis 4: Interview
Directions:
Choose one participant that will agree to an administration of the interview schedule.
Find a quiet and comfortable place that sets your participant as ease. Remember not to deviate from the set interview schedule (although you can give minimal responses to requests for clarification or use neutral prompts or probes to get them going or keep them on track). Give your participant a pseudonym and record no information that could lead to their unique identification. Take detailed and exhaustive notes! Record everything because you may not realize that something is important until after the fact. Remember that the purpose of these content analyses is to gather data about how members of different groups think about, talk about, behave toward, or otherwise respond to another. You don’t have to record information that does not pertain to our purpose, but do record everything that may shed light on our research topic!
Take detailed notes during the interview. Include what they said and how they said it [important body language, pauses, and other non-verbal expressions should be noted in square brackets]. Find a quite place as soon after the interview is concluded to record your notes into this form. Clean your notes by removing your shorthand and explaining every detail. Remember that these notes need to be understandable on their own. Include everything and add additional details as you recall them. When you add detail after the fact in this first pass, use “Bright Green” text to distinguish it from your first observations.
Then set your notes aside for about 24 hours so that you can think about them some more. Make a third pass through your notes and use “Blue” text to distinguish these subsequent reflections from your first observations and your initial additions. It is important to make these distinctions clear because your understanding of the interview may change with time. Do not worry if your first, second, and third passes through your data agree with one another. Again, your perspective may change. It is important that you do not delete previous notes, but merely add to them each time through.
Finally, in all three passes, be careful to distinguish between what was said and your interpretation of what was said. Actual descriptions should be recorded in regular text (in the appropriate color), but your interpretations, opinions, and inferences from the data should be italicized. Try to maintain this “fact-value” distinction as carefully as you can (although it is impossible to be perfect in this regard). You can use as many pages for your notes as you need. This document will expand to make room. But please be conscientious about recording everything, including your reactions as the interviewer! Good luck and have fun!
INTERVIEW NOTES
Data Collector ID:
Location of Interview:
Date:
Time:
Duration of Interview:
Description of S.
Interview Outline
Preparing for an Interview Essay
Examples Of In-Depth Interview
Essay Outline Practice
Open-Ended Interview Essay
Lifespan Interview Paper
Structured Interview Essay
Outline For Research Paper
Interview Skills
Essay on Interview With a Friend
The document provides guidance on conducting effective interviews for research purposes. It discusses preparing for an interview by developing questions and researching the interviewee. It also covers conducting the interview, including etiquette, note-taking, and flexibility. The document concludes by addressing following up with the interviewee and thanking them for their time.
The document provides tips for establishing credible sources to support a speech. It outlines six options for conducting research: 1) using existing personal resources, 2) searching the internet, 3) visiting the library, 4) interviewing people, 5) using surveys, and 6) conducting focus groups. For each option, it offers guidance on identifying reliable sources and collecting useful information to enhance a topic. The document stresses maintaining organization of research and properly citing sources within the speech content.
Tools campus workshop 17.3.11 bapp wbs3835 qual rPaula Nottingham
The document provides information on various inquiry tools for collecting data, including observations, surveys, interviews, and analyzing collected data. It discusses how observations can be used to record behaviors and events. Surveys are used to gather data from a wide range of respondents through questionnaires. Interviews allow researchers to ask follow-up questions and probe responses. Proper sampling, consent, and data analysis are important considerations for these tools.
The document provides guidance on conducting qualitative interviews for research purposes. It discusses preparing for an interview by developing an interview guide and questions, conducting the interview, and following up after the interview. The key steps outlined are:
1) Preparing for the interview by developing an interview guide and list of open-ended questions to get factual information and meanings.
2) Conducting the interview by asking one question at a time, remaining neutral, encouraging responses, and being flexible.
3) Following up after the interview by thanking the interviewee and getting their feedback on the results.
This document provides guidance on conducting different types of interviews for research purposes. It discusses unstructured, semi-structured, and structured interviews. For semi-structured and structured interviews, it emphasizes the importance of developing an interview schedule or protocol to ensure consistency across interviews. The document also provides tips for effectively conducting interviews, such as creating rapport with interviewees, asking open-ended follow up questions, recording the interview, and thanking participants.
The document provides guidance for conducting site visit interviews. It recommends meeting interviewees in their natural environment to put them at ease and see relevant context. No more than 3 people should attend to avoid overwhelming interviewees. Conversations should be private to get honest responses. Interviewers should enter without agendas, refrain from judgments, ask permission before questioning, clarify doubts, avoid leading questions, be aware of body language, actively listen and allow thinking time, and remind interviewees there are no right answers. Roles like note takers, photographers, and quote-capturers can help capture information during interviews.
Some techniques, tools and tips for the Empathy phase of Design Thinking.
Content created by Stanford D.School
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ORAL HISTORY TECHNIQUES
How to Organize and Conduct
Oral History Interviews
Barbara Truesdell, Ph.D.
Assistant Director
Center for the Study of History and Memory
Indiana University
Office: 812/855-2856
Email: ohrc@indiana.edu
URL: http://www.indiana.edu/~cshm
Introduction
Oral history interviewing is one more tool in the larger repertoire of methodologies used
for research in history, anthropology, and folklore. Oral history collects information about the
past from observers and participants in that past. It gathers data not available in written records
about events, people, decisions, and processes. Oral history interviews are grounded in memory,
and memory is a subjective instrument for recording the past, always shaped by the present
moment and the individual psyche. Oral history can reveal how individual values and actions
shaped the past, and how the past shapes present-day values and actions.
Every interviewing experience is unique; this is part of the charm of fieldwork. So while
there is some validity in the adage, "The only way to learn how to do it is to do it," there are
things you can do before, during, and after your interview to make every interview more
successful.
Before the Interview
Set goals for your project before you begin. First: what are you trying to learn? You
might want to come up with a sentence or two that summarizes your research goals, so that you
can easily explain to your interviewees what you are researching and why it is important.
Second: what kinds of information already exists about your research topic, and in what form?
For example, if you wanted to do a biography of a politician, you would want to look at
campaign literature, political documents, other biographies that already exist—all the sources
you could find that would tell you more about this person. If you were studying an event—for
example, a strike in a factory—you would want to consult newspaper accounts, factory records,
union records, perhaps even economic data that would indicate the effects of the strike. If you
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were studying a family member, this kind of data may be in different forms—scrapbooks,
photographs, family heirlooms, diaries, etc. Third: you need to consider who you will need to
interview to learn about your topic. Make a list of potential interviewees; this list will grow as
you are referred to additional interviewees. It may not even be a list of names at first; for the
factory strike, for example, your list might include strikers, management, union representatives,
police on the picket line, counter-demonstrators, etc. Fourth: what product(s) do you want to
create from this study, and who is the audience for the product(s)? The answer to this question
will help you decide what kinds of information you’ll need and in what medium to record it. For
example, if you were planning to create a website, you would need to have audio or video
recording equipment that could create digital files of your interviews. You would need digital
scans of any photos or documents you wanted to include as part of the history you’re presenting.
You would want to be sure that the people you interview know that their interview will be
available to the whole world at the click of a mouse, and you will want to keep that in mind as
you decide what to post on the website and what to leave out.
Prepare for the interview by knowing the subject you're studying thoroughly. Remember
what information you want to gain from the interview, and design your pre-interview study with
that focus in mind. Remain open-minded, however; data can take you in new directions as the
research and the interviews progress. Use as many resources as you have available to become
familiar with the person or people you’ll be interviewing. If you are going to be interviewing
someone about whom few or no written record exists, learn more about the times and
circumstances of their lives. For example, if you were studying a woman who was an Army
nurse in World War II, you might have access to some records of her service, but you should
also learn about that time in history and its effects on the place where that person grew up so you
can shape your questions to better capture the history she lived. Such knowledge will also assist
you in establishing rapport with the interviewee by laying a groundwork of shared knowledge
and confirming your interest in him/her.
Set up the appointment for the interview, confirm the appointment, and keep the
appointment. Arrange to conduct the interview in a place and time most comfortable for the
interviewee, away from noise and distractions.
Know your recording equipment thoroughly, be it audio, video, or both, and make sure
it's in working order before you arrive at the interview. Test it again on site, with the
interviewee and you both speaking on the recording to be sure you are both clearly audible. Use
an adaptor in preference to batteries (so an extension cord is a good idea). If you use batteries,
carry extra. Use high quality equipment and supplies; you get what you pay for. If you are
doing analog audio recordings, use standard sized, 60-minute audiotapes, as longer tapes and
microtapes tend to stretch and break over time. Bring at least one more tape than you think
you'll need; it's better to bring too many than too few. Use an external microphone that is both
stereo and multidirectional in preference to the recorder's built-in microphone. If you use digital
equipment, record at the highest quality level on your equipment—do not compress the files as
you record. This means you may need to have extra memory sticks or digital tapes or CDs—
whatever your particular machine uses—so be sure to bring them along with you. If your digital
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recording equipment (audio or video) has an ear bud that allows you to hear the recording as it is
being made, get accustomed to using it and wear it during the interview to be sure there is no
audio dropout or microphone failure.
Prepare a list of questions for the interview. You need not follow this list exactly; other
questions will arise during the interview, but they will give a solid organization and cohesiveness
to your interview. They also make it easier, if you do multiple interviews on a topic, to be sure
you cover the same information with all your interviewees. Put the simplest questions, like
biographical data, at the beginning, and the most complex or sensitive questions at the end.
Group the questions logically, so you and your subject can easily follow the progression of ideas
or chronology in the interview. If you’re not sure of the wording of a question you’ve
constructed, try it out on another person. Another good way to check the focus of individual
questions is to ask yourself, “What am I trying to learn with this question?”
Ask open-ended questions rather than questions that can be answered by yes or no. You
want to elicit the fullest response possible to each question. Especially don't ask leading
questions. For example, if you were interviewing a line worker, you would not ask, "Don't you
feel that management was hostile to your concerns?" but "What was the attitude of management
to your concerns?"
Ask simply structured, single-stranded questions. Compound questions, multiple
rephrasing, and false starts are harder to answer, and harder to transcribe. Take your time. If
you have more than one point to pursue on a given topic, compose follow-up questions. And if a
point that hasn't occurred to you in composing your questionnaire flies by in the midst of an
interviewee's answer, you can always go back to it later in the interview. Keep a pen and pad
handy to jot down a word or two during the interviewee's response to remind yourself to follow
up on that point when the interviewee is done speaking.
Questions should be not only open-ended but concrete, avoiding as much as possible
jargon or theoretical concepts (unless the jargon and concepts are part of the interviewee's
experience). Remember that people's memories hang on substantial hooks. Asking for a
description of a typical day, a family gathering, or breaking a subject down into its component
elements (for a study of a factory, for example, asking about coworkers, foremen, work
processes, job training, etc.) will give the interviewee points of reference from which to
reminisce.
Interviews are generally improved by sending the interviewee a list of your questions or a
summary of the topics you'll be asking about—in the latter case be sure that your summary is
written in neutral terms that won't prejudice the interviewee toward a certain perspective. The
point is to give the interviewee time before the interview to think about people and events that
may not have occurred to him/her in a long time. Be sure to explain that the questionnaire or
summary is only a framework, and that other points may occur to both of you that could be
included during the interview.
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Be aware of your personal appearance before you go to the interview. The tone you set
nonverbally can be as important to the interview's success as what you say. Your attire tells the
interviewee something about how you view him/her and the interview itself. Casual clothes can
suggest a more informal atmosphere, but they can also suggest a lack of care or respect to some
interviewees; businesslike clothes can suggest a more formal, purposeful atmosphere, but can
intimidate some interviewees. Try to match your appearance to what will best put the
interviewee at ease with you and the interview process.
Be aware that there can be subject areas or data out of your reach because of some
inhibiting factor in your relationship to the interviewee: sex, age, class, etc. Be sensitive to
these factors, and try to work past them, but don't alienate the interviewee by pressing too hard
for information he/she doesn't want to share. The single best strategy for bridging these kinds of
obstacles is for the interviewer to show respect and courtesy to the interviewee, and to make the
interview itself a “safe place” where the interviewee feels heard and understood. Part of that
atmosphere comes from the interviewee understanding the goals of the interview, his/her role in
the research, and how the interview will be used. This is the essence of good ethical practice in
interviewing. Part of that atmosphere comes from the interviewer being a friendly, non-
judgmental, interested listener to the life experiences of the interviewee.
Unexpected barriers to full disclosure can also arise from your level of familiarity with
the interviewee. Sharing a lot of history in common with the interviewee can be as challenging
to work past as meeting the interviewee for the first time. This can be a particular challenge
when interviewing family members. Things you both know can be taken for granted, and things
taken for granted are generally unspoken. Try to stay alert for this kind of data, and don't be shy
about stating what is (for both of you) the obvious. Remember you're speaking for a third person
who may not know either of you.
Know your ethical responsibilities as an interviewer. Be prepared to answer any
questions the interviewee may have about the interview or the research project. Have a "deed of
gift”—a permission form—ready that explains what will be done with the interview and has
room on it for the interviewee to state any restrictions on the interview's use. Both of you should
sign this form at the close of the interview. Our Center also uses an "informed consent" form
that explains the interview process and the rights and responsibilities of both parties. The
interviewee reads and signs this form before beginning the interview and is given a copy. Be
sure the interviewee reads and understands all forms prior to the interview and signs them at that
time—or agrees to sign the deed of gift after having reviewed the recording or transcript.
Explain that the interviewee can restrict an interview's use, and note any restrictions on the deed
of gift form.
If you do not use a written informed consent, it’s still a good idea to have an information
sheet to give the interviewee, or even a checklist of information to go over with him/her before
the interview begins so that he/she has a clear understanding of the interview process, the
research goals, and his/her rights as a willing participant in the interview. The permission forms
used by the Center for the Study of History and Memory can give you examples of the
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information they communicate. These forms can be modified according to your plans for the
interviews gathered in your own project.
At the Interview
It's best to have a one-on-one interview so that the interviewee's attention is focused on
you, and yours on him/her. If you can't avoid it, or choose to do it, be sure to identify on the
recording all the people who take part in the interview. Note: you need signed permission forms
from each participant if the interview was set up with more than one person. For people who
"wander" in once you've begun, use your judgment on getting signed forms depending on the
person's contribution to the interview. Note: if you do an interview with more than one person—
a married couple, for example—it’s generally the case that one is the conversation leader and
one tends to be more quiet. It is up to the interviewer to be sure that both people have the
opportunity to answer the questions fully and without interruption or contradiction by the other
spouse (which is why it’s generally easier to do each person’s interview separately!).
Place the recorder and microphone between you and your subject on a solid surface (or
attach the microphone to him/her if it is the clip-on type). If you are using an analog recorder,
do not place the microphone too close to the recorder, or it will pick up tape hiss. Do not hold
the microphone in your hand. Be aware that moving objects on the table, shuffling papers,
fidgeting (if the microphone is on the person) can cause noises that obscure the conversation.
Know your microphone’s strengths and weaknesses so you can plan around these kinds of
disruptions as you set up the equipment.
Background noise can destroy an interview by making the recording unintelligible. Air
conditioners, traffic noises, typewriters, clock chimes, ringing telephones, etc. should all be
avoided if possible. It is important to examine the area around you before you begin the
interview and choose the quietest location you have available to you.
Some people are nervous about being recorded, and some people who might allow an
audio recording might balk at a video recording. Be sure the interviewee understands before the
meeting that you wish to record the interview and in what format. If he/she does not want to be
videotaped, for example, but you are working on a video project, one possible compromise is an
audio recording and a photo of the interviewee. Put people at ease before beginning the
interview with some pleasantries, and test your equipment with them, both so they can hear or
see the playback, and to be sure the equipment is working properly. Never start recording until
the interviewee is ready to begin, and never record without that person’s knowledge.
Start your recorded interview with a statement of the names of yourself and your
interviewee(s), the date, and the location. This is very helpful when you have multiple tapes or
multiple digital files to sort through later. Then begin by collecting simple biographical
information from the interviewee, such as full name, date of birth, and place of birth (which
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should be at the front of your questionnaire). This helps put the interviewee at ease with being
recorded and gets the basic information about your subject up front in the interview.
Once the recorder is running, focus on the interviewee, and give the machine only the
minimum attention necessary to keep it recording smoothly. This will help the interviewee focus
on you instead of the machine. Be sure to change tapes at the end of the second side (or change
digital media when it’s full), and to number the tapes so you'll have them straight when you go to
label them later (or do the equivalent for your digital media). Do not turn off the machine during
an interview unless the interviewee asks you to, or the interviewee is called away (by a phone
call, for example). The only other time to turn off the recorder would be if the interviewee
becomes upset (for example, becomes tearful remembering the death of a close family member)
and needs a moment to regain composure. It is your responsibility to monitor the well being of
your interviewee. If you are doing a long interview, those times when you change the tape or
digital recording medium can be an opportunity to take a brief break. This alleviates fatigue and
is beneficial to both of you. Be sure to turn the equipment on again when the interviewee is
ready to resume talking "on the record."
Speak at a sedate pace, and speak clearly. The tone you set will generally be echoed by
the interviewee.
After you ask a question, stop...and wait for the answer, even if you have to sit in silence
for several seconds. Subjects often need several moments to think about the questions you ask.
Give them quiet time; it's not really as long as it feels!
Once the answer comes, don't cut off or talk over an interviewee. Some people do like to
go on and on, but let them talk to the end of their strand of thought and wait for an opening
patiently. Cutting them off gives the impression that what they're saying isn't important to you,
or that you're hurrying through the interview.
Verify verbally when people make gestures or point out something. The audio recorder
can't see; this won't be as much of an issue if you are videotaping the interview. For example:
"The fish was this big." Interviewer: "About eighteen inches." Or "The bandstand was over
there." Interviewer: "Across the street by that pond."
Keep alert for cues from the interviewee that he/she will expand on a topic you bring up
provided you let them know you want to hear it. For example, if an interviewee says, "Oh, that
wasn't much of a problem, although I can think of several times where it was," it's a cue to say,
"Would you like to tell me about those times?" This not only shows you're listening and
enhances rapport with the interviewee; it can also give you good material the interviewee won't
volunteer otherwise.
By the same token, keep alert for clues that the interviewee is uncomfortable with a
question or line of questioning. This is more often clued in by body language than verbally,
although some interviewees won't hesitate to tell you where to get off! You can prevent this
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rapport-damaging eventuality by letting the interviewee know before the interview begins that
he/she has the right at any time to refuse to answer a question without offending you.
Be alert to your own responses to an interviewee's remarks, taking care not to sound
judgmental, impatient, or disrespectful. An interview is not the place to show off how much you
know, or to take issue with an interviewee's beliefs or opinions. It’s not about you! Remember:
you are that “safe place” in which the interviewee can be heard and understood. All
interviewees are to be treated with unfailing courtesy, respect, and gratitude for the privilege of
sharing a part of their lives with you. Even if you come away having learned nothing of material
benefit to your project, you can consider any interview a success if you have maintained a
positive, polite, professional stance throughout the interview.
One last element of interviewee behavior to keep an eye on, especially with older
subjects, is fatigue. Interviewing is a tiring process; it is emotionally and intellectually
challenging. If the person is showing signs of weariness, it's better to adjourn and take up the
interview another time than to press on with an interviewee who's too tired to think clearly any
longer but too polite to tell you enough is enough. You can always reschedule and continue the
interview another time.
After the Interview
Unless the interviewee is pressed for time, don't run right out after an interview. Once
the recorder is turned off, there is always time to say thank you, to chat about the process you've
just undergone together, and often to hear the best stories or most important data the interviewee
has said during your entire meeting. That's why it's a good idea not to put the machine away at
once; you can always turn it on again (with the interviewee's permission) to get one more story
down. This is also where keeping field notes on each interview experience comes in handy.
Field notes can cover the major topics of the interview, your impressions of the interviewee, and
any special requests you need to follow up for the interviewee. These notes are generally for the
researcher's own use. They can be very helpful in providing a quick reference point for the
interview context and the data gathered.
Be sure that the interviewee signs the deed of gift, or that you both understand clearly
what the interviewee wants to do (hear the recording or edit the transcript, for example) before
signing it. The deed of gift is essential for responsible scholarship and can spell the difference
between an interview being usable or not. If you intend to submit your interviews to an
established archive, use their forms or a close variant thereof. Be sure the interviewee knows
where the interview will be deposited, and that this arrangement is acceptable to both
interviewee and archive. If you intend to archive the materials yourself, be sure you have made
plans for what will happen to the interviews after your death, and be sure the interviewee is
aware of that plan as well.
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It's very important to label tapes (or your chosen digital recording medium) completely
and carefully. In analog terms, that means every side of every tape, and the spine of the box
holding that tape, should have the names of the interviewer and interviewee, the interview date,
and what tape it is ("tape 1 of 3"). Blank sides should be labeled as blank. In digital terms, that
means labeling the CD or digital tape, for example, but it also means creating good identifying
data for the digital files stored on your computer.
Collateral materials are documents or photos or material artifacts that accompany or
supplement an interview. If these are loaned to you, be sure to copy or scan them, and return
them promptly. If they are given to you to keep or to pass on to an archive, be sure to label them
as carefully as the recordings, and to keep with them whatever explanatory notes may be needed
to explain the significance of the artifact.
Transcription can be full, partial, or a list of keywords or short descriptions accompanied
by timing to approximate their location in the interview. Choose the transcription form that best
suits your needs. Archives prefer verbatim transcripts, of course; a transcript is simply easier to
use than a tape. Be aware it takes four to five hours to do a verbatim transcript of one hour of an
audio recording. While there are software programs that can take the place of a transcribing
machine for your digital files, and even have a foot pedal that can plug into a USB port, at this
writing voice recognition software is not a viable option for transcribing oral history interviews.
If you're submitting your interviews to an archive, find out their stylistic requirements for
transcripts. Be sure that whatever style you use, you put the names of all participants, the date of
the interview, and distinguish the speakers from each other (for example, we use the initials of
the last names to identify speakers). Number the pages of your transcript, and use a header with
the last name of the interviewee so pages from different interviews cannot easily be mixed up.
Send a thank-you note to your interviewee. If any special arrangements were made
between you—for example, for copies of the interview or a follow-up interview—reiterate these
in the note, and follow up on your promises.
Bibliography
I have listed here several excellent books that discuss in more detail interview
techniques, problems, and ethics. I have also listed the guidelines of the Oral History
Association, available online. If you have particular questions about doing oral history, you can
also contact our center. Our contact information is at the top of this document.
Edward D. Ives. The Tape-Recorded Interview: A Manual for Field Workers in Folklore and
Oral History. University of Tennessee Press, 1980.
Oral History Association. Oral History Evaluation Guidelines. Pamphlet Number 3. Adopted
1989, revised September 2000. http://omega.dickinson.edu/organizations/oha/pub_eg.html
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Donald A. Ritchie. Doing Oral History. Twayne Publishers, 1995.
Vera Rosenbluth. Keeping Family Stories Alive. Hartley and Marks, 1997.
Barbara Sommer and Mary Kay Quinlan. The Oral History Manual. AltaMira Press, 2002.
Valerie Raleigh Yow. Recording Oral History: A Practical Guide for Social Scientists. Sage
Publications, 1994.
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