Using NVivo QSR Theory and Practice for Qualitative Data Analysis in a PhDKEDGE Business School
Session from Salford Business School http://www.salford.ac.uk/business-school doctoral school at the Digital Business Centre. This explain the rationale and some of the basic concepts when it comes to using NVivo QSR for data analysis.
NVivo is a tool for helping to you analyse qualitative data but it does not replace the thinking process - there is a need for you to consider the bigger picture of how NVivo will fit into your research project and this presentation offers some themes you should explore before you commit to the use of NVivo.
Using NVivo QSR Theory and Practice for Qualitative Data Analysis in a PhDKEDGE Business School
Session from Salford Business School http://www.salford.ac.uk/business-school doctoral school at the Digital Business Centre. This explain the rationale and some of the basic concepts when it comes to using NVivo QSR for data analysis.
NVivo is a tool for helping to you analyse qualitative data but it does not replace the thinking process - there is a need for you to consider the bigger picture of how NVivo will fit into your research project and this presentation offers some themes you should explore before you commit to the use of NVivo.
Successfully Defending Your Dissertation Using NVivo QSR International
Looking for tips about communicating your dissertation findings? Let NVivo give you a sense of the end-game so you can start putting the pieces together.
Are you manually coding all or part of your research data? Are you analyzing large volumes of text? See how NVivo can speed up the coding process giving you the ability to efficiently and effectively review and refine your research data.
Letting the Machine Code Qualitative and Mixed Methods Data in NVivo 10Shalin Hai-Jew
An experimental feature in NVivo 10 (circa 2013), Autocoding by Existing Pattern, enables the application of semi-supervised machine learning to ingested research data. This results in the extraction of themes and other relevant insights from data—at machine speeds, based on the classification algorithm. This presentation will introduce this feature in NVivo 10 (on both Windows and Mac platforms). This will show how the machine can achieve high inter-rater reliability (a Cohen’s Kappa of one in many cases) on the one hand but still not achieve full human sensibility from “close reading” coding on the other. This presentation will suggest a complementary balance between machine- and human- coding of qualitative and mixed methods data for the most efficient application of researcher time and expertise.
Improving Your Literature Reviews with NVivo 10 for WindowsQSR International
Find out how NVivo supports you in writing robust literature reviews. Share the procedures and technology tools that a research team from three different universities used to complete four comprehensive scoping reviews of the literature.
Course developed by Dr. Joan E. Hughes at The University of Texas at Austin
The purpose of this class is to introduce you to the theories, assumptions, and practices underlying the use of qualitative research in education. In the tradition of survey courses, this class examines the broad history, concepts, and themes that distinguish multiple methods of qualitative research, specifically as they relate to education research. Students will study, practice, and reflect on different qualitative research methodologies and consider the components and challenges faced when engaging in qualitative research methods. Each student will design and conduct his/her own qualitative study. Issues related to data collection, negotiating access to the field, ethics, and representation will be of particular importance. While it is not assumed that you will gain a comprehensive, rich understanding of any one particular qualitative research tradition over the trajectory of the course, it is expected that upon completion you will acquire the foundational knowledge and experience to begin evaluating, selecting, and defending appropriate qualitative methods for use in your own future research projects.
Goals:
1. Understand historical background and fundamental tenets of qualitative research.
2. Understand ethical issues within qualitative research.
3. Develop a researchable question.
4. Identify the limits and affordances of qualitative research designs.
5. Develop a beginning awareness of qualitative inquiry approaches, including ethnography, case studies, narrative, postmodern, critical, and basic interpretive.
6. Engage in qualitative research activities, including: field observations, interview, coding, analysis, and report writing.
This workshop was presented in Riyadh, SA in 21-22 Jan 2019, with the collaboration with Riyadh Data Geeks group.
To learn more about the workshop please see this website:
http://bit.ly/2Ucjmm5
This workshop was presented in Riyadh, SA in 21-22 Jan 2019, with the collaboration with Riyadh Data Geeks group.
To learn more about the workshop please see this website:
http://bit.ly/2Ucjmm5
NORMAN, ELTON_BUS7380-8-6 2
NORMAN, ELTON_BUS7380-8-6 1
Analyze Qualitative Data
BUS-7380 Assignment # 6
Elton Norman
Dr. Vicki Lindsay
9 November 2019
Greetings Elton,
Using the same research design that you selected for the Week 5 assignment, you were to take 2-4 pages and consider the type of data collected to create procedures for a comprehensive analysis. Clearly define your approach to: (a) organizing data; (b) coding and thematic development; (c) triangulation; and (d) using software applications.
***************
The feedback process consisted of a four-part summary (four-parts listed below), a few short, location-specific balloon-comments found within the margins of the text, and the highlighting of grammar, punctuation, or APA styling errors found within the text. Make sure that you view your document with the track changes (review toolbar) set to ALL MARKUP to be able to see all the comments.
The summary is split into four parts. These four parts consist of grammar/punctuation, conformity with APA style citations, conformity with APA style references, and content. The order of the parts listed does not intend to emphasize the importance of the parts as the content is always the most important part of the assignment. Therefore, it is listed in the end because normal memory concentrates on what was heard / read last.
What was found:
Grammar/ Punctuation
There were a few grammar or punctuation errors found within. There were problems in spelling, missing punctuation leading to run on sentences, missing punctuation leading to grammatical issues, and the agreement issues between words (i.e., subject/verb agreement and numerical plural numbers without plural noun). Make sure that you read your work prior to submission so that you will not have run on sentences within your work. Pay attention to the word “and” within your work.
APA style citations
The citations present were in APA format. You seem to be missing the additional 3 scholarly sources from your field that were required within this assignment.
APA style references
Not enough information was included within your references to make them correct APA references. You are missing page numbers, volume, issue number, and the digital object identifier for your journal article sources. Your book title should be in italics. The publisher should not. All of the titles should be in sentence case not in title case. This is not a problem with the software program. This is a problem with the keypunch issue. Your program cannot change lowercase letters into uppercase letters in vice versa. You must be it incorrectly for it to properly appear. Many have problems with this thought process. Do not leave it up to the software program to correct keypunch errors.
Content
The same problem that you had an assignment 5 appeared in assignment 6. You are not explaining how these research designs will fit with your research questions or problems statement as you move forward throug ...
This presentation covers validation techniques for testing taxonomy and metadata with users. Four approaches are covered: Delphi card sorting, online card sorting, usability testing, and search term analysis. The presentation also contains a list of online card sorting tools.
5/25/2020 Rubric Detail – 31228.202030
https://ucumberlands.blackboard.com/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_843783_1&course_i… 1/4
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item
and made it available to you. Select Grid View or List View to change the rubric's layout.
Show Descriptions Show Feedback
Name: ITS836 (8 Week) Research Paper Rubric
Description: Please use this rubric for grading research papers
Exit
Grid View List View
No requirements are met
Includes a few of the required components as speci�ed in the assignment.
Includes some of the required components as speci�ed in the assignment.
Includes most of the required components as speci�ed in the assignment.
Includes all of the required components as speci�ed in the assignment.
Requirements
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
Fails to provide enough content to show a demonstration of knowledge
Major errors or omissions in demonstration of knowledge.
Some signi�cant but not major errors or omissions in demonstration of knowledge.
A few errors or omissions in demonstration of knowledge.
Demonstrates strong or adequate knowledge of the materials; correctly represents knowledge
from the readings and sources.
Content
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
5/25/2020 Rubric Detail – 31228.202030
https://ucumberlands.blackboard.com/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_843783_1&course_i… 2/4
g
Fails to provide a critical thinking analysis and interpretation
Major errors or omissions in analysis and interpretation.
Some signi�cant but not major errors or omissions in analysis and interpretation.
A few errors or omissions in analysis and interpretation.
Provides a strong critical analysis and interpretation of the information given.
Critical Analysis
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Fails to demonstrate problem solving.
Major errors or omissions in problem solving.
Some signi�cant but not major errors or omissions in problem solving.
A few errors or omissions in problem solving.
Demonstrates strong or adequate thought and insight in problem solving.
Problem Solving
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Source or example selection and integration of knowledge.
Tips and Tricks to be an Effective Data ScientistLisa Cohen
Data Science is an evolving field, that requires a diverse skill set. From Analytical Techniques to Career Advice, this talk is full of practical tips that you can apply immediately to your job.
Successfully Defending Your Dissertation Using NVivo QSR International
Looking for tips about communicating your dissertation findings? Let NVivo give you a sense of the end-game so you can start putting the pieces together.
Are you manually coding all or part of your research data? Are you analyzing large volumes of text? See how NVivo can speed up the coding process giving you the ability to efficiently and effectively review and refine your research data.
Letting the Machine Code Qualitative and Mixed Methods Data in NVivo 10Shalin Hai-Jew
An experimental feature in NVivo 10 (circa 2013), Autocoding by Existing Pattern, enables the application of semi-supervised machine learning to ingested research data. This results in the extraction of themes and other relevant insights from data—at machine speeds, based on the classification algorithm. This presentation will introduce this feature in NVivo 10 (on both Windows and Mac platforms). This will show how the machine can achieve high inter-rater reliability (a Cohen’s Kappa of one in many cases) on the one hand but still not achieve full human sensibility from “close reading” coding on the other. This presentation will suggest a complementary balance between machine- and human- coding of qualitative and mixed methods data for the most efficient application of researcher time and expertise.
Improving Your Literature Reviews with NVivo 10 for WindowsQSR International
Find out how NVivo supports you in writing robust literature reviews. Share the procedures and technology tools that a research team from three different universities used to complete four comprehensive scoping reviews of the literature.
Course developed by Dr. Joan E. Hughes at The University of Texas at Austin
The purpose of this class is to introduce you to the theories, assumptions, and practices underlying the use of qualitative research in education. In the tradition of survey courses, this class examines the broad history, concepts, and themes that distinguish multiple methods of qualitative research, specifically as they relate to education research. Students will study, practice, and reflect on different qualitative research methodologies and consider the components and challenges faced when engaging in qualitative research methods. Each student will design and conduct his/her own qualitative study. Issues related to data collection, negotiating access to the field, ethics, and representation will be of particular importance. While it is not assumed that you will gain a comprehensive, rich understanding of any one particular qualitative research tradition over the trajectory of the course, it is expected that upon completion you will acquire the foundational knowledge and experience to begin evaluating, selecting, and defending appropriate qualitative methods for use in your own future research projects.
Goals:
1. Understand historical background and fundamental tenets of qualitative research.
2. Understand ethical issues within qualitative research.
3. Develop a researchable question.
4. Identify the limits and affordances of qualitative research designs.
5. Develop a beginning awareness of qualitative inquiry approaches, including ethnography, case studies, narrative, postmodern, critical, and basic interpretive.
6. Engage in qualitative research activities, including: field observations, interview, coding, analysis, and report writing.
This workshop was presented in Riyadh, SA in 21-22 Jan 2019, with the collaboration with Riyadh Data Geeks group.
To learn more about the workshop please see this website:
http://bit.ly/2Ucjmm5
This workshop was presented in Riyadh, SA in 21-22 Jan 2019, with the collaboration with Riyadh Data Geeks group.
To learn more about the workshop please see this website:
http://bit.ly/2Ucjmm5
NORMAN, ELTON_BUS7380-8-6 2
NORMAN, ELTON_BUS7380-8-6 1
Analyze Qualitative Data
BUS-7380 Assignment # 6
Elton Norman
Dr. Vicki Lindsay
9 November 2019
Greetings Elton,
Using the same research design that you selected for the Week 5 assignment, you were to take 2-4 pages and consider the type of data collected to create procedures for a comprehensive analysis. Clearly define your approach to: (a) organizing data; (b) coding and thematic development; (c) triangulation; and (d) using software applications.
***************
The feedback process consisted of a four-part summary (four-parts listed below), a few short, location-specific balloon-comments found within the margins of the text, and the highlighting of grammar, punctuation, or APA styling errors found within the text. Make sure that you view your document with the track changes (review toolbar) set to ALL MARKUP to be able to see all the comments.
The summary is split into four parts. These four parts consist of grammar/punctuation, conformity with APA style citations, conformity with APA style references, and content. The order of the parts listed does not intend to emphasize the importance of the parts as the content is always the most important part of the assignment. Therefore, it is listed in the end because normal memory concentrates on what was heard / read last.
What was found:
Grammar/ Punctuation
There were a few grammar or punctuation errors found within. There were problems in spelling, missing punctuation leading to run on sentences, missing punctuation leading to grammatical issues, and the agreement issues between words (i.e., subject/verb agreement and numerical plural numbers without plural noun). Make sure that you read your work prior to submission so that you will not have run on sentences within your work. Pay attention to the word “and” within your work.
APA style citations
The citations present were in APA format. You seem to be missing the additional 3 scholarly sources from your field that were required within this assignment.
APA style references
Not enough information was included within your references to make them correct APA references. You are missing page numbers, volume, issue number, and the digital object identifier for your journal article sources. Your book title should be in italics. The publisher should not. All of the titles should be in sentence case not in title case. This is not a problem with the software program. This is a problem with the keypunch issue. Your program cannot change lowercase letters into uppercase letters in vice versa. You must be it incorrectly for it to properly appear. Many have problems with this thought process. Do not leave it up to the software program to correct keypunch errors.
Content
The same problem that you had an assignment 5 appeared in assignment 6. You are not explaining how these research designs will fit with your research questions or problems statement as you move forward throug ...
This presentation covers validation techniques for testing taxonomy and metadata with users. Four approaches are covered: Delphi card sorting, online card sorting, usability testing, and search term analysis. The presentation also contains a list of online card sorting tools.
5/25/2020 Rubric Detail – 31228.202030
https://ucumberlands.blackboard.com/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_843783_1&course_i… 1/4
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item
and made it available to you. Select Grid View or List View to change the rubric's layout.
Show Descriptions Show Feedback
Name: ITS836 (8 Week) Research Paper Rubric
Description: Please use this rubric for grading research papers
Exit
Grid View List View
No requirements are met
Includes a few of the required components as speci�ed in the assignment.
Includes some of the required components as speci�ed in the assignment.
Includes most of the required components as speci�ed in the assignment.
Includes all of the required components as speci�ed in the assignment.
Requirements
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
Fails to provide enough content to show a demonstration of knowledge
Major errors or omissions in demonstration of knowledge.
Some signi�cant but not major errors or omissions in demonstration of knowledge.
A few errors or omissions in demonstration of knowledge.
Demonstrates strong or adequate knowledge of the materials; correctly represents knowledge
from the readings and sources.
Content
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
5/25/2020 Rubric Detail – 31228.202030
https://ucumberlands.blackboard.com/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_843783_1&course_i… 2/4
g
Fails to provide a critical thinking analysis and interpretation
Major errors or omissions in analysis and interpretation.
Some signi�cant but not major errors or omissions in analysis and interpretation.
A few errors or omissions in analysis and interpretation.
Provides a strong critical analysis and interpretation of the information given.
Critical Analysis
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Fails to demonstrate problem solving.
Major errors or omissions in problem solving.
Some signi�cant but not major errors or omissions in problem solving.
A few errors or omissions in problem solving.
Demonstrates strong or adequate thought and insight in problem solving.
Problem Solving
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Source or example selection and integration of knowledge.
Tips and Tricks to be an Effective Data ScientistLisa Cohen
Data Science is an evolving field, that requires a diverse skill set. From Analytical Techniques to Career Advice, this talk is full of practical tips that you can apply immediately to your job.
Formation au logiciel NVivo d'analyse de données qualitativesvaléry ridde
Le 20 mars dernier, la Chaire REALISME organisait à l'IRSPUM une formation donnée par Pierre Lefèvre, sociologue du Département de Santé Publique de l'Institut de Médecine Tropicale d'Annvers, pour les étudiants sur l'utilisation du logiciel d'analyse de données qualitatives NVivo.
Presentation for a session with Master's students at the University of Portsmouth. March 19, 2024
Based on a book chapter titled "Normativas de Educación a Distancia en México" by García Quezada, Espinosa de la Rosa & Padilla Rodríguez (in press)
Preliminary results of a twelve-year follow-up study on the acceptance of online degrees by undergraduate Mexican students.
2011 study: https://www.learntechlib.org/primary/p/37872/
Presentation for the Ed-Media 2023 conference
Presentación para la sexta sesión del taller "Inteligencia artificial y sus usos en educación superior".
Se inicia con una revisión de la actividad de una sesión anterior.
Tema: Plan para la implementación
Duración aproximada: 2 horas
Se concluye con una actividad asincrónica de 1 hora
Audiencia meta: Docentes y equipo de apoyo pedagógico de una universidad
Presentación para la quinta sesión del taller "Inteligencia artificial y sus usos en educación superior".
Se inicia con una revisión de la actividad de una sesión anterior.
Tema: Guías y lineamientos
Duración aproximada: 2 horas
Se concluye con una actividad asincrónica de 1 hora
Audiencia meta: Docentes y equipo de apoyo pedagógico de una universidad
Presentación para la cuarta sesión del taller "Inteligencia artificial y sus usos en educación superior".
Se inicia con una revisión de la actividad de una sesión anterior.
Tema: Retos y preocupaciones
Duración aproximada: 2 horas
Se concluye con una actividad asincrónica de 1 hora
Audiencia meta: Docentes y equipo de apoyo pedagógico de una universidad
Presentación para la primera sesión del taller "Inteligencia artificial y sus usos en educación superior".
Tema: Aplicaciones en aprendizaje y enseñanza
Duración aproximada: 2 horas
Se concluye con una actividad asincrónica de 1 hora
Audiencia meta: Docentes y equipo de apoyo pedagógico de una universidad
Presentación para la primera sesión del taller "Inteligencia artificial y sus usos en educación superior".
Tema: Panorama general
Duración aproximada: 2 horas
Se concluye con una actividad asincrónica de 1 hora
Audiencia meta: Docentes y equipo de apoyo pedagógico de una universidad
Presentación para estudiantes universitarios sobre la importancia de la investigación cuantitativa, con un enfoque en el uso de escalas Likert y su análisis.
Presentation on a common instrument for the collection of quantitative data: Likert scale. We analyse a poorly designed scale. We decide what to do with the data once we have it. There are some activities you can use. Feel free to use and share.
Presentation on how to code qualitative data. We examine two approaches: inductive (emergent themes) and deductive coding (theory-based). There are some activities you can use. Feel free to use and share.
Presentación para el 3er Encuentro de WikiEducación organizado por Wikimedia México. Describo las experiencias organizando editatones en varias universidades mexicanas.
Módulo 2 del Taller "Estrategias para cursos en línea efectivos", impartido para una empresa. Revisamos un poco del diseño de cursos y cómo mejorar el uso de Storyline de Articulate
Presentación para un taller para maestros. Durante la sesión, identificamos los cambios en la educación a partir de la pandemia del Covid-19, revisamos algunas tendencias y reflexionamos sobre el futuro. Ahondamos un poco en el modelo hyflex.
Presentación para la clase "Temas Actuales en Cognición y Educación". Se usó también como preámbulo a un editatón enfocado en aportar a artículos en español de académicos pertenecientes a minorías
Presentación dentro del contexto del II Congreso Internacional de Investigación en Psicología. Se reportan datos del proyecto eduCOVID19, sobre los cambios en las prácticas docentes derivados de la pandemia del Covid19. También se incluyen datos de 10 docentes que implementaron el modelo hyflex en su institución
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Aims of this workshop
Explore the classification functions of NVivo.
Visualise data in different ways.
Run data queries.
2
3. Topics NOT covered
Defining key terms in qualitative data analysis
Adding data sources
Creating node trees
Coding
3
4. Let’s start!
Research questions
What are participants’ online course expectations before delivery?
What are the differences (if any) between managers’ and students’
pre-course expectations?
Open NVivo project.
4
5. Ways of classifying data
Source names
Source classifications
Sets
Search folders
5
6. Data classification
Classify the data sources: interviews and skype interviews.
Create > Source classification
Create a set of sources to check.
Right click - Create as > Create as set
Create search folders for people with different levels of
previous experience with online learning.
Look for > Advanced find > Add to project as search folder
Search criteria > Coded at > Selected items (experience)
6
DONE?
Think about other uses you can give to source classifications, sets
and search folders. Create your own!
7. Data visualisation
Create a chart using your source classification.
Explore > Chart > Sources > Sources by attribute value > interviewer
Who has conducted the most interviews?
Create a tree map of the nodes.
Explore > Tree map > Nodes
What are the main pre-course expectations?
Create a graph for a data source.
Explore > Graph
What are the main pre-course expectations?
7
DONE?
Paste your visualisations in your Journal (Sources > Memos).
8. Queries
Run a text search query (Query > Text search).
How many people talk about their team?
Run a word frequency query (Query > Word frequency).
What are the key words in participants’ interviews?
Check out the word cloud (at the right).
8
DONE?
Help your neighbour!
9. Queries
Explore the relationship between online learning experience
and pre-course expectations.
Query > Matrix coding
Define rows (pre-course expectation nodes) & add to list
Define columns (search folders) & add to list
Node matrix: Search for content of rows AND of columns
Make sure you are checking what you want to check.
View > Node matrix > Sources coded > All classifications
9
DONE?
Change the colors: View > Node matrix > Cell shading
Export the data as a spreadsheet: Right click - Export node matrix