This document provides an overview of qualitative analysis methods, including data collection techniques like questionnaires, interviews, observations, and documentary analysis. It discusses how the collected data is organized and analyzed through identifying emergent themes by reading and coding transcripts and field notes. It also covers considering existing literature and theoretical frameworks during interpretation. Themes and categories are revisited throughout the iterative interpretation process. The document also outlines different ontological and epistemological stances and their relationship to qualitative analysis methods like grounded theory, case studies, interpretive phenomenological analysis, and Foucauldian discourse analysis. It concludes by discussing checks on the analysis like member validation and audit trails.
This document discusses trait theory and the inference of traits. It defines a trait as a characteristic pattern of behavior that can be self-assessed or assessed by others. Examples of traits include imagination, skills, intelligence level and hostility. The document then discusses trait inference as making educated guesses about traits based on clues and context. It provides an example of inferring traits from a picture. Finally, it summarizes several theories of trait inference, including Cattell's 16 personality factors identified through questionnaires, Eysenck's two dimensions of extraversion-introversion and neuroticism-stability, and Goldberg's big five factors of personality.
Troubling Qualitative Inquiry: Accounts as data and as products
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Distribution of Software | Training Courses | Consulting Services
This document outlines the phases of a quantitative research critique being conducted by Jessica Clark on a pilot study comparing two methods of tracheal suctioning in children with chronic tracheostomies. The critique will include 4 phases: comprehension of the study, comparison and analysis of the research problem/purpose, literature review, and design, evaluation of bias, measurements, sample/setting, data collection and interpretation of findings. The document provides details on the independent and dependent variables, procedures, and limitations of the pilot study being critiqued.
Critical analysis of children literature.Angelic Love
This document provides a critical analysis of the children's picture book "Is it time to get up yet?" by Bob Darroch. It summarizes the writer's craft in using different colors, fonts and punctuation to engage readers. It also analyzes the illustrations, noting how they bring the story to life and merge reality with imagination. Finally, it discusses the book's portrayal of gender and culture, finding an equitable representation.
This document provides a suggested approach for analyzing a single text article by identifying the content, tone, and intended effect. It recommends establishing the article context, identifying key content and arguments, analyzing persuasive words and techniques used, and planning and writing a response analyzing the author's message and effectiveness. The approach involves carefully reading the article, annotating it, and linking arguments to persuasive techniques used to influence readers.
English Expository Essay – Working MothersSher Li Oh
This is a discussion based on an essay question from the Kingsway 'O' Level English Syllabus 1128 book by K. Oehlers. No copyright infringement is intended.
This document discusses research critique and provides guidelines for critiquing different types of research. It defines research critique as a systematic, unbiased examination of all aspects of a study to evaluate its merits, limitations, and significance. Research critique requires critical thinking, appraisal, and intellectual skills. It is important for broadening understanding, implementing evidence-based practice, and advancing nursing knowledge. The document outlines elements to consider when critiquing different parts of a study, such as the introduction, literature review, methodology, results, and conclusions. It also provides criteria for evaluating qualitative research aspects like the purpose, data collection and analysis, findings, and implications.
This document summarizes and responds to Amy Goldwasser's article "What's the Matter with Kids Today?". The author agrees with Goldwasser that the internet has a positive influence on today's youth, not the negative influence claimed by older generations. The internet allows youth to read and write freely online, access information instantly, and use social media to communicate and share opinions. While technology is criticized by some older people, youth are more open to technological changes that enhance learning. The internet provides knowledge and gives youth a voice in society.
This document discusses trait theory and the inference of traits. It defines a trait as a characteristic pattern of behavior that can be self-assessed or assessed by others. Examples of traits include imagination, skills, intelligence level and hostility. The document then discusses trait inference as making educated guesses about traits based on clues and context. It provides an example of inferring traits from a picture. Finally, it summarizes several theories of trait inference, including Cattell's 16 personality factors identified through questionnaires, Eysenck's two dimensions of extraversion-introversion and neuroticism-stability, and Goldberg's big five factors of personality.
Troubling Qualitative Inquiry: Accounts as data and as products
線上購買及更多軟體介紹及下載試用,歡迎至本公司線上商店 ,Buy Online :
http://www.appcenter.com.tw/
or
http://www.cheerchain.com.tw
Cheer Chain Enterprise Co., Ltd.
T +886 4 2386 3559 | F +886-42386 3159
info@cheerchain.com.tw | www.cheerchain.com.tw
Distribution of Software | Training Courses | Consulting Services
This document outlines the phases of a quantitative research critique being conducted by Jessica Clark on a pilot study comparing two methods of tracheal suctioning in children with chronic tracheostomies. The critique will include 4 phases: comprehension of the study, comparison and analysis of the research problem/purpose, literature review, and design, evaluation of bias, measurements, sample/setting, data collection and interpretation of findings. The document provides details on the independent and dependent variables, procedures, and limitations of the pilot study being critiqued.
Critical analysis of children literature.Angelic Love
This document provides a critical analysis of the children's picture book "Is it time to get up yet?" by Bob Darroch. It summarizes the writer's craft in using different colors, fonts and punctuation to engage readers. It also analyzes the illustrations, noting how they bring the story to life and merge reality with imagination. Finally, it discusses the book's portrayal of gender and culture, finding an equitable representation.
This document provides a suggested approach for analyzing a single text article by identifying the content, tone, and intended effect. It recommends establishing the article context, identifying key content and arguments, analyzing persuasive words and techniques used, and planning and writing a response analyzing the author's message and effectiveness. The approach involves carefully reading the article, annotating it, and linking arguments to persuasive techniques used to influence readers.
English Expository Essay – Working MothersSher Li Oh
This is a discussion based on an essay question from the Kingsway 'O' Level English Syllabus 1128 book by K. Oehlers. No copyright infringement is intended.
This document discusses research critique and provides guidelines for critiquing different types of research. It defines research critique as a systematic, unbiased examination of all aspects of a study to evaluate its merits, limitations, and significance. Research critique requires critical thinking, appraisal, and intellectual skills. It is important for broadening understanding, implementing evidence-based practice, and advancing nursing knowledge. The document outlines elements to consider when critiquing different parts of a study, such as the introduction, literature review, methodology, results, and conclusions. It also provides criteria for evaluating qualitative research aspects like the purpose, data collection and analysis, findings, and implications.
This document summarizes and responds to Amy Goldwasser's article "What's the Matter with Kids Today?". The author agrees with Goldwasser that the internet has a positive influence on today's youth, not the negative influence claimed by older generations. The internet allows youth to read and write freely online, access information instantly, and use social media to communicate and share opinions. While technology is criticized by some older people, youth are more open to technological changes that enhance learning. The internet provides knowledge and gives youth a voice in society.
- The document discusses issues and debates around qualitative research approaches and methods.
- It notes there is significant variation and lack of clarity between different qualitative paradigms. Approaches differ in their practical commitments like data sources and questions addressed, as well as philosophical assumptions around goals, ontology, and epistemology.
- The author argues that while some differences are legitimate, evaluative or interventionist approaches may not be compatible with the goal of research to produce knowledge. He also discusses debates around the role and status of qualitative data and accounts.
This document provides an overview of the first part of a lecture on the foundations of qualitative research. It discusses key characteristics that define qualitative research, including using words as data and exploring meanings rather than reports or measures. The lecture also explores reflective, intentional, and constructionist views of language and compares qualitative and quantitative research methods. The goal is to further ground students in the philosophical foundations of qualitative research.
This document provides an overview of the first part of a lecture on the foundations of qualitative research. It discusses key characteristics that define qualitative research, including that it uses words rather than numbers as data, seeks to understand meanings rather than behaviors or cognitions, and recognizes researcher subjectivity. The document also contrasts qualitative and quantitative research, noting differences in their aims, data collection and analysis approaches, and views on objectivity. Finally, it provides brief definitions of reflective, intentional, and constructionist views of language.
This document provides an overview of the first part of a lecture on the foundations of qualitative research. It discusses key characteristics that define qualitative research, including using words as data and exploring meanings rather than reports or measures. The document contrasts qualitative and quantitative research, noting qualities research seeks rich descriptions and multiple perspectives while quantitative research aims for generalizable findings. It also covers reflective, intentional, and constructionist views of language and why researchers choose qualitative methods.
Interpretive paradigm presentation by vicky & savithirisykeshea
This document provides an overview of the interpretive research paradigm, including its key assumptions, origins, methods, and evolution. It discusses interpretivism's focus on understanding meaning and interpretation through socially constructed realities. The document outlines interpretivism's ontology of multiple subjective realities and epistemology of dynamic, context-dependent meanings. It also summarizes common interpretive research methods like interviews and observations. Finally, it notes some challenges of interpretive research and criteria for evaluating interpretive studies.
Rhetoric is a form of human communication that uses symbols to induce social action. It has a unique status as both a social and practical art. Rhetoric can take the form of narrative, dialectic, or rhetoric as a method of argumentation. As a method, rhetoric differs from dialectic in that it deals with concrete, specific questions regarding contingent issues aimed at popular persuasion and action, rather than generalized propositions for criticism. Rhetoric exists both as a practice of expression and performance, and as an intellectual method of investigation and planning how to express ideas.
15 methods of qualitative data analysis are summarized. These include typology, taxonomy, constant comparison/grounded theory, analytic induction, logical analysis/matrix analysis, quasi-statistics, event analysis/microanalysis, metaphorical analysis, domain analysis, hermeneutical analysis, discourse analysis, semiotics, content analysis, phenomenology/heuristic analysis, and narrative analysis. Each method has a distinct approach and process for categorizing and interpreting qualitative data such as interviews, observations, and documents. References are provided for further information on each analysis technique.
The document discusses the scientific method and research process. It covers topics like the different types of research (e.g. quantitative vs. qualitative), stages of research like developing research questions and hypotheses, variables that are studied, and techniques for idea generation. The overall goal of research is to systematically generate and test knowledge to better understand the world.
Here are some key rules of scholastic rigor:
- Methods and findings must be able to withstand peer review and scrutiny
- Claims require robust evidence and logic to support them
- Intellectual honesty and integrity are paramount
Scholastic rigor helps maintain high standards of quality, accuracy and ethics in academic work. It enhances academic freedom by requiring solid justification and reasoning.
Number FOUR Diversity of Thought
- The university welcomes diverse & conflicting viewpoints rather than enforcing orthodoxy
- Exposure to a variety of perspectives strengthens critical thinking & prevents intellectual stagnation
- An inclusive culture where all are free to question received wisdom & propose unconventional ideas
Number FIVE
This document discusses key concepts in social research methods. It defines concepts as the highest level of generality used to study a topic. Variables are logical groupings of attributes that are measured, such as levels of academic, social, and psychological adjustment in students. The attributes that make up a variable can be examined to look for relationships between variables or to explore causal relationships where one variable causes changes in another. Research can be descriptive, exploratory, explanatory, or evaluative. Qualitative and quantitative approaches differ in that qualitative focuses on micro-level interactions through techniques like observation and interviews, while quantitative examines macro-level patterns through surveys and databases.
The document provides guidance on formatting requirements for APA style papers according to the 6th edition of the APA style manual. It discusses the structure and key sections of APA style papers, including the title page, abstract, body, references, and headings. It also covers formatting requirements for in-text citations and reference lists, as well as types of articles published in APA journals like empirical studies, literature reviews, theoretical papers, and case studies.
The document provides guidance on strategies for writing literature reviews. It outlines the purpose and characteristics of effective literature reviews, and provides steps for planning, researching, analyzing, drafting, and revising a literature review. The goals are to help understand the purpose of literature reviews, critically assess research materials, and develop strategies for organizing and writing an effective literature review.
This document provides an introduction to grounded theory. It discusses the origins of grounded theory, which was developed in the 1960s as a conceptual methodology where theory is derived from data through a systematic process of data collection and analysis. The key aspects of grounded theory covered include:
- Theory is generated from data rather than testing a pre-existing hypothesis.
- Data collection, analysis, and theory development are interlinked in an iterative process where interpretation informs further data gathering.
- Analysis involves open, axial, and selective coding to fracture, conceptualize, and integrate the data to form a theory.
- Memos and diagrams are used to develop concepts and theoretical relationships during analysis.
- Criteria
This document proposes developing an online training platform using multimedia materials from the Mental Research Institute's (MRI) experience and knowledge. The goal is to collaborate within training and share the MRI way of thinking. Materials like papers, publications, transcripts and recordings would be digitized and organized. A "tree" of writings, audio and video clips would summarize foundations of MRI's strategic and brief family therapy approaches. Tools like Mendeley and SlideShare would host references, presentations and allow sharing content online through a customized website.
A text extraction workshop delivered by Cameron Buckner on Friday, October 18th, 2012 as part of the University of Houston Digital Humanities Initiative.
Sp616 adult lexical processing for studentsLynette Chan
This document discusses approaches to lexical semantic representation and lexical access. It covers semantic networks, prototype theory, exemplar theory, and theory-based approaches to lexical semantic representation. It also discusses the cohort model of lexical access and how connectionist models provide an explicit account of the processes involved in lexical access. The key points are that lexical access is primarily bottom-up, driven by partial perceptual information, and that both similarity-based and relational approaches as well as deeper theory-driven knowledge influence lexical semantic representation.
This document provides an introduction to critical analysis and how to analyze arguments in text. It discusses identifying the key elements of an argument like the reasoning, conclusions, assumptions and values. It also covers evaluating the credibility of evidence and drawing accurate judgments. The document outlines different stages of critical analysis and writing. It discusses considering different perspectives like objective, subjective and critical theory lenses. It also includes examples of language and patterns used in critical reasoning and arguments.
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- The document discusses issues and debates around qualitative research approaches and methods.
- It notes there is significant variation and lack of clarity between different qualitative paradigms. Approaches differ in their practical commitments like data sources and questions addressed, as well as philosophical assumptions around goals, ontology, and epistemology.
- The author argues that while some differences are legitimate, evaluative or interventionist approaches may not be compatible with the goal of research to produce knowledge. He also discusses debates around the role and status of qualitative data and accounts.
This document provides an overview of the first part of a lecture on the foundations of qualitative research. It discusses key characteristics that define qualitative research, including using words as data and exploring meanings rather than reports or measures. The lecture also explores reflective, intentional, and constructionist views of language and compares qualitative and quantitative research methods. The goal is to further ground students in the philosophical foundations of qualitative research.
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This document provides an overview of the first part of a lecture on the foundations of qualitative research. It discusses key characteristics that define qualitative research, including using words as data and exploring meanings rather than reports or measures. The document contrasts qualitative and quantitative research, noting qualities research seeks rich descriptions and multiple perspectives while quantitative research aims for generalizable findings. It also covers reflective, intentional, and constructionist views of language and why researchers choose qualitative methods.
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15 methods of qualitative data analysis are summarized. These include typology, taxonomy, constant comparison/grounded theory, analytic induction, logical analysis/matrix analysis, quasi-statistics, event analysis/microanalysis, metaphorical analysis, domain analysis, hermeneutical analysis, discourse analysis, semiotics, content analysis, phenomenology/heuristic analysis, and narrative analysis. Each method has a distinct approach and process for categorizing and interpreting qualitative data such as interviews, observations, and documents. References are provided for further information on each analysis technique.
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Here are some key rules of scholastic rigor:
- Methods and findings must be able to withstand peer review and scrutiny
- Claims require robust evidence and logic to support them
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Number FOUR Diversity of Thought
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Similar to Qualitative analysis techniques_comments_tm[1] (20)
2. Methods of Data Collection
• Questionnaires
• Interviews/focus groups
– Via email, face-to face
• Observations
• Documentary Analysis
• Individual narrative
• Web debates
– possible that this may be considered documentary
analysis, but equally could be interactive
4. Analysis
• Reading and organising
• Emergent themes –
reading and coding
• Consideration for literature
in the area and the
theoretical framework of
the study - interpretation
• Themes and categories re-
visited - interpretation
– Continual note-
taking/annotation
throughout the process
5. Ontological and Epistemological positions and their relationship
to qualitative different methods of analysis
Naive Radical
realist relativist
Grounded
Grounded theory
theory (Social
constructionist Discursive
(realist
version) Psychology
version)
Case
studies
Interpretive
Phenomenological Analysis
(IPA)
Adapted from Willig (2001) Foucauldian Discourse
Analysis
7. Checking Your Analysis
• Member validation
• Alternative explanations
• Audit trail
• Critical reflection
8. Task
• Read the papers:
– Smith and Parr (2007)
– Nicholls, Holt and Polman (2005)
• Check how the methods section is written
• Consider the way that the findings are presented
in their ‘themes’ and how data is quoted within
this.
• Focus on trying to identify the differences
between the sociology paper and the psychology
paper.
Editor's Notes
Having looked at some of the qualitative research methods last week, we are going to consider what to do with the data once we have collected it this week. This lecture will include a broad introduction to qualitative data analysis – we will also highlight some difference between carrying out analysis in sports psychology and the sociology of sport. As your task for this week you will be directed towards two research articles – one using qualitative analysis in psychology and one using qualitative analysis in the sociology of sport. Hopefully this will make process of qualitative analysis clearer but also some of the subtle differences in data analysis between the sub-disciplines. There are also differences within the sub-disciplines but we will not go into this here – this will be for you to get to grips with if you choose to research in one of these areas.
In your introduction to qualitative research we considered the different methods of data collection. We then looked in a little more detail at two of these, documentary analysis and interviews. Obviously you are welcome to and encourage to read and familiarise yourself with other research methods. Please don’t think that because these are the methods of data collection that we covered with you that they are the ‘best’. The method of data collection that you choose of your research will depend on a number of things – especially the research question. There is a paper that you might find interesting in relation to this. It is entitled ‘research is a messy process’. Some of this, at this stage, will not be important to you but you might want to re-visit it if you decide to base your dissertations within the sub-discipline of sociology. For now – the main thing that I would expect you to glean from this paper is the message that there is no one best research method – the main thing is that the method is appropriate for collecting the most useful data in answering your research question.
Once you have collected all of your data, which is likely to be a time consuming process itself, you will have to deal with your data. If you have carried out face to face interviews you will have had to listen back to what was said and transcribe what was said. If these were video recorded then it likely that you will have had to note the gestures of the participant too. Otherwise, if you conducted some kind of online interview or discussion then this might be in a more usable form already. So, one of the forms that your data will be in will be the transcripts that have been produced. In addition to this you may have made notes while you were collecting your data. This will be the case especially if you were conducting observations but you may also have scribbled some notes down during an interview of anything that you were thinking at the time and want to make sure that those thoughts are considered at the data analysis stage. Something that was emphasised by the participant perhaps or any thoughts about how you might explain your findings. Having large amounts of data to wade through can be quite a daunting task. So we are going to look at how we can approach this systematically.
The first stage in qualitative data analysis will be reading and organising your transcripts and field notes. You will find that there are some things that can be discarded almost straight away if it is irrelevant, this is sometimes referred to as data reduction. Obviously anything that you do discard does need keeping though for checking towards the end of the analysis. This stage may also involve organising data into broad themes and beginning to annotate any initial thoughts while reading through your data.This will lead you towards the next main stage of your analysis – Identifying emergent themes. This will involve thorough reading, re-reading and coding themes that emerge from the data. So, for example, if you were looking at barriers to sports participation you might code any quotations relating to friends, family or colleagues influencing a person’s participation. Coding can be carried out using numbers, letters or highlighting using different colours. A different theme that might be coded might be any statements that relate to money, income, cost of membership or equipment.You may carry out initial coding of the emerging themes first and then move on to consider the literature and your theoretical framework or you may combine these stages. You might consider the literature in the area to compare your findings to. Also, depending on your approach you may have drawn upon a particular theoretical framework to guide your research. This is likely if you are carrying out a sociological study. In this case you would use the sensitising concepts of the theory to help to code or categorise your data further. This will lead towards your interpretation of the findings. Especially if you are to be explaining your data sociologically. Finally, you would re-visit your themes or categories. You would do this in order to organise your thoughts and confirm your interpretation of your findings. At this stage you may also re-visit the data that you discarded at the beginning to see if you have missed anything having looked in detail at your data. Throughout this stage and all of the earlier stages you would be expected to continually make notes about your data to help guide your discussion and interpretation of the data. Very often as you are reading your data you have some really useful thoughts but these are generally coming thick and fast as you deal with a large amount of data. Therefore it is vital to make a note as I can personally vouch for the fact that you will forget some things that, at the time, you thought were really useful points. The way that you organised data looks at the end of the analysis stage often varies. Many researchers prefer to put this into a table with the themes or categories displayed with the quotations that have been coded into those sections. At the end of this lecture I will get you to look at how data is presented. Broadly speaking you would provide some quotations that are representative of particular themes and the explanations they you are providing. This may be done in separate results and discussion sections or all together within a discussion section.
Different disciplines in sport studies and sport science tend to use different philosophic positions and these tend to result in the use of different methods of analysis associated with those particular positions. In sport psychology there are a number of possible stances that could be taken depending on the research question you are considering. Each of the methods illustrated use different methods of theming the data for analysis. For example, if you are interested in comparing individual’s experiences of a particular phenomena, you might chose to use IPA analysis. This would involve initially reading through transcripts and making notes on your initial feelings and how you make sense of what is reflected in the participant’s responses. Then you would produce themes and organise these into clusters. These might then be used to compare and contrast the experiences you are interested in. If you intend to use a particular approach you should familiarise yourself with the particular method as there are differences in how themes are produced and considered.
There are some relatively new computer analysis programmes and software packages emerging. In a similar way to your method of data collection, the way that you analyse your data will be chosen depending on your research question and theoretical approach. As with everything else there are pros and cons to the range of computer analysis options. They can be very useful in dealing with large amounts of data. You will also be sure that you have not missed anything that you have intended to code. However, if you are looking at transcripts of conversations or behaviours you have to be sure that you have coded every possible term that could be related to a particular theme. For example, if we wanted to know about pain and injury – just like a thorough google search, we would have to ask the programme to code pain, painful, hurt, sore, ache, tight, sprain, break, broken and so on and we would have to make sure that we had covered all of the possible terms that could have been used by respondents. Whereas if we were to be coding out data manually we would recognise anything relating to this theme as we read. As with most things there is always the possibility of combining computer analysis with the more human process to confirm data sets. There is certainly a place for this in large research projects and it is something to keep an eye on for future use.
One final thing to consider is the confidence with which you can discuss your data. We have to be aware of certain researcher biases or ideological assumptions. Some sociologists talk about involvement-detachment and the need to ‘take a step back’ from their ideologies or opinions or preferences in order to analyse things in a more adequate way, although there are no clear procedures for becoming more detached. The trustworthiness of your analysis should also be taken into consideration. Consider whether you have any assumptions about your research and whether you have coded the data in ways that confirm your thoughts rather than genuinely coding the data as it really is. Qualitative analysis is thought to be more open to this sort of bias than quantitative analysis, even though we know that statistical analysis is still a social process.There are some tools for ensuring the trustworthiness of your data discussed in research methods text books – as we have stressed throughout – check your sub-discipline and read accordingly. Member validation is one of the most common methods used for validation the interpretations. Those being investigated as asked to judge the adequacy of the analysis. As you can imagine, this has its problems connection to the ideological views of individual participants and peer reviewing is often used as an alternative.Considering alternative explanations is another useful process, this requires the researcher to search for data that contradicts their explanations in order to ensure that they have not simply tried to confirm their own biases or assumptions. Keeping an audit train can help to ensure the reliability of qualitative research. This is linked to peer reviewing, if there is an audit train then the research process and decision making can be judged.Critical reflection by the researcher regarding their role in the whole research process can help to identify any ways in which they may have influenced the research.
By now you should have some understanding of qualitative data analysis. We have pointed you towards some differences between the sub-disciplines in the study of sport. The best way for you to get more of a handle on this is to look at publications in the area.So your task for this week is to read the papers uploaded. One is written by sociologists of sport, the other by sports psychologists. You can focus your reading on the methods and findings.Check how the methods sections are written. You can then move on to consider the way that the findings are presented in their ‘themes’ and how data is quoted within this. The main things to gain an understanding of through this task are some of the differences between the sociological and psychological approach. So, focus on identifying the differences between the papers. These only provide you with one example – just to confuse you even further there are differences within sub-disciplines so when you do eventually choose your dissertation topics be sure to get to grips with the sub-discipline within which you choose to study.Good luck with your reading and keep us up to date with how you are getting on and anything that you are unsure on.