S Williams 1
Running header: An Individual’s Culture
Sociology Assignment Paper
Observation of an Individual’s Culture Different to Mine
Sa’Lerial Williams
College of the Mainland
Professor Sabido
Intro to Sociology
July. 26 2019
Observation of an Individual’s Culture Different to Mine
For this sociology assignment paper, I have selected a group of people to whom I met at an event related to their festival. These people are Nepalese, and their culture is totally different from my culture. One of my friends took me to their event with him; a boy named Bhatt was my friend’s friend, who is from Nepal. Bhatt is an Asian male, I just got amazed at the initial introduction I started observing their culture in detail and was mesmerized. I just loved their culture and that’s why my topic of sociology paper is Nepalese culture. I have observed a lot of things in that event because there was a vast range of Nepalese traditional dresses, food, ways of celebration, etc. and later I also researched a lot about their culture. Individuals of Nepal usually greet others with Namaste as a customary salaam, as they did when I was in that event that is widely practiced in most of the nation. This group is approximately 23 million Nepalese who made 69 diverse linguistic and cultural groups, additionally recognized as ethnic associations existing in various parts of the country (Gopal & Verma, 1977). Essentially every ethnic group has their different clothes, vocalize their dialects or languages, and develop their religious traditions. People live under various distinct environmental and geographic familiarizations, from the low fields near the border of India, northward into the central valleys and hills of Mahabharata Mountain, and up to the tremendous manifest lowlands of the Himalayan region.
Languages: In Nepal commonly, there are a couple of significant groups of people located in high Himalayan range Tibetan font (Bhot Burmese or Tibeto-Burman) and low hill to Indo-Aryan (Bharopeli) mid-hill origin societies. Region of Himalayan villages groups who speak Tibetan origin Gurung of Manang, Tibetan Sherpa, Dolpo, Mustang district and Thakali of high plain of Mustang are observed in subalpine to Tran’s regions of Himalayan. The best recognized are the people of Sherpa who have achieved world fame and attention because of their skills of mountaineering. The word “Sherpa,” in English signified as a mountain leader, and Bhatt my friend's friend is from Sherpa, he had extraordinary skills and strength.
Sub-cultures: In the mid-hill frequently located Chepang, Gurung, Sunwar, Rai, Magar, Tamang, and Limbu groups, as well as different Mongoloid groups, exist in these areas. In towns, Kshetri, Punjabi, and Marbadi where different diverse groups are located. The groups of Magar, Gurung, Limbu, Rai, are popular in the world because of Gurkha solder.
Geography: In Terai Plain Lal (Mithila), Yadav, Jha, Singh, Majhi, Rajput, Kshetri, and many more people .
This document provides an introduction and background on the socio-economic status of the Satar ethnic group in Nepal. Some key points:
- Nepal has significant ethnic, cultural, linguistic and religious diversity with over 60 ethnic groups. The Satar are one such indigenous group concentrated in eastern districts like Jhapa.
- The Satar traditionally depended on fishing, foraging and hunting but now face poverty and landlessness as their access to land is uncertain due to migration from hill regions and domination by other ethnic groups.
- This study aims to analyze the current socio-economic condition of the Satar community in Chandragadhi Village Development Committee of Jhapa district by examining their culture, social conditions, and
This document outlines a research proposal to study the socio-economic status of the Satar ethnic group in Chandragadi Village Development Committee of Jhapa District, Nepal. The proposal includes an introduction providing background on Nepal's ethnic diversity and the Satar people. It states the problem as the Satar experiencing poverty and landlessness. The objectives are to analyze the Satar's socio-economic status and cultural behaviors. The methodology discusses a descriptive analytical design using primary and secondary data collection from a sample of Satar households. The proposal is submitted to the Central Department of Rural Development for review.
This document outlines a research proposal to study the socio-economic status of the Satar ethnic group in Chandragadi Village Development Committee of Jhapa District, Nepal. The proposal includes an introduction providing background on Nepal's ethnic diversity and the Satar people. It states the problem as the Satar experiencing poverty and landlessness. The objectives are to analyze the Satar's socio-economic status and cultural behaviors. The methodology discusses a descriptive analytical design using primary and secondary data collection from a sample of Satar households. The proposal is submitted to the Central Department of Rural Development for review.
Ethnicity refers to shared cultural traditions and ancestry that unite a group of people. An ethnic group is defined by common traits like language, religion, customs, and ancestry. Larger ethnic groups can be divided into smaller subgroups over time through isolation or intermarriage. Southeast Asia is home to many ethnic groups that have been influenced by Indian, Chinese, Islamic, and Western cultures due to the region's history of trade and colonization. The ethnic groups vary across Southeast Asian countries and include distinctions based on language, religion, and region. Gender roles also differ across cultures but generally assign males as active and dominant and females as passive and nurturing. [/SUMMARY]
The document summarizes the socio-cultural setting of Malaysia. It describes the main ethnic groups - Malays, Chinese, and Indians - and how their ways of life differ, with religion playing a major role. Rural lifestyles centered around practices like shifting cultivation are described as significantly different from urban areas. Social issues stemming from colonial-era economic disparities between ethnic groups are discussed, as well as the government's attempts to address them. The diverse cultural influences that have shaped Malaysian culture, including from China, India, the Middle East, and Southeast Asia, are also summarized.
This document discusses cultural communication and tribal culture. It provides definitions of tribes and describes their socio-cultural, religious, political, and economic characteristics. Tribes are typically isolated groups that engage in hunting, live in forests, and have their own distinct languages and belief systems. While modernization has disrupted tribal autonomy and traditions, preserving tribal culture is important for celebrating India's diversity. Finding community and belonging within a tribe can provide fulfillment and benefits to well-being.
Senegal has a history as the center of the West African slave trade. Today, Dakar is the capital and center of international black culture. Senegalese culture is characterized by family-centered kinship structures and mystical Sufi Islam being the dominant religion. A research project in a northern Senegalese village focused on identifying sustainable development needs through topics like agriculture, fishing, gender, and sociocultural issues. The research results suggested strengthening youth leadership, combining Franco-Islamic education models, and revitalizing traditions through a cultural center.
This document provides an introduction and background on the socio-economic status of the Satar ethnic group in Nepal. Some key points:
- Nepal has significant ethnic, cultural, linguistic and religious diversity with over 60 ethnic groups. The Satar are one such indigenous group concentrated in eastern districts like Jhapa.
- The Satar traditionally depended on fishing, foraging and hunting but now face poverty and landlessness as their access to land is uncertain due to migration from hill regions and domination by other ethnic groups.
- This study aims to analyze the current socio-economic condition of the Satar community in Chandragadhi Village Development Committee of Jhapa district by examining their culture, social conditions, and
This document outlines a research proposal to study the socio-economic status of the Satar ethnic group in Chandragadi Village Development Committee of Jhapa District, Nepal. The proposal includes an introduction providing background on Nepal's ethnic diversity and the Satar people. It states the problem as the Satar experiencing poverty and landlessness. The objectives are to analyze the Satar's socio-economic status and cultural behaviors. The methodology discusses a descriptive analytical design using primary and secondary data collection from a sample of Satar households. The proposal is submitted to the Central Department of Rural Development for review.
This document outlines a research proposal to study the socio-economic status of the Satar ethnic group in Chandragadi Village Development Committee of Jhapa District, Nepal. The proposal includes an introduction providing background on Nepal's ethnic diversity and the Satar people. It states the problem as the Satar experiencing poverty and landlessness. The objectives are to analyze the Satar's socio-economic status and cultural behaviors. The methodology discusses a descriptive analytical design using primary and secondary data collection from a sample of Satar households. The proposal is submitted to the Central Department of Rural Development for review.
Ethnicity refers to shared cultural traditions and ancestry that unite a group of people. An ethnic group is defined by common traits like language, religion, customs, and ancestry. Larger ethnic groups can be divided into smaller subgroups over time through isolation or intermarriage. Southeast Asia is home to many ethnic groups that have been influenced by Indian, Chinese, Islamic, and Western cultures due to the region's history of trade and colonization. The ethnic groups vary across Southeast Asian countries and include distinctions based on language, religion, and region. Gender roles also differ across cultures but generally assign males as active and dominant and females as passive and nurturing. [/SUMMARY]
The document summarizes the socio-cultural setting of Malaysia. It describes the main ethnic groups - Malays, Chinese, and Indians - and how their ways of life differ, with religion playing a major role. Rural lifestyles centered around practices like shifting cultivation are described as significantly different from urban areas. Social issues stemming from colonial-era economic disparities between ethnic groups are discussed, as well as the government's attempts to address them. The diverse cultural influences that have shaped Malaysian culture, including from China, India, the Middle East, and Southeast Asia, are also summarized.
This document discusses cultural communication and tribal culture. It provides definitions of tribes and describes their socio-cultural, religious, political, and economic characteristics. Tribes are typically isolated groups that engage in hunting, live in forests, and have their own distinct languages and belief systems. While modernization has disrupted tribal autonomy and traditions, preserving tribal culture is important for celebrating India's diversity. Finding community and belonging within a tribe can provide fulfillment and benefits to well-being.
Senegal has a history as the center of the West African slave trade. Today, Dakar is the capital and center of international black culture. Senegalese culture is characterized by family-centered kinship structures and mystical Sufi Islam being the dominant religion. A research project in a northern Senegalese village focused on identifying sustainable development needs through topics like agriculture, fishing, gender, and sociocultural issues. The research results suggested strengthening youth leadership, combining Franco-Islamic education models, and revitalizing traditions through a cultural center.
Culture:
• Culture: definition- pg 35 in Pretoruis.
• Components of culture:
• Cognitive component- pg 36 in Pretoruis.
• Normative component- pg 37 in Pretoruis.
• Symbolic component- pg 39 in Pretoruis.
Cultural concepts:
• Subcultures- pg 44 in Pretoruis.
• Cultural change- pg 44 in Pretoruis.
• Cultural competence (aspects of cultural identity)- pg 47 in Pretoruis.
• Culture shock- pg 37 in Du Toit.
• Cultural lag- pg 37 in Pretoruis.
• Ethnocentrism- pg 39 in Du Toit
• Xenocentrism- pg 39 in Du Toit
• Xenophobia- pg 40 in Du Toit
Culture formation and expansion
Pg’s 40-43 in Du Toit.
Media plays a key role in the development and advancement of tribal communities like the Banjara tribe in Telangana, India. The Banjara have traditionally been nomadic traders and agriculturists but have increasingly settled in recent decades. While they maintain a rich culture and heritage, media like television, radio, newspapers and social media have influenced changes to their customs, traditions and lifestyles. Younger members of the tribe are now more likely to learn the local languages of the areas they live in. Media has also helped promote and preserve aspects of Banjara culture like traditional clothing, dance, music and folk tales while providing awareness of issues and connecting community members. However, overdependence on social media can also lead to
The document discusses several indigenous groups in Central Mindanao, Philippines. It describes the Arumanen-Manobo people, noting their origins, location, social structure, rituals and festivals. It also describes the Teduray people, providing details on their economy, traditional practices including farming, courtship, baptism and burial rituals. Finally, it summarizes the Manobo people, tracing their origins and noting they primarily engage in farming and live in a male-dominated society.
The document summarizes the socio-cultural setting of Malaysia. It describes the various ethnic groups and their traditions, including the Malays, Chinese, and Indians. The Malaysians have diverse lifestyles, with religion playing a major role. Rural and urban lifestyles differ significantly. There are also social issues around economic disparities between the ethnic groups. The culture reflects influences from China, India, the Middle East, and Southeast Asia.
This document discusses cultural diversity in schools and classrooms. It begins by providing historical context about how schools have addressed cultural diversity from colonial times to the present. It notes that in the past, the dominant American culture was the norm in most schools and appreciation of minority cultures was rare. In more recent decades, educators have recognized the importance of cultural diversity and teaching students about different cultures. The document advocates teaching students to develop cross-cultural acceptance and understanding in order to sustain democratic values and promote inclusion of all cultures. It emphasizes the teacher's role in creating a welcoming environment for all students and incorporating their cultural backgrounds into the curriculum.
ELECTIVE 1 MULTICULTURAL GROUP 1
This is a compilation of the reports made by group 1 about what is culture, its components and the Filipino culture.
---USEP CED-BSED TLE 3
The document discusses various aspects of culture including definitions, theories of multiculturalism, and differences across cultures. It provides definitions of culture from various scholars and discusses Sir Edward Tylor's 1871 definition of culture as the complex whole including knowledge, beliefs, arts, morals, laws, and customs of a society. It also summarizes theories of multiculturalism such as the melting pot theory and salad bowl theory. Finally, it highlights differences in areas like communication styles, personal space, attitudes toward time, and social norms across cultures.
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This document discusses the indigenous peoples (IPs) of the Philippines. It describes the different IP groups found in Luzon, Visayas, and Mindanao. In Luzon, the main groups discussed are the Igorots of the Cordillera Mountains, the Caraballo Tribes, and the Negritos. In Visayas, the document focuses on the Mangyan peoples of Mindoro. In Mindanao, it distinguishes between the Lumad groups and the Muslim Moro groups. It also outlines key Philippine government policies and orders aimed at promoting inclusive and culturally-appropriate education for indigenous communities.
Livelihood pattern of ethnic community in Sylhet, BangladeshAhsan Aziz Sarkar
The document summarizes the livelihood patterns of four ethnic communities - Khasi, Manipuri, Jaintia, and Garo people - living in Sylhet, Bangladesh. It describes how the Khasi people rely mainly on betel leaf cultivation in forested hilly areas as well as some agriculture. The Manipuri people practice agriculture and have a home-based handloom industry. The Jaintia tribe also cultivates betel leaves using trees for support. The Garo people traditionally practiced shifting cultivation and hunting but now many hold jobs in various sectors in urban areas like Dhaka. The conclusion emphasizes the importance of preserving indigenous knowledge and traditional livelihoods under UN declarations.
This document provides an overview of sociocultural evolution and the different types of societies that have developed over time. It begins by defining sociocultural evolution and outlining six types of societies: 1) hunting and gathering, 2) pastoral, 3) horticultural, 4) agricultural, 5) industrial, and 6) post-industrial. For each society type, 1-2 defining characteristics are described. The document then provides more detail on hunting and gathering societies, horticultural and pastoral societies, and agrarian, industrial, and post-industrial societies.
This presentation was done on the 9th of August 2016- @Divine Word University .
It was based upon the topic which me and my partner Kelvin Sar, had chosen.
The course was Lifespan Issue in Counseling -RS246
1. The document discusses cultural values and societal roles in Papua New Guinea, where Western influence has impacted traditions.
2. Dress and appearance are influenced by factors like poverty, gender, and social class, and can indicate one's culture.
3. Respect and dignity are important human needs, yet harassment and lack of respect still occur.
4. Traditional Melanesian religion incorporated spirits and ancestors, but Westernization has affected religious practices.
The document discusses how applying a heritage assessment can be useful in integrating culture into the healthcare system. It is important for healthcare providers to have a basic understanding of a patient's cultural background and heritage to build trust and provide appropriate care. The assessment acknowledges how a family's health practices have been influenced by both Western and Eastern medical traditions. It also addresses some of the healthcare challenges faced in India, such as poverty and lack of sanitation infrastructure, but recognizes efforts being made to improve access and develop the healthcare system.
multiculturalism-community-knowledge-and-critical-pedagogy-by Dr Mahendra Ku...MahendraMishra20
This document discusses multiculturalism, community knowledge, and critical pedagogy from a South Asian perspective. It notes that India has a diverse range of cultures, languages, religions, and social groups. However, mainstream education systems tend to focus only on formal, written knowledge and exclude the valuable community knowledge that is mostly oral in nature. It argues that education should incorporate local and indigenous knowledge, cultures, and languages in order to be truly multicultural and empower marginalized groups. The role of teachers is also important to move beyond hierarchical models and include students' perspectives and lived experiences in the learning process.
This document discusses culture and its components. It defines culture as the knowledge, beliefs, arts, customs, and habits that are acquired by people as members of society. It identifies some key components of culture, including norms, values, and language. It discusses various types of norms like folkways, mores, and laws. It also examines major value orientations in different cultures and how language helps shape thought. The document outlines characteristics of culture and how cultures adapt through processes like parallelism, diffusion, fission, and convergence. Finally, it discusses some of the functions of culture and how it is acquired through imitation, indoctrination, and conditioning.
This document discusses and compares the cultures of four Southeast Asian countries - the Philippines, India, Singapore, and Vietnam. For each country, it outlines some key cultural practices, traditions, and values. The core values discussed include hospitality, respect for family and community, allegiance to family, calm demeanor, renunciation, dedication, non-violence, and respecting cultural diversity. It emphasizes that cultural differences should unite rather than divide people.
INDIGENOUS COMMUNALITIES PPT in Culture and SocietyChristineColico2
This document discusses indigenous peoples and gender roles in Southeast Asia. It provides examples of indigenous groups in Southeast Asia like the Hmong in Thailand, Laos and Vietnam and the Mlabri in Thailand and Laos. It then discusses common language families in the region like Sino-Tibetan, Austronesian, Austro-Asiatic and Tai. Next, it covers kinship systems and the relatively high status of women in pre-modern Southeast Asia. Factors like kinship structures, bride price, and women's roles in agriculture contributed to this. However, centralized states and imported religions emphasized female subordination more. The document also discusses the impact of colonialism and contemporary issues regarding women's political participation
This document provides information on local heritage themes in Region VIII - Leyte Division. It discusses 6 main themes:
1. Festivals and dances, including the Alikaraw Festival in Hilongos and Tinikling dance from Leyte.
2. Local heroes and historical events, highlighting Agustin Sumuroy, a Waray leader who led the Sumoroy Rebellion against Spanish forces in 1649-1650.
3. Enduring beliefs and values, such as the tradition of not taking a bath during a family member's wake (Diri Pagkarigo Kon May-ada Patay) and the spirit of communal work known as Bayanihan.
4. Indigenous people
Problem 7. Dollars for WaitingJeffrey Swift has been a messenger.docxjeffsrosalyn
Problem 7. Dollars for Waiting?
Jeffrey Swift has been a messenger used by a couple of the local businesses where the Discrimina, Inc. machine shop is located. Sometimes he has done some extra errands inside the Discrimina building for a couple of hours. For the last several weeks, he has helped package items for shipment on Thursdays. Things have gone well, but Jeffrey is concerned because sometimes he has waited over two hours in the waiting room while waiting for the packaging to begin. He wouldn't mind but Discrimina pays only for packaging time, not for waiting time. He can never be certain when the parts will be ready for packaging because final quality checking time varies wildly.
Jeffrey has his own delivery business, but Discrimina has only paid him cash. Each time, Jeffrey has given the company a receipt for the cash. While he waits, he sometimes goes out for donuts for the crew. At other times, he plays games on his PDA or makes cell calls to friends.
Question
If Jeffrey Swift sues for the waiting time hours, what is the likely result and why? Write your answer in a Word document in 1-2 pages.
.
Problem 8-2B(a) Journalize the transactions, including explanation.docxjeffsrosalyn
Problem 8-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
1
2
3
4
5
(b) Enter the January 1, 2014 balances in Accounts Receivable and Allowance for Doubtful Accounts. Post the transactions to the ledger T Accounts
Be sure to post the amounts to the correct side of the T-Account!
Accounts Receivable
Bal.
(2)
(1)
(3)
(5)
(4)
(5)
Bal.
Allowance for Doubtful Accounts
(4)
Bal.
(5)
Bal.
(c)
Prepare the journal entry to record bad debt expense for 2014, assuming that aging the accounts receivable indicates that expected bad debts are $140,000.
Balance needed
...............................................................................
$
Balance before adjustment [see (b)]
................................................
Adjustment required
.......................................................................
$
The journal entry would therefore be as follows:
(d) Accounts Receivable Turnover Ratios:
Enter your answer here
Average Collection Period:
Enter your answer here
Problem 8-6B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
5
20
Feb
18
Apr
20
30
May
25
Aug
18
Sept.
1
Problem 9-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
If there are two entries for the same day, then you do not need to enter the date again.
Date
Account Titles and Explanation
Debit
Credit
April
1
May
1
May
1
June
1
Sept
1
PART B
Dec
31
31
(c)
Partial Balance Sheet
TONG CORPORATION
Partial Balance Sheet
December 31, 2014
Assets
Plant assets
Account title
Amount
Account title
Amount
Account title
Amount
Account title (or contra account)
Amount
Total plant assets
Amount
Problem 9-7B
(a)
BUS 1
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 2
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 3
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
(b)
BUS 2
Year
Depreciation Expense
Amount
Amount
.
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Culture:
• Culture: definition- pg 35 in Pretoruis.
• Components of culture:
• Cognitive component- pg 36 in Pretoruis.
• Normative component- pg 37 in Pretoruis.
• Symbolic component- pg 39 in Pretoruis.
Cultural concepts:
• Subcultures- pg 44 in Pretoruis.
• Cultural change- pg 44 in Pretoruis.
• Cultural competence (aspects of cultural identity)- pg 47 in Pretoruis.
• Culture shock- pg 37 in Du Toit.
• Cultural lag- pg 37 in Pretoruis.
• Ethnocentrism- pg 39 in Du Toit
• Xenocentrism- pg 39 in Du Toit
• Xenophobia- pg 40 in Du Toit
Culture formation and expansion
Pg’s 40-43 in Du Toit.
Media plays a key role in the development and advancement of tribal communities like the Banjara tribe in Telangana, India. The Banjara have traditionally been nomadic traders and agriculturists but have increasingly settled in recent decades. While they maintain a rich culture and heritage, media like television, radio, newspapers and social media have influenced changes to their customs, traditions and lifestyles. Younger members of the tribe are now more likely to learn the local languages of the areas they live in. Media has also helped promote and preserve aspects of Banjara culture like traditional clothing, dance, music and folk tales while providing awareness of issues and connecting community members. However, overdependence on social media can also lead to
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This is a compilation of the reports made by group 1 about what is culture, its components and the Filipino culture.
---USEP CED-BSED TLE 3
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This presentation was done on the 9th of August 2016- @Divine Word University .
It was based upon the topic which me and my partner Kelvin Sar, had chosen.
The course was Lifespan Issue in Counseling -RS246
1. The document discusses cultural values and societal roles in Papua New Guinea, where Western influence has impacted traditions.
2. Dress and appearance are influenced by factors like poverty, gender, and social class, and can indicate one's culture.
3. Respect and dignity are important human needs, yet harassment and lack of respect still occur.
4. Traditional Melanesian religion incorporated spirits and ancestors, but Westernization has affected religious practices.
The document discusses how applying a heritage assessment can be useful in integrating culture into the healthcare system. It is important for healthcare providers to have a basic understanding of a patient's cultural background and heritage to build trust and provide appropriate care. The assessment acknowledges how a family's health practices have been influenced by both Western and Eastern medical traditions. It also addresses some of the healthcare challenges faced in India, such as poverty and lack of sanitation infrastructure, but recognizes efforts being made to improve access and develop the healthcare system.
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This document discusses indigenous peoples and gender roles in Southeast Asia. It provides examples of indigenous groups in Southeast Asia like the Hmong in Thailand, Laos and Vietnam and the Mlabri in Thailand and Laos. It then discusses common language families in the region like Sino-Tibetan, Austronesian, Austro-Asiatic and Tai. Next, it covers kinship systems and the relatively high status of women in pre-modern Southeast Asia. Factors like kinship structures, bride price, and women's roles in agriculture contributed to this. However, centralized states and imported religions emphasized female subordination more. The document also discusses the impact of colonialism and contemporary issues regarding women's political participation
This document provides information on local heritage themes in Region VIII - Leyte Division. It discusses 6 main themes:
1. Festivals and dances, including the Alikaraw Festival in Hilongos and Tinikling dance from Leyte.
2. Local heroes and historical events, highlighting Agustin Sumuroy, a Waray leader who led the Sumoroy Rebellion against Spanish forces in 1649-1650.
3. Enduring beliefs and values, such as the tradition of not taking a bath during a family member's wake (Diri Pagkarigo Kon May-ada Patay) and the spirit of communal work known as Bayanihan.
4. Indigenous people
Similar to S Williams 1Running header An Individual’s Culture.docx (20)
Problem 7. Dollars for WaitingJeffrey Swift has been a messenger.docxjeffsrosalyn
Problem 7. Dollars for Waiting?
Jeffrey Swift has been a messenger used by a couple of the local businesses where the Discrimina, Inc. machine shop is located. Sometimes he has done some extra errands inside the Discrimina building for a couple of hours. For the last several weeks, he has helped package items for shipment on Thursdays. Things have gone well, but Jeffrey is concerned because sometimes he has waited over two hours in the waiting room while waiting for the packaging to begin. He wouldn't mind but Discrimina pays only for packaging time, not for waiting time. He can never be certain when the parts will be ready for packaging because final quality checking time varies wildly.
Jeffrey has his own delivery business, but Discrimina has only paid him cash. Each time, Jeffrey has given the company a receipt for the cash. While he waits, he sometimes goes out for donuts for the crew. At other times, he plays games on his PDA or makes cell calls to friends.
Question
If Jeffrey Swift sues for the waiting time hours, what is the likely result and why? Write your answer in a Word document in 1-2 pages.
.
Problem 8-2B(a) Journalize the transactions, including explanation.docxjeffsrosalyn
Problem 8-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
1
2
3
4
5
(b) Enter the January 1, 2014 balances in Accounts Receivable and Allowance for Doubtful Accounts. Post the transactions to the ledger T Accounts
Be sure to post the amounts to the correct side of the T-Account!
Accounts Receivable
Bal.
(2)
(1)
(3)
(5)
(4)
(5)
Bal.
Allowance for Doubtful Accounts
(4)
Bal.
(5)
Bal.
(c)
Prepare the journal entry to record bad debt expense for 2014, assuming that aging the accounts receivable indicates that expected bad debts are $140,000.
Balance needed
...............................................................................
$
Balance before adjustment [see (b)]
................................................
Adjustment required
.......................................................................
$
The journal entry would therefore be as follows:
(d) Accounts Receivable Turnover Ratios:
Enter your answer here
Average Collection Period:
Enter your answer here
Problem 8-6B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
Date
Account Titles and Explanation
Debit
Credit
5
20
Feb
18
Apr
20
30
May
25
Aug
18
Sept.
1
Problem 9-2B
(a) Journalize the transactions, including explanations.
(Note, enter all accounts in one box.
The dates have been included to help with formatting).
If there are two entries for the same day, then you do not need to enter the date again.
Date
Account Titles and Explanation
Debit
Credit
April
1
May
1
May
1
June
1
Sept
1
PART B
Dec
31
31
(c)
Partial Balance Sheet
TONG CORPORATION
Partial Balance Sheet
December 31, 2014
Assets
Plant assets
Account title
Amount
Account title
Amount
Account title
Amount
Account title (or contra account)
Amount
Total plant assets
Amount
Problem 9-7B
(a)
BUS 1
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 2
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
BUS 3
Year
Computation
Accumulated Depreciation
Amount
Amount
Amount
(b)
BUS 2
Year
Depreciation Expense
Amount
Amount
.
Problem 14-4AFinancial information for Ernie Bishop Company is pre.docxjeffsrosalyn
Problem 14-4A
Financial information for Ernie Bishop Company is presented below.
ERNIE BISHOP COMPANY
Balance Sheets
December 31
Assets
2013
2012
Cash
$ 70,000
$ 65,000
Short-term investments
52,000
40,000
Receivables (net)
98,000
80,000
Inventory
125,000
135,000
Prepaid expenses
29,000
23,000
Land
130,000
130,000
Building and equipment (net)
168,000
175,000
$672,000
$648,000
Liabilities and Stockholders’ Equity
Notes payable
$100,000
100,000
Accounts payable
48,000
42,000
Accrued liabilities
44,000
40,000
Bonds payable, due 2016
150,000
150,000
Common stock, $10 par
200,000
200,000
Retained earnings
130,000
116,000
$672,000
$648,000
ERNIE BISHOP COMPANY
Income Statement
For the Years Ended December 31
2013
2012
Net sales
$858,000
$798,000
Cost of goods sold
611,000
575,000
Gross profit
247,000
223,000
Operating expenses
204,500
181,000
Net income
$ 42,500
$ 42,000
Additional information:
1.
Inventory at the beginning of 2012 was $118,000.
2.
Total assets at the beginning of 2012 were $632,000.
3.
No common stock transactions occurred during 2012 or 2013.
4.
All sales were on account.
5.
Receivables (net) at the beginning of 2012 were $88,000.
(a)
Indicate, by using ratios, the change in liquidity and profitability of Ernie Bishop Company from 2012 to 2013.
(Round Earnings per share to 2 decimal places, e.g. 1.65, and all others to 1 decimal place, e.g. 6.8 or 6.8% .)
2012
2013
Change
LIQUIDITY
Current
Acid-test
Receivables turnover
Inventory turnover
PROFITABILITY
Profit margin
Asset turnover
Return on assets
Earnings per share
$
(b)
Given below are three independent situations and a ratio that may be affected. For each situation, compute the affected ratio (1) as of December 31, 2013, and (2) as of December 31, 2014, after giving effect to the situation. Net income for 2014 was $50,000. Total assets on December 31, 2014, were $700,000.
Situation
Ratio
(1)
18,000 shares of common stock were sold at par on July 1, 2014.
Return on common stockholders’ equity
(2)
All of the notes payable were paid in 2014. The only change in liabilities was that the notes payable were paid.
Debt to total assets
(3)
Market price of common stock was $9 on December 31, 2013, and $12.50 on December 31, 2014.
Price-earnings ratio
2013
2014
Change
Return on common stockholders’ equity
Debt to total assets
Price-earnings ratio
Click if you would like to Show Work for this question:
Open Show Work
.
Problem and solution essay about the difficulties of speaking Engli.docxjeffsrosalyn
Problem and solution essay about the difficulties of speaking English language for international students in the foriegn country.
- introduction with good thesis statement( start with transition word and include the problem and solution)
- first body paragraph ( define and explain the problem)
- second body paragraph. give the solution
- conclusion
two paraphrase
.
problem 8-6 (LO 4) Worksheet, direct and indirect holding, interco.docxjeffsrosalyn
problem 8-6 (LO 4) Worksheet, direct and indirect holding, intercompany mer-
chandise,
machine. The
following
diagram
depicts
the
relationships
among
Mary
Company, John Company, and Joan Company on December 31, 2014:
Mary
John
Owns 60%
Owns 40%
Joan
Owns 50%
Mary Company purchases its interest in John Company on January 1, 2012, for $204,000.
John Company purchases its interest in Joan Company on January 1, 2013, for $75,000. Mary
Company purchases its interest in Joan Company on January 1, 2014, for $72,000. All invest-
ments are accounted for under the equity method. Control over Joan Company does not occur
until the January 1, 2014, acquisition. Thus, a D&D schedule will be prepared for the invest-
ment in Joan as of January 1, 2014.
The following stockholders’ equities are available:
John
Joan
Company
December31
,
December 31
2011
2012
2013
Commonstock ($10par). ........... ............
$150,000
Commonstock ($10par). ........... ............
$100,000
$100,000
Paid-incapitalinexcess of par ............. ..... 75,000
Retained earnings .............................
75,000
50,000
80,000
Totalequity ......... ........... ............
$300,000
$150,000
$180,000
On January 2, 2014, Joan Company sells a machine to Mary Company for $20,000. The
machine has a book value of $10,000, with an estimated life of five years and is being depre-
ciated on a straight-line basis.
John Company sells $20,000 of merchandise to Joan Company during 2014 to realize a gross
profit of 30%. Of this merchandise, $5,000 remains in Joan Company’s December 31, 2014,
inventory. Joan owes John $3,000 on December 31, 2014, for merchandise delivered during
2014.
Trial balances of the three companies prepared from general ledger account balances on
December 31, 2014, are as follows:
Mary
John
Joan
Cash ...................... ........... ......
62,500
60,000
30,000
Accounts Receivable ........................... 200,000
55,000
30,000
Inventory ................... ........... ......
360,000
80,000
50,000
Investmentin JohnCompany........... ........ 270,000
Investmentin JoanCompany........... .......... 86,000
107,500
Property, Plant,andEquipment.... ........... ...2,250,000
850,000
350,000
Accumulated Depreciation ....... ........... .... (938,000)
(377,500)
(121,800
Mary
John
Joan
Intangibles.... ........... ........... .........
15,000
Accounts Payable ............... ........... ...
(215,500)
(61,000)
(22,000)
AccruedExpenses............... ........... ...
(12,000)
(4,000)
(1,200)
BondsPayable. ........... ........... .........
(500,000)
(300,000)
(100,000)
Common Stock($5par) ........................
(500,000)
Common Stock($10par) ....................... (150,000)
Common Stock($10par) ....................... (100,000)
Paid-In Capital inExcessof Par ...... ........... (700,000)
(75,000).
Problem 4-5ADevine Brown opened Devine’s Carpet Cleaners on March .docxjeffsrosalyn
Problem 4-5A
Devine Brown opened Devine’s Carpet Cleaners on March 1. During March, the following transactions were completed.
Mar. 1
Invested $10,940 cash in the business.
1
Purchased used truck for $6,050, paying $3,025 cash and the balance on account.
3
Purchased cleaning supplies for $1,128 on account.
5
Paid $1,788 cash on one-year insurance policy effective March 1.
14
Billed customers $4,723 for cleaning services.
18
Paid $1,538 cash on amount owed on truck and $402 on amount owed on cleaning supplies.
20
Paid $1,648 cash for employee salaries.
21
Collected $1,926 cash from customers billed on March 14.
28
Billed customers $2,561 for cleaning services.
31
Paid gasoline for month on truck $393.
31
Withdrew $769 cash for personal use.
(a)
Your answer is correct.
Journalize the March transactions.
(Record entries in the order displayed in the problem statement. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
J1
[removed]
[removed]
[removed]
Click if you would like to Show Work for this question:
Open Show Work
SHOW LIST OF ACCOUNTS
SHOW ANSWER
LINK TO TEXT
LINK TO TEXT
LINK TO TEXT
LINK TO TEXT
Attempts: 2 of 5 used
(b) and (c)
Your answer is partially correct. Try again.
Prepare a trial balance at March 31 on a worksheet. Enter the following adjustments on the worksheet and complete the worksheet.
(1)
Earned but unbilled revenue at March 31 was $843.
(2)
Depreciation on equipment for the month was $463.
(3)
One-twelfth of the insurance expired.
(4)
An inventory count shows $273 of cleaning supplies on hand at March 31.
(5)
Accrued but unpaid employee salaries were $598.
DEVINE’S CARPET CLEANERS
Worksheet
For the Month Ended March 31, 2012
Trial Balance
Adjustments
Adjusted Trial Balance
Income Statement
Balance Sheet
Account Titles
Dr.
Cr.
Dr.
Cr.
Dr.
Cr.
Dr.
Cr.
Dr.
Cr.
Cash
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
Accounts Receivable
[removed]
[removed]
[removed]
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[removed]
[removed]
Supplies
[removed]
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Prepaid Insurance
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Equipment
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Accounts Payable
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Owner’s Capital
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[removed]
Owner’s Drawings
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Problem 1-4A (Part Level Submission)Matt Stiner started a delivery.docxjeffsrosalyn
Problem 1-4A (Part Level Submission)
Matt Stiner started a delivery service, Stiner Deliveries, on June 1, 2014. The following transactions occurred during the month of June.
June 1
Stockholders invested $14,493 cash in the business in exchange for common stock.
2
Purchased a used van for deliveries for $14,932. Matt paid $3,189 cash and signed a note payable for the remaining balance.
3
Paid $669 for office rent for the month.
5
Performed $4,502 of services on account.
9
Declared and paid $203 in cash dividends.
12
Purchased supplies for $109 on account.
15
Received a cash payment of $1,468 for services provided on June 5.
17
Purchased gasoline for $124 on account.
20
Received a cash payment of $1,385 for services provided.
23
Made a cash payment of $531 on the note payable.
26
Paid $122 for utilities.
29
Paid for the gasoline purchased on account on June 17.
30
Paid $1,255 for employee salaries.
(a)
Show the effects of the previous transactions on the accounting equation.
(If a transaction causes a decrease in Assets, Liabilities or Stockholders' Equity, place a negative sign (or parentheses) in front of the amount entered for the particular Asset, Liability or Equity item that was reduced. See Illustration 1-8 for example.)
STINER DELIVERIES
Assets
=
Liabilities
+
Stockholders' Equity
Retained Earnings
Date
Cash
+
Accounts
Receivable
+
Supplies
+
Equipment
=
Notes
Payable
+
Accounts
Payable
+
Common
Stock
+
Revenues
–
Expenses
–
Dividends
June 1
$
[removed]
$
[removed]
$
[removed]
$
[removed]
$
[removed]
$
[removed]
$
[removed]
$
[removed]
$
[removed]
$
[removed]
2
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3
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5
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9
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12
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15
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17
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20
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PROBLEM 5-5BPrepare a correct detailed multiple-step income stat.docxjeffsrosalyn
PROBLEM 5-5B
Prepare a correct detailed multiple-step income statement.
Assume a tax rate of 25%.
WRIGHT COMPANY
Income Statement
For the Month Ended December 31, 2014
Sales Revenues
Account title
Amount
Account title
Amount
Account title
Amount
Net Sales
Cost of goods sold
Gross profit
Amount
Operating Expenses
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Account title
Amount
Total operating expenses
Amount
Income from operations
Amount
Other revenues and gains
Account title
Amount
Other expenses and losses
Account title
Amount
Amount (Total)
Income before income taxes
Income tax expense
Net Income
P5-5B
An inexperienced accountant prepared this condensed income statement for
Wright Company, a retail firm that has been in business for a number of years.
WRIGHT COMPANY
Income Statement
For the Year Ended December 31, 2014
Revenues
Net sales $952,000
Other revenues 16,000
968,000
Cost of goods sold 548,000
Gross profit 420,000
Operating expenses
Selling expenses 160,000
Administrative expenses
104,000
264,000
Net earnings $156,000
As an experienced, knowledgeable accountant, you review the statement and determine
the following facts.
1. Net sales consist of sales $972,000, less freight-out on merchandise sold $20,000.
2. Other revenues consist of sales discounts $12,000 and interest revenue $4,000.
3. Selling expenses consist of salespersons’ salaries $88,000; depreciation on equip-
ment $4,000; sales returns and allowances $46,000; advertising $12,000; and sales
commissions $10,000. All compensation should be recorded as Salaries and Wages
Expense.
4. Administrative expenses consist of office salaries $54,000; dividends $14,000; utili-
ties $13,000; interest expense $3,000; and rent expense $20,000, which includes
prepayments totaling $2,000 for the first month of 2015. The utilities represent
utilities paid. At December 31, utility expense of $3,000 has been incurred but not
paid.
Problem 6-2B
(a) Determine the Cost of Goods Available for Sale
Date
Explanation
Units
Unit Cost
Total Cost
Total
(b) Determine the ending inventory and cost of goods sold under each of the assumed cost flow methods.
Prove the accuracy of the cost of goods sold under FIFO and LIFO.
FIFO
(1) Ending Inventory
(2) Cost of Goods Sold
Date
Units
Unit Cost
Total Cost
Cost of goods available for sale
Amount
Amount
Amount
Less: ending inventory
Amount
Amount
Amount
Total
Amount
Total
Amount
Cost of Goods Sold
Amount
Proof of Cost of Goods Sold (FIFO)
Date
Units
Unit Cost
Total Cost
Amount
Amount
Amount
Amount
Amount
Amount
Amount
Amount
Total
Amount
Total
Amount
LIFO
(1) Ending Inventory
(2) Cost of Goods Sold
Date
Units
Unit Cost
Total Cost
Cost of goods available for sale
Amount
Amount
Amount
Less: ending inventory
Amount
Amount
Amount
Total
Amount
Total
Amount
Cost of Goods Sold
Amount
Proof of .
Problem 12-9ACondensed financial data of Odgers Inc. follow.ODGE.docxjeffsrosalyn
Problem 12-9A
Condensed financial data of Odgers Inc. follow.
ODGERS INC.
Comparative Balance Sheets
December 31
Assets
2014
2013
Cash
$ 147,864
$ 88,572
Accounts receivable
160,674
69,540
Inventory
205,875
188,216
Prepaid expenses
51,972
47,580
Long-term investments
252,540
199,470
Plant assets
521,550
443,775
Accumulated depreciation
(91,500
)
(95,160
)
Total
$1,248,975
$941,993
Liabilities and Stockholders’ Equity
Accounts payable
$ 186,660
$ 123,159
Accrued expenses payable
30,195
38,430
Bonds payable
201,300
267,180
Common stock
402,600
320,250
Retained earnings
428,220
192,974
Total
$1,248,975
$941,993
ODGERS INC.
Income Statement Data
For the Year Ended December 31, 2014
Sales revenue
$710,882
Less:
Cost of goods sold
$247,892
Operating expenses, excluding depreciation
22,710
Depreciation expense
85,095
Income tax expense
49,922
Interest expense
8,656
Loss on disposal of plant assets
13,725
428,000
Net income
$ 282,882
Additional information:
1.
New plant assets costing $183,000 were purchased for cash during the year.
2.
Old plant assets having an original cost of $105,225 and accumulated depreciation of $88,755 were sold for $2,745 cash.
3.
Bonds payable matured and were paid off at face value for cash.
4.
A cash dividend of $47,636 was declared and paid during the year.
Prepare a statement of cash flows using the indirect method.
(Show amounts that decrease cash flow with either a - sign e.g. -15,000 or in parenthesis e.g. (15,000).)
ODGERS INC.
Statement of Cash Flows
For the Year Ended December 31, 2014
$
$
$
[removed]
.
Problem 13-6AIrwin Corporation has been authorized to issue 20,80.docxjeffsrosalyn
*Problem 13-6A
Irwin Corporation has been authorized to issue 20,800 shares of $100 par value, 10%, noncumulative preferred stock
and 981,000 shares of no-par common stock. The corporation assigned a $2.50 stated value to the common stock. At
December 31, 2014, the ledger contained the following balances pertaining to stockholders’ equity.
The preferred stock was issued for land having a fair value of $142,900. All common stock issued was for cash. In
November, 1,500 shares of common stock were purchased for the treasury at a per share cost of $14. In
December, 500 shares of treasury stock were sold for $15 per share. No dividends were declared in 2014.
Preferred Stock $119,000
Paid-in Capital in Excess of Par—Preferred Stock 23,900
Common Stock 981,000
Paid-in Capital in Excess of Stated Value—Common Stock 1,781,300
Treasury Stock (1,000 common shares) 14,000
Paid-in Capital from Treasury Stock 500
Retained Earnings 81,600
.
Prior to posting in this discussion, completeThe Parking Garage.docxjeffsrosalyn
Prior to posting in this discussion, complete
The Parking Garage
scenario interactivity module and view the video,
This is Water by David Foster Wallace
. Reflect on what you have seen and recall a time when you experienced simplistic and unfounded stereotypical thinking. What could you have done differently? What is something that you need to work on in the future to become a better critical thinker? 200 words
.
Prior to engaging in this discussion, read Chapters 10 and 11 in y.docxjeffsrosalyn
Prior to engaging in this discussion, read Chapters 10 and 11 in your text as well as the “Steps for Effective Discharge Planning” article, and review any relevant Instructor Guidance.
For this discussion, refer to the information in the
“Introduction to the Miller Family”
document.
Select one of the family members below whose medical condition has the potential to have worsened to the point that they would need to be hospitalized. Once you have chosen your subject, create a discharge scenario. Each of these family members has been introduced in an earlier assignment. Be sure to review your materials for that assignment including any relevant instructor feedback.
Option 1:
Elías - leukemia
Option 2:
Lila - diabetes (IDDM)
Option 3:
Sam - liver disease caused by heavy drinking
Option 4:
Lucy - bipolar disorder and serious substance abuse (dual diagnosis)
In your initial post, create and present a possible scenario in order to respond to the subject’s discharge from the hospital. See earlier assignments for samples of how to begin crafting the scenario for your subject. Remember to be creative, refer to the “Introduction to the Miller Family” document, and include as much detailed information as appropriate. Be sure to address the following points in your initial post.
Describe the specific issues that need to be addressed when discharging this patient.
Briefly identify who (individuals, professionals, agencies, or organizations) might be identified in the plan, what needs to be done, and when it should happen.
Identify community resources (e.g., doctors, counselors, and agencies) that will be needed, what their roles are in the plan, and assess how they might meet the needs of your patient. Integrate the biological theory of intellect and cognition with your subject’s sociocultural experiences in order to better ascertain his or her needs.
Identify and discuss at least one barrier for success based on the individual’s intellect and his or her sociocultural experiences and perspectives. Critique the contributions of community-based programs and how they might alleviate issues related to this barrier.
dq2
Watch one of the eight videos from
The Future of Medicine
playlist. Then, go to the Ashford University Library and find two research articles related to the social impact or relevance of the topic addressed in your selected video. For assistance with finding peer-reviewed articles, please see the
tutorial
on the Ashford University Library website. Consider the work you have completed in the previous discussions throughout the course. Summarize how we, as individuals, are affected by disease, disability, or disorder. What emotions do we experience toward others with these conditions (empathy, judgment, fear, guilt)? Critique the contributions of community-based programs and how they influence our societal reactions to diseases, disabilities, and disorders. Examine and comment on the ways in which individuals, families, communi.
Privacy in a Technological AgePrivacy protection is a hot top.docxjeffsrosalyn
Privacy in a Technological Age:
Privacy protection is a hot topic in today’s data-hungry technological world
. In a well-written paper,
1.
Begin with an examination of an individual’s right to privacy
.
Then consider
2.
How advanced surveillance and monitoring technologies might intrude upon this right to privacy.
3.
How might the roles and obligations of an organization conflict with its workers right to privacy?
Provide specific examples to support your analysis.
Your well-written paper should be 2-3 pages in length and formatted according to the
CSU-Global Guide to Writing and
APA Requirements
. You should reference 2-3 scholarly sources (your textbook can count as one of these). The CSU-Global Library is a good place to find these scholarly sources
Textbook is attached
Reynolds, G. W. (2014).
Ethics in information technology
(5th ed.). Stamford, CT: Cengage Learning
Note:
I don’t need cover page.
.
Privacy Introduction Does the technology today Pene.docxjeffsrosalyn
Privacy :
Introduction
Does the technology today
Penetrates
our
privacy
?
Harms and the benefits.
What is the natural right for privacy ?
How we can trust the people or the organizations in our privacy ?
Does the governments have the right to go through our privacy? why ?
What the limit for privacy ?
How we can protect our privacy ?
Conclusion
.
Prisoner rights in America are based largely on the provisions of th.docxjeffsrosalyn
Prisoner rights in America are based largely on the provisions of the Bill of Rights. In this assignment, you will research the U.S. Bill of Rights and explain its major provisions. You should address the impact that the Bill of Rights has had on the field of criminal justice, corrections, and prisoners' rights. Also, explain how the Bill of Rights is applied at the state level.
Identify and explain the major provisions of the Bill of Rights.
How has the Bill of Rights significantly impacted the prisoners' rights and the fields of criminal justice and corrections?
Explain how the Bill of Rights is applied at the state level.
What are 2 major avenues of relief pursued by prisoners?
You must reference at least 2 credible sources in APA style.
4 pages
No plagerism
Abstract and Reference Page
.
Principles of Supply and Demanda brief example of supply and deman.docxjeffsrosalyn
Principles of Supply and Demand
a brief example of supply and demand for public health goods and services. Select two factors that might influence price elasticity of demand for public health goods or services in your example. Explain how and why price elasticity might influence the quantity of goods and services demanded in that example.
.
Primary Task Response Within the Discussion Board area, write 300.docxjeffsrosalyn
Primary Task Response:
Within the Discussion Board area, write 300–500 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.
Interest groups play a significant role in contemporary American politics, on a wide range of public policy issues, from healthcare (Affordable Care Act, for example) to gun control (the NRA is a well-known example), and from financial services regulation to regulating food production.
For this discussion board, choose an interest group that appeals to you and then identify a public policy issue that your selected interest group is working on impacting. In addition, include the following information:
What types of activities are conducted by your interest group? Provide examples of activities undertaken by the group within the last 12 months. Activities can include lobbying, television or radio spots, media spots, rallies or other activities. Also, if available, provide links to any news articles about the organization’s activities or press releases from the organization or other articles from the organization’s website for your classmates’ reference.
How is your chosen interest group connected to the average citizen, if at all? Provide examples of average citizens’ involvement in your chosen interest group, if any. If your chosen interest group rarely or does not interact with the average citizen, please discuss how the work of your chosen interest group indirectly impacts the average citizen, if at all.
Do you believe that interest groups do, or have the ability to, promote corruption in government? Explain your position. If they do or have the potential to do so, why do you believe so? If not, what do you think prevents them from corrupting government? Support your position with specific examples.
.
Pretend you are a British government official during the time leadin.docxjeffsrosalyn
Pretend you are a British government official during the time leading up the Revolutionary War.
Write a 2-3 paragraph letter to the editor of your local newspaper explaining your feelins about the actions of the colonists. Be sure to give examples. (Things to possibly include: Do you think they are overreacting? Why or why not? How do you feel the issues should be resolved?) Really put some thought into this assignment, it wouldn't hurt to do some outside research to support your Letter to the Editor
.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
S Williams 1Running header An Individual’s Culture.docx
1. S Williams 1
Running header: An Individual’s Culture
Sociology Assignment Paper
Observation of an Individual’s Culture Different to Mine
Sa’Lerial Williams
College of the Mainland
Professor Sabido
Intro to Sociology
July. 26 2019
Observation of an Individual’s Culture Different to Mine
For this sociology assignment paper, I have selected a group of
people to whom I met at an event related to their festival. These
people are Nepalese, and their culture is totally different from
my culture. One of my friends took me to their event with him;
a boy named Bhatt was my friend’s friend, who is from Nepal.
Bhatt is an Asian male, I just got amazed at the initial
introduction I started observing their culture in detail and was
mesmerized. I just loved their culture and that’s why my topic
of sociology paper is Nepalese culture. I have observed a lot of
things in that event because there was a vast range of Nepalese
2. traditional dresses, food, ways of celebration, etc. and later I
also researched a lot about their culture. Individuals of Nepal
usually greet others with Namaste as a customary salaam, as
they did when I was in that event that is widely practiced in
most of the nation. This group is approximately 23 million
Nepalese who made 69 diverse linguistic and cultural groups,
additionally recognized as ethnic associations existing in
various parts of the country (Gopal & Verma, 1977). Essentially
every ethnic group has their different clothes, vocalize their
dialects or languages, and develop their religious traditions.
People live under various distinct environmental and geographic
familiarizations, from the low fields near the border of India,
northward into the central valleys and hills of Mahabharata
Mountain, and up to the tremendous manifest lowlands of the
Himalayan region.
Languages: In Nepal commonly, there are a couple of
significant groups of people located in high Himalayan range
Tibetan font (Bhot Burmese or Tibeto-Burman) and low hill to
Indo-Aryan (Bharopeli) mid-hill origin societies. Region of
Himalayan villages groups who speak Tibetan origin Gurung of
Manang, Tibetan Sherpa, Dolpo, Mustang district and Thakali
of high plain of Mustang are observed in subalpine to Tran’s
regions of Himalayan. The best recognized are the people of
Sherpa who have achieved world fame and attention because of
their skills of mountaineering. The word “Sherpa,” in English
signified as a mountain leader, and Bhatt my friend's friend is
from Sherpa, he had extraordinary skills and strength.
Sub-cultures: In the mid-hill frequently located Chepang,
Gurung, Sunwar, Rai, Magar, Tamang, and Limbu groups, as
well as different Mongoloid groups, exist in these areas. In
towns, Kshetri, Punjabi, and Marbadi where different diverse
groups are located. The groups of Magar, Gurung, Limbu, Rai,
are popular in the world because of Gurkha solder.
Geography: In Terai Plain Lal (Mithila), Yadav, Jha, Singh,
Majhi, Rajput, Kshetri, and many more people populate in the
dun plains where various professional collections are existing
3. and remaining forced collectively by the beliefs of harmony and
peace (Mikoš, Vilímek, Yin & Sassa, n.d.). Mithila groups of
Terai are famous for their official folkloric arts and landscapes.
However, frequently either residing in the Terai region or hilly
district, their basic occupation is traditional agriculture broadly
utilized.
Symbols: The culture of Nepal has various symbols from
Buddhist and Hindu roots. Symbols like decorated walls, buses,
and trucks, and Promising symbols, including the ancient Hindu
emblem and trident of Shiva. Other important symbols are the
images (plow, sun, and tree) applied to favor governmental
gatherings. Their national animal is Achham cattle Zebu, which
became their symbol too. The national animal is Himalayan
Monal pheasant, national dance is the Newa dance, and the
national instrument is the folk Madal drum. All these things
have become a symbol of their identity in the world and a way
to keep tradition going.
Ethnic Relations: The community consists of various cultural,
linguistic, and racial groups that are frequently classified within
three general classes: indigenous Nepalese, Tibeto-Nepalese,
and Indo-Nepalese. The Indo-Nepalese emigrated from India
across many centenaries; following Hinduism, speaking the
language of Indo-Aryan and have Caucasian backgrounds. They
have improved primarily in the river valleys, Terai, and the
lower hills.
Social Construction: Nepal holds a vastly diversified homeland
of different ethnical associations and has the typical social
structure of a family. In general, residing in the joint family
arranged hometown, understanding and respecting individual
socio-inherited guidance period to period is observed in
Nepalese. Persuading physical desire simply in people is
limited; men and females socialize distinctly both after and
before marriage with group functions. Usually, the wedding is
planned by parents with the assistant of a wedding consular
known as "Lahmi," I found this culture is very impressive. But
now a day, love marriage is likewise famous between new
4. generations. People have the right to take their spouse and
choose their prospective happy. There is no method to answer
that society of the Nepalese endured unscathed by global
developments, information technology hugely affected the new
generation, largely in main towns and villages of the world and
chose various interesting techniques.
Castes and Classes: Historically, class and caste situation
correlated with each other, by the most leading ranks becoming
the most massive land, political, and capital impact. The lowest
castes people couldn't hold investments or support knowledge.
Although rule, class relationships do not more important set
class features have acquired present-day cultural delamination:
Untouchables remains to be the weakest division of the
community when the upper classes manage to be prosperous and
politically powerful. When the property is, however, the
ultimate standard of money, few classes that practice in
enterprise and business have managed properly under
contemporary democracy than own landowning classes.
Developments in the political and financial system have
presented few chances for branches of historically
disadvantaged classes.
Social Stratification Symbols: Ethnic and caste groups are
frequently identifiable through both environmental features and
techniques of clothes and embellishment. Certain symbols of
ethnic identification forward with characteristic styles of
cuisine, dance, and music remain to be necessary. In their
culture, Hindus caste is the national caste.
Principal Occupations: Essentially, people of Nepal are
connected in their cultural occupation which is farming. Almost
all the people who are residing outside of the city go their
subdivision farmland where they breed various cash crops and
main vegetables seasonally. Approximately 76 % of Nepal's
total population still refers to the cultural farming practice as
their primary root of the economy and remaining of performing
different works as hospitality tourism, government officials,
goods trading, general manufactures, cottage industries, and
5. others. Altogether, however, approximately 33 % of the total
population is dependent on farming.
Food culture at Ceremonial Events: At marriages and different
major life-cycle celebrations, festivals are usually entertained
by the parents immediately connected, and various visitors are
welcomed. At such occasions, it is customary to seat visitors on
sewn grass rugs on the floor outside person's house, frequently
in series distributing classes and acknowledging personalities of
high class. The menu is sub served on leaf plates that can be
efficiently placed off and I loved this leaf culture. These
cultures are similar to many others, change by class -ethnic
groups and are developing fast to satisfy new flavors.
Basic Economy: The vast population of Nepal is sustenance
farmers who produce vegetable, wheat, barley, millet, maize,
and rice. At moderate heights, farming is the primary source of
income, while at greater heights agro pastoralism controls.
Numerous homes keep and goats and hens. Nevertheless, some
households own infinite than a little amount of water buffalo,
yaks, or cows because the mountain topography doesn't give
grazing property for healthy animals (Ueno, 1995).
Gender Roles and Situations: In the division of labor by gender,
only men push, when carrying water is usually thought work of
women. Women collect fodder and firewood, wash clothes, care
for children, and cook. The man works the more massive
farming businesses and regularly involved in pottering, sales,
and other jobs outside the community. Both women and men
work materially requiring labor, although the woman manages
to serve more lasting hours, hold limited free time, and depart
younger. In metropolitan regions, men are considerably more
inclined to operate outside the house. Frequently, cultural
possibilities are accessible to both women and men, and there
are ladies in professional situations (Maslak, 2001). Women
likewise continually serve in household businesses as
dressmakers and shopkeepers. Kids and older individuals are an
important expert on family labor. In farm groups, young kids
gather firewood, protect younger kids, and mind animals. Older
6. personalities may work on community assemblies. In
metropolitan regions and more substantial cities, kids attend
school; rural kids not surely, depending on the concurrence of
schools, the performance demanded of them at hometown, and
the availability of tutors (Maslak, 2001).
The Comparative Status of Men and Women: Women frequently
define themselves as the weaker caste concerning guys and
frequently involve a lower social status. Nevertheless, the
opportunities and independence possible to ladies range
extensively by ethnic community and class. Ladies of the most
powerful classes hold their public movement, it’s important to
parents and class character. Women of weaker classes and
groups frequently perform a more significant pay-earning part,
have higher versatility, and are also blunt about men. Roles of
gender are gradually changing in metropolitan cities, where
more substantial amounts of women are getting an education
and seeking the workforce.
Kinship, Family, and Marriage: If we talk about marriage, Nepal
is patrilocal, the couple would move the husband’s community
and patrilineal, through the male line. Planned weddings are the
standard in mainstream society because matches shape
meaningful social relationships among classes when a kid
attains grown-up age, the elders of a family are accountable for
determining a fitting partner of the relevant class, social
stratum, and education level.
Property and Land Ownership: Historically, some of the
landowners continued various farming land. Public servants
frequently were spent in property privileges, ruling their area on
absentee support and raising taxes from resident -farming
workers. Since the years of the 1950s, resolutions have moved
to create and preserve the powers of occupants, though without
the land redistribution.
Dress: There is a very special dressing fashion in Nepalese as a
nation is moving homely of multicultural and lingual collections
personalities. Most Nepalese ethnic groups have their different
technique of clothing according to culture and county. Nepalese
7. costume for men is dress pants, a dress shirt, the Daura Suruwal
and Dhaka Topi. The women of Nepalese wear sari-like clothing
called Kurta Suruwal consisting of a blouse, the Kurta Salwar,
and loose pants. More specifically in the towns mainly, young
people, both women and men frequently costume in western-
style clothes while older women frequently use Kurta Salwar
and the Saries blouse.
Belief about Religion: Nepal is a multi-religious nation in the
society such diverse ethnic communities exist with their style of
spiritual exercise, culture, tradition, language and lifestyle,
besides every union of peace in the community. Hindu religion
followers are approximately 80 % of the entire population who
lives in the east to west of Nepal. Following the north to Maha
Bharat range, Buddhist religion is approximately 10 % of the
entire population who lives near the Himalayan range to mid-
hill. In cities and valleys united, Muslim religious people are 4
% of the entire population and the remaining of people are from
other religions who live in various parts of Nepal (Dali, 1970).
In the Hindu population, each ritual celebration managed
through the reverend (scholar), in Buddhism society there is
Lama (priest), and in the Muslim community, there is Mullah.
Socialization: Some family ceremonies identify critical steps in
a child's developing, including the first haircut and the original
flavor of rice. While a daughter arrives youth, she passes by a
phase of seclusion in which girls are banned from staring at
male members of the family. Although she gets unique food and
is not required to work, the practice is an affirmation of the
deterioration associated with girl reproductivity and sexuality
(Kawatoko, 1995).
Did we talk about cultural relativism with Bhatt and his culture,
yes! I did experience ethnocentrism mostly when I was eating
food and comparing each dish with my cultural food. I was
judging many things while also enjoying the discovery of his
culture. I experienced linguistic relativism because of the
people’s language and accent. According to my observation
Bhatt and his people’s culture contributed a lot to this world.
8. Our world would be so boring if all the people followed only
one culture, each culture has its importance, and Nepalese
culture gives us awesome art, food variety, traditional dances,
music, and we can enjoy the essence of the Himalayans.
Work Cited
Dali, D. (1970). Traditional Beliefs from Nepalese culture in
Relation to Obstetrics. Journal of Nepal Medical
Association, 23(4). doi: 10.31729/jnma.1501
Maslak, M. (2001). A community of education: Nepalese
children living and learning religious ritual. Culture and
Religion, 2(1), 61-79. doi: 10.1080/01438300108567163
Ueno, N. (1995). The social construction of reality in the
artifacts of numeracy for distribution and exchange in a
Nepalese Bazaar. Mind, Culture, And Activity, 2(4), 240-257.
doi: 10.1080/10749039509524704
Kawatoko, Y. (1995). Social rules in practice: “Legal” literacy
practice in Nepalese agricultural village communities. Mind,
Culture, And Activity, 2(4), 258-276. doi:
10.1080/10749039509524705
Gopal, L., & Verma, T. (1977). Studies in the history and
culture of Nepal. Varanasi: Bharati Prakashan.
Mikoš, M., Vilímek, V., Yin, Y., & Sassa, K. Advancing culture
of living with landslides.
10. Mixed Methods: An Example
Program Transcript
[MUSIC PLAYING]
NARRATOR: Dr. Debra Rose Wilson's study provides an
excellent example of a
mixed method research design. Note why this is the case, as
she explains her
research question and study.
DEBRA ROSE WILSON: My background's in health care, and
my PhD is in
health psychology. And I teach in the School of Psychology, as
well as in the
School of Nursing. I'm a nurse as well, so I come into this
with a health
perspective, looking at research from a holistic perspective, but
recognizing that
if we're examining any phenomena within health that we have
to look at it from
many angles. That isn't always just cause and effect.
For example, in cardiovascular disease, it isn't just genetics
that causes the
disease. It's diet. It's whether they had an angry personality.
It's how much social
support they had. It's even whether they were breastfed or not
as an infant. All of
those factors contribute to the disease. And from a health care
perspective, it
was important to look at all those factors.
When you look at quantitative data, that's very valid for
health care. We need to
know those hard numbers. We need to know the biomarkers, or
11. the results of
blood tests, or the results of EEGs and blood pressure and
pulse. Those are all
important in health care.
But so is the subjective perception of pain, for example. While
we can measure
blood pressure and pulse during pain and look at the objective
science of pain,
it's really difficult to express and understand the patient's
perspective of pain.
That's why it's so important to look at health care from a
mixed methodology
approach.
My area of expertise is working with adult survivors of
childhood sexual abuse. I
also had a background in relaxation techniques and
complementary and
alternative therapies. And for me, it made sense to combine the
two areas of
expertise in my area of research.
The research area that I look at, consequently, is mind--body,
the influence that
our attitudes, our beliefs, our perception of stress has on our
biology. And this
was important to apply to the population of adult survivors of
childhood sexual
abuse.
We didn't really know how adult survivors dealt with stress.
We knew that they
tended to overreact to stress. They tended to use more denial
and inappropriate
maladaptive coping mechanisms when they were stressed. And
13. examining the
effectiveness of stress management. My study explored the
experience of stress
management from a holistic perspective. 35 adult survivors of
childhood sexual
abuse participated in four weeks of stress management
training. And so from a
holistic perspective, I wanted to gather as much data as
possible, both
quantitative and qualitative. And I did this from a holistic
approach so that I
gathered objective data, which are those biomarkers, those hard
numbers.
And for that, I examined their salivary immunoglobulin A.
Saliva was collected
from the participants, and we sent it to a lab and looked at how
much
immunoglobulin A they had in their saliva. Immunoglobulin A
is the
immunoprotector of our mucus membranes of our digestive
system and our
respiratory system, for example. And it was an easy way to
get a sample that I
didn't have to draw blood and stress them again.
Another parameter that I wanted to check was subjective
data. How did they
interpret their ways of coping? And I used Folkman and
Lazarus' Ways of Coping
Questionnaire, which is a subjective measure of coping. And I
also examined that
before and after the intervention, as I did the salivary IgA
before and after the
four week intervention of stress management classes.
14. The third part of my study, I gathered intersubjective data.
When doing qualitative
interviews, you can't really take the researcher out of the
research. There's
something that happens between the participant and the
researcher that's
relevant. And that interview process is intersubjective. So for
this study, I
gathered objective data, subjective data, and intersubjective
data.
It's really important when you're gathering intersubjective data
to recognize that it
is intersubjective, that the researcher's bias is involved. And
so when you're
doing any kind of qualitative piece of research, you have to
recognize what your
biases are.
I wasn't sexually abused as a child. I had to recognize that I
had bias, that I had
pre--assumptions about what it was like to be sexually abused
as a child. But I
had not experienced it. When I was able to put those ideas
down and recognize
them as my bias and then set them aside, it was much easier
to gather
intersubjective data.
Another really important point about intersubjective data, and
when you're doing
any kind of qualitative interview, is to be truly present with
the person that you're
with. True presence means that you're consciously and
intentionally setting aside
all those running thoughts that are running at the back your
16. when you're truly focused on what they're saying, and what
their body is saying
as well. That you're being objective and looking at their
responses, and matching
their body language to what they're saying.
So to summarize, the objective data gathered was that salivary
immunoglobulin
A, a lab test, quantitative data. The subjective data was the
Ways of Coping
Questionnaire by Folkman and Lazarus, which really examined
their
interpretation of how they were coping. And thirdly, the
intersubjective data was
the interview at the end of the four weeks where you
consciously recognized your
bias, but interviewed them and asked these participants, what
was their
experience? Which tools worked for them? What were those
stress management
classes like?
The design of this study was a pre--intervention and post-
-intervention data was
collected. Before the intervention of four weeks of stress
management training, I
collected the salivary IgA, the objective data, as well as the
Ways of Coping
Questionnaire, the subjective data, and collected them again
post--intervention.
After the intervention, I also did the qualitative interviews,
which set up a pre--post
intervention design study.
Adult survivors of childhood sexual abuse are a vulnerable, at-
-risk population. So
17. for the university's Review Board of Human Subjects, the IRB,
I had to make sure
they were protected. Sitting in a room, closing their eyes,
doing relaxation
therapy with dim lights in a group setting can be frightening
for an adult survivor
of childhood sexual abuse. So I had to make sure there were
people there to
help them if they had some sort of an adverse reaction to the
experience.
So for IRB approval, I had therapists in the room with me for
all of the classes,
and they were in group sessions. But if they needed help
afterwards, those
therapists who were trained in working with adult survivors of
childhood sexual
abuse would be available to the participants. That way if
anything happened,
they could have some follow--up. I was blessed that
experience was positive for
all of the survivors and all my participants.
As far as results go, what I found first from the objective
data, I found that the
salivary IgA, immunoglobulin A, improved over the four
weeks significantly.
Therefore, stress management is effective in improving our
immune system. The
second thing I found was that the ways of coping improved as
well. And this is
profound, because I was able to influence the consequences of
childhood sexual
abuse. The participants were able to heal and transcend some of
those
consequences or sequelae of childhood sexual abuse.
19. Another theme that I found that ran throughout the qualitative
piece is a somatic
detachment. What I mean by that is because they were so
externally focused,
they weren't aware of their body's responses to stress. So
they were almost
detached from their body, which is not surprising, because
that was an
appropriate coping mechanism when they were abused. That
tended to become
a common coping mechanism in adulthood. And that wasn't an
appropriate
mechanism. When they became aware of their somatic
detachment, I started to
do exercises like relaxation, body scans, being aware of
different parts of their
body. They recognized not only the somatic detachment, but
were able to heal
and focus a little bit more inward.
The third theme that I recognized is that they all see
themselves on a pathway to
healing. That they all identified themselves in different places
on the process, but
that these stress management tools, they could use these on
their pathway to
healing. And that gave them some power.
So it's important when you're doing mixed methodology that
you bring those
three pieces of data together. It's called triangulation. And for
my study, that was
easy. They all pointed in the same direction, that stress
management was
effective for adult survivors of childhood sexual abuse from
21. digm “wars” and incompatibility thesis, we show some
commonali-
ties between quantitative and qualitative research, we explain
the
tenets of pragmatism, we explain the fundamental principle of
mixed
research and how to apply it, we provide specific sets of designs
for
the two major types of mixed methods research (mixed-model
de-
signs and mixed-method designs), and, finally, we explain
mixed meth-
ods research as following (recursively) an eight-step process. A
key
feature of mixed methods research is its methodological
pluralism
or eclecticism, which frequently results in superior research
(com-
pared to monomethod research). Mixed methods research will be
successful as more investigators study and help advance its
concepts
and as they regularly practice it.
F
or more than a century, the advocates of quantitative and
22. qualitative research paradigms have engaged in ardent dis-
pute.1 From these debates, purists have emerged on both
sides (cf. Campbell & Stanley, 1963; Lincoln & Guba, 1985).2
Quantitative purists (Ayer, 1959; Maxwell & Delaney, 2004;
Popper, 1959; Schrag, 1992) articulate assumptions that are
con-
sistent with what is commonly called a positivist philosophy.3,
4
That is, quantitative purists believe that social observations
should be treated as entities in much the same way that physical
scientists treat physical phenomena. Further, they contend that
the observer is separate from the entities that are subject to ob-
servation. Quantitative purists maintain that social science
inquiry should be objective. That is, time- and context-free gen-
eralizations (Nagel, 1986) are desirable and possible, and real
causes of social scientific outcomes can be determined reliably
and validly. According to this school of thought, educational re-
searchers should eliminate their biases, remain emotionally de-
tached and uninvolved with the objects of study, and test or
empirically justify their stated hypotheses. These researchers
have
traditionally called for rhetorical neutrality, involving a formal
Mixed Methods Research:
A Research Paradigm Whose Time Has Come
by R. Burke Johnson and Anthony J. Onwuegbuzie
writing style using the impersonal passive voice and technical
ter-
minology, in which establishing and describing social laws is
the
major focus (Tashakkori & Teddlie, 1998).
23. Qualitative purists (also called constructivists and
interpretivists)
reject what they call positivism. They argue for the superiority
of
constructivism, idealism, relativism, humanism, hermeneutics,
and, sometimes, postmodernism (Guba & Lincoln, 1989;
Lincoln
& Guba, 2000; Schwandt, 2000; Smith, 1983, 1984). These
purists contend that multiple-constructed realities abound, that
time- and context-free generalizations are neither desirable nor
possible, that research is value-bound, that it is impossible to
dif-
ferentiate fully causes and effects, that logic flows from
specific
to general (e.g., explanations are generated inductively from the
data), and that knower and known cannot be separated because
the subjective knower is the only source of reality (Guba,
1990).
Qualitative purists also are characterized by a dislike of a de-
tached and passive style of writing, preferring, instead, detailed,
rich, and thick (empathic) description, written directly and
some-
what informally.
Both sets of purists view their paradigms as the ideal for re-
search, and, implicitly if not explicitly, they advocate the in-
compatibility thesis (Howe, 1988), which posits that qualitative
and quantitative research paradigms, including their associated
methods, cannot and should not be mixed. The quantitative
versus qualitative debate has been so divisive that some gradu-
ate students who graduate from educational institutions with an
aspiration to gain employment in the world of academia or re-
search are left with the impression that they have to pledge alle-
giance to one research school of thought or the other. Guba (a
leading qualitative purist) clearly represented the purist position
when he contended that “accommodation between paradigms
24. is impossible . . . we are led to vastly diverse, disparate, and to-
tally antithetical ends” (Guba, 1990, p. 81). A disturbing fea-
ture of the paradigm wars has been the relentless focus on the
differences between the two orientations. Indeed, the two dom-
inant research paradigms have resulted in two research cultures,
“one professing the superiority of ‘deep, rich observational
data’
and the other the virtues of ‘hard, generalizable’ . . . data”
(Sieber, 1973, p. 1335).
Our purpose in writing this article is to present mixed meth-
ods research as the third research paradigm in educational re-
search.5 We hope the field will move beyond quantitative
versus
qualitative research arguments because, as recognized by mixed
methods research, both quantitative and qualitative research are
important and useful. The goal of mixed methods research is not
to replace either of these approaches but rather to draw from
theEducational Researcher, Vol. 33, No. 7, pp. 14–26
15OCTOBER 2004
strengths and minimize the weaknesses of both in single
research
studies and across studies. If you visualize a continuum with
qualitative research anchored at one pole and quantitative re-
search anchored at the other, mixed methods research covers the
large set of points in the middle area. If one prefers to think cat-
egorically, mixed methods research sits in a new third chair,
with
qualitative research sitting on the left side and quantitative re-
search sitting on the right side.
Mixed methods research offers great promise for practicing
25. researchers who would like to see methodologists describe and
develop techniques that are closer to what researchers actually
use in practice. Mixed methods research as the third research
paradigm can also help bridge the schism between quantitative
and qualitative research (Onwuegbuzie & Leech, 2004a). Meth-
odological work on the mixed methods research paradigm can
be seen in several recent books (Brewer & Hunter, 1989;
Creswell, 2003; Greene, Caracelli, & Graham, 1989; Johnson
& Christensen, 2004; Newman & Benz, 1998; Reichardt &
Rallis, 1994; Tashakkori & Teddlie, 1998, 2003). Much work
remains to be undertaken in the area of mixed methods research
regarding its philosophical positions, designs, data analysis, va-
lidity strategies, mixing and integration procedures, and ratio-
nales, among other things. We will try to clarify the most
important issues in the remainder of this article.
Commonalities Among the Traditional Paradigms
Although there are many important paradigmatic differences be-
tween qualitative and quantitative research (which have been
fre-
quently written about in the Educational Researcher and other
places), there are some similarities between the various
approaches
that are sometimes overlooked. For example, both quantitative
and qualitative researchers use empirical observations to
address
research questions. Sechrest and Sidani (1995, p. 78) point out
that both methodologies “describe their data, construct explana-
tory arguments from their data, and speculate about why the
outcomes they observed happened as they did.” Additionally,
both sets of researchers incorporate safeguards into their
inquiries
in order to minimize confirmation bias and other sources of in-
validity (or lack of trustworthiness) that have the potential to
exist in every research study (Sandelowski, 1986).
26. Regardless of paradigmatic orientation, all research in the so-
cial sciences represents an attempt to provide warranted
assertions
about human beings (or specific groups of human beings) and
the
environments in which they live and evolve (Biesta & Burbules,
2003). In the social and behavioral sciences, this goal of under-
standing leads to the examination of many different phenomena,
including holistic phenomena such as intentions, experiences,
at-
titudes, and culture, as well as more reductive phenomena such
as
macromolecules, nerve cells, micro-level homunculi, and bio-
chemical computational systems (de Jong, 2003). There is room
in ontology for mental and social reality as well as the more
micro
and more clearly material reality. Although certain methodolo-
gies tend to be associated with one particular research tradition,
Dzurec and Abraham (1993, p. 75) suggest that “the objectives,
scope, and nature of inquiry are consistent across methods and
across paradigms.” We contend that researchers and research
methodologists need to be asking when each research approach
is most helpful and when and how they should be mixed or com-
bined in their research studies.
We contend that epistemological and methodological pluralism
should be promoted in educational research so that researchers
are
informed about epistemological and methodological
possibilities
and, ultimately, so that we are able to conduct more effective
re-
search. Today’s research world is becoming increasingly inter-
disciplinary, complex, and dynamic; therefore, many
27. researchers
need to complement one method with another, and all
researchers
need a solid understanding of multiple methods used by other
scholars to facilitate communication, to promote collaboration,
and to provide superior research. Taking a non-purist or com-
patibilist or mixed position allows researchers to mix and match
design components that offer the best chance of answering their
specific research questions. Although many research procedures
or methods typically have been linked to certain paradigms, this
linkage between research paradigm and research methods is nei-
ther sacrosanct nor necessary (Howe, 1988, 1992). For example,
qualitative researchers should be free to use quantitative meth-
ods, and quantitative researchers should be free to use
qualitative
methods. Also, research in a content domain that is dominated
by one method often can be better informed by the use of mul-
tiple methods (e.g., to give a read on methods-induced bias, for
corroboration, for complimentarity, for expansion; see Greene
et
al., 1989). We contend that epistemological and paradigmatic
ecumenicalism is within reach in the research paradigm of
mixed
methods research.
Philosophical Issues Debates
As noted by Onwuegbuzie and Teddlie (2003), some individuals
who engage in the qualitative versus quantitative paradigm
debate
appear to confuse the logic of justification with research
methods.
That is, there is a tendency among some researchers to treat
epistemology and method as being synonymous (Bryman, 1984;
Howe, 1992). This is far from being the case because the logic
of
28. justification (an important aspect of epistemology) does not dic-
tate what specific data collection and data analytical methods
re-
searchers must use. There is rarely entailment from
epistemology
to methodology (Johnson, Meeker, Loomis, & Onwuegbuzie,
2004; Phillips, 2004). For example, differences in epistemologi-
cal beliefs (such as a difference in beliefs about the appropriate
logic of justification) should not prevent a qualitative
researcher
from utilizing data collection methods more typically associated
with quantitative research, and vice versa.
There are several interesting myths that appear to be held by
some purists. For example, on the “positivist” side of the fence,
the barriers that quantitative educational researchers have built
arise from a narrow definition of the concept of “science.” 6 As
noted by Onwuegbuzie (2002), modern day “positivists” claim
that science involves confirmation and falsification, and that
these methods and procedures are to be carried out objectively.
However, they disregard the fact that many human (i.e., subjec-
tive) decisions are made throughout the research process and
that
researchers are members of various social groups. A few
examples
of subjectivism and intersubjectivism in quantitative research
in-
clude deciding what to study (i.e., what are the important prob-
lems?), developing instruments that are believed to measure
what
the researcher views as being the target construct, choosing the
EDUCATIONAL RESEARCHER16
29. specific tests and items for measurement, making score interpre-
tations, selecting alpha levels (e.g., .05), drawing conclusions
and
interpretations based on the collected data, deciding what ele-
ments of the data to emphasize or publish, and deciding what
findings are practically significant. Obviously, the conduct of
fully objective and value-free research is a myth, even though
the
regulatory ideal of objectivity can be a useful one.
Qualitative researchers also are not immune from constructive
criticism. Some qualitative purists (e.g., Guba, 1990) openly
admit that they adopt an unqualified or strong relativism, which
is logically self-refuting and (in its strong form) hinders the de-
velopment and use of systematic standards for judging research
quality (when it comes to research quality, it is not the case that
anyone’s opinion about quality is just as good as the next per-
son’s, because some people have no training or expertise or
even
interest in research). We suspect that most researchers are soft
rel-
ativists (e.g., respecting the opinions and views of different
peo-
ple and different groups). When dealing with human research,
soft relativism simply refers to a respect and interest in under-
standing and depicting individual and social group differences
(i.e., their different perspectives) and a respect for democratic
ap-
proaches to group opinion and value selection. Again, however,
a strong relativism or strong constructivism runs into problems;
for example, it is not a matter of opinion (or individual reality)
that one should or can drive on the left-hand side of the road in
Great Britain—if one chooses to drive on the right side, he or
she
will likely have a head-on collision, at some point, and end up
in
30. the hospital intensive care unit, or worse (this is a case where
sub-
jective and objective realities directly meet and clash). The
strong
ontological relativistic or constructivist claim in qualitative re-
search that multiple, contradictory, but equally valid accounts
of
the same phenomenon are multiple realities also poses some po-
tential problems. Generally speaking, subjective states (i.e., cre-
ated and experienced realities) that vary from person to person
and that are sometimes called “realities” should probably be
called (for the purposes of clarity and greater precision)
multiple
perspectives or opinions or beliefs (depending on the specific
phe-
nomenon being described) rather than multiple realities
(Phillips
& Burbules, 2000). If a qualitative researcher insists on using
the
word reality for subjective states, then for clarity we would rec-
ommend that the word subjective be placed in front of the word
reality (i.e., as in subjective reality or in many cases
intersubjec-
tive reality) to direct the reader to the focus of the statement.
We
agree with qualitative researchers that value stances are often
needed in research; however, it also is important that research is
more than simply one researcher’s highly idiosyncratic opinions
written into a report. Fortunately, many strategies are
recognized
and regularly used in qualitative research (such as member
check-
ing, triangulation, negative case sampling, pattern matching, ex-
ternal audits) to help overcome this potential problem and
produce high-quality and rigorous qualitative research. Finally,
qualitative researchers sometimes do not pay due attention to
31. providing an adequate rationale for interpretations of their data
(Onwuegbuzie, 2000), and qualitative methods of analyses too
“often remain private and unavailable for public inspection”
(Constas, 1992, p. 254). Without public inspection and ade-
quate standards, how is one to decide whether what is claimed
is
trustworthy or defensible?
Fortunately, many (or most?) qualitative researchers and quan-
titative researchers (i.e., postpositivists) have now reached
basic
agreement on several major points of earlier philosophical dis-
agreement (e.g., Phillips & Burbules, 2000; Reichardt & Cook,
1979; Reichardt & Rallis, 1994). Basic agreement has been
reached on each of the following issues: (a) the relativity of the
“light of reason” (i.e., what appears reasonable can vary across
per-
sons); (b) theory-laden perception or the theory-ladenness of
facts
(i.e., what we notice and observe is affected by our background
knowledge, theories, and experiences; in short, observation is
not
a perfect and direct window into “reality”); (c) underdeter-
mination of theory by evidence (i.e., it is possible for more than
one theory to fit a single set of empirical data); (d) the Duhem-
Quine thesis or idea of auxiliary assumptions (i.e., a hypothesis
cannot be fully tested in isolation because to make the test we
also must make various assumptions; the hypothesis is
embedded
in a holistic network of beliefs; and alternative explanations
will
continue to exist); (e) the problem of induction (i.e., the
recogni-
tion that we only obtain probabilistic evidence, not final proof
in
empirical research; in short, we agree that the future may not
32. re-
semble the past); (f) the social nature of the research enterprise
(i.e., researchers are embedded in communities and they clearly
have and are affected by their attitudes, values, and beliefs);
and
(g) the value-ladenness of inquiry (this is similar to the last
point
but specifically points out that human beings can never be com-
pletely value free, and that values affect what we choose to in-
vestigate, what we see, and how we interpret what we see).
Pragmatism as the Philosophical Partner
for Mixed Methods Research
We do not aim to solve the metaphysical, epistemological, axio-
logical (e.g., ethical, normative), and methodological
differences
between the purist positions. And we do not believe that mixed
methods research is currently in a position to provide perfect
so-
lutions. Mixed methods research should, instead (at this time),
use a method and philosophy that attempt to fit together the in-
sights provided by qualitative and quantitative research into a
workable solution. Along these lines, we advocate consideration
of the pragmatic method of the classical pragmatists (e.g.,
Charles Sanders Peirce, William James, and John Dewey) as a
way for researchers to think about the traditional dualisms that
have been debated by the purists. Taking a pragmatic and bal-
anced or pluralist position will help improve communication
among researchers from different paradigms as they attempt to
advance knowledge (Maxcy, 2003; Watson, 1990). Pragmatism
also helps to shed light on how research approaches can be
mixed
fruitfully (Hoshmand, 2003); the bottom line is that research ap-
proaches should be mixed in ways that offer the best opportuni-
ties for answering important research questions.
33. The pragmatic rule or maxim or method states that the current
meaning or instrumental or provisional truth value (which James
[1995, 1907 original] would term “cash value”) of an expression
(e.g., “all reality has a material base” or “qualitative research is
su-
perior for uncovering humanistic research findings”) is to be de-
termined by the experiences or practical consequences of belief
in or use of the expression in the world (Murphy, 1990). One
can apply this sensible effects- or outcome-oriented rule
through
thinking (thinking about what will happen if you do X), practi-
17OCTOBER 2004
cal experiences (observing what happens in your experience
when
you do X), or experiments (formally or informally trying a rule
and observing the consequences or outcomes).
In the words of Charles Sanders Peirce (1878), the pragmatic
method or maxim (which is used to determine the meaning of
words, concepts, statements, ideas, beliefs) implies that we
should
“consider what effects, that might conceivably have practical
bearings, we conceive the object of our conception to have.
Then
our conception of these effects is the whole of our conception of
the object” (this quote is found at the end of Section II in How
to Make Our Ideas Clear). Building on Peirce’s lead, James
(1995,
1907 original) argued that “The pragmatic method is primarily
a method of settling metaphysical disputes that otherwise might
be interminable. . . . The pragmatic method in such cases is to
34. try to interpret each notion by tracing its respective practical
con-
sequences” (p. 18). Extending the works of Peirce and James,
Dewey spent his career applying pragmatic principles in devel-
oping his philosophy and in the practice of educating children
(e.g., the Experimental School of Chicago). Dewey (1948, 1920
original) stated that “in order to discover the meaning of the
idea
[we must] ask for its consequences” (p. 132). In short, when
judging ideas we should consider their empirical and practical
consequences. Peirce, James, and Dewey were all interested in
ex-
amining practical consequences and empirical findings to help
in
understanding the import of philosophical positions and, im-
portantly, to help in deciding which action to take next as one
attempts to better understand real-world phenomena (including
psychological, social, and educational phenomena).
If two ontological positions about the mind/body problem
(e.g., monism versus dualism), for example, do not make a dif-
ference in how we conduct our research then the distinction is,
for practical purposes, not very meaningful. We suspect that
some philosophical differences may lead to important practical
consequences while many others may not.7 The full sets of be-
liefs characterizing the qualitative and quantitative approaches
or
paradigms have resulted in different practices, and, based on
our
observation and study, we believe it is clear that both
qualitative
and quantitative research have many benefits and many costs. In
some situations the qualitative approach will be more
appropriate;
in other situations the quantitative approach will be more appro-
priate. In many situations, researchers can put together insights
35. and procedures from both approaches to produce a superior
prod-
uct (i.e., often mixed methods research provides a more
workable
solution and produces a superior product). We are advocating a
needs-based or contingency approach to research method and
concept selection.
Philosophical debates will not end as a result of pragmatism,
and certainly they should not end. Nonetheless, we agree with
others in the mixed methods research movement that consider-
ation and discussion of pragmatism by research methodologists
and empirical researchers will be productive because it offers an
immediate and useful middle position philosophically and meth-
odologically; it offers a practical and outcome-oriented method
of inquiry that is based on action and leads, iteratively, to
further
action and the elimination of doubt; and it offers a method for
selecting methodological mixes that can help researchers better
answer many of their research questions. Pragmatically inclined
philosophers and researchers also would suggest that we can
reach
some agreement about the importance of many (culturally de-
rived) values and desired ends, such as, for example, preventing
the dropping out of school by adolescents, reducing the use of
il-
licit drugs by children and adolescents, finding effective
teaching
techniques for different kinds of students, educating children
and adults (i.e., increasing their knowledge), helping to reduce
discrimination in society, and attempting to eliminate or reduce
mental, learning, and other disabilities. In other words, pragma-
tism takes an explicitly value-oriented approach to research.
We reject an incompatibilist, either/or approach to paradigm
36. selection and we recommend a more pluralistic or compatibilist
approach. Beyond the basic pragmatic method or maxim (i.e.,
translated in mixed methods research as “choose the combina-
tion or mixture of methods and procedures that works best for
answering your research questions”) there also is a full philo-
sophical system of pragmatism which was systematically devel-
oped by the classical pragmatists (Peirce, James, Dewey) and
has
been refined in newer directions by latter-day neo-pragmatists
(e.g., Davidson, Rescher, Rorty, Putnam) (see Menand, 1997;
Murphy, 1990; Rescher, 2000; Rorty, 2000). To provide the
reader with a better understanding of the full philosophy of
prag-
matism (for consideration), we have outlined, in Table 1, what
we believe are classical pragmatism’s most general and
important
characteristics.
Although we endorse pragmatism as a philosophy that can
help to build bridges between conflicting philosophies, pragma-
tism, like all current philosophies, has some shortcomings. In
Table 2 we present some of these. Researchers who are
interested
in applying pragmatism in their works should consider the
short-
comings, which also need to be addressed by philosophically in-
clined methodologists as they work on the project of developing
a fully working philosophy for mixed methods research. Practic-
ing researchers should be reflexive and strategic in avoiding the
potential consequences of these weaknesses in their works.
Comparing Qualitative, Quantitative,
and Mixed Methods Research
Mixed methods research is formally defined here as the class of
re-
37. search where the researcher mixes or combines quantitative and
qual-
itative research techniques, methods, approaches, concepts or
language
into a single study. Philosophically, it is the “third wave” or
third
research movement, a movement that moves past the paradigm
wars by offering a logical and practical alternative.
Philosophically,
mixed research makes use of the pragmatic method and system
of philosophy. Its logic of inquiry includes the use of induction
(or discovery of patterns), deduction (testing of theories and
hypotheses), and abduction (uncovering and relying on the
best of a set of explanations for understanding one’s results)
(e.g.,
de Waal, 2001).
Mixed methods research also is an attempt to legitimate the
use of multiple approaches in answering research questions,
rather
than restricting or constraining researchers’ choices (i.e., it
rejects
dogmatism). It is an expansive and creative form of research,
not
a limiting form of research. It is inclusive, pluralistic, and com-
plementary, and it suggests that researchers take an eclectic ap-
proach to method selection and the thinking about and conduct
of research. What is most fundamental is the research
question—
research methods should follow research questions in a way that
EDUCATIONAL RESEARCHER18
offers the best chance to obtain useful answers. Many research
38. questions and combinations of questions are best and most fully
answered through mixed research solutions.
In order to mix research in an effective manner, researchers first
need to consider all of the relevant characteristics of
quantitative
and qualitative research. For example, the major characteristics
of
traditional quantitative research are a focus on deduction,
confir-
mation, theory/hypothesis testing, explanation, prediction, stan-
dardized data collection, and statistical analysis (see Table 3 for
a more complete list). The major characteristics of traditional
qualitative research are induction, discovery, exploration,
theory/
hypothesis generation, the researcher as the primary
“instrument”
of data collection, and qualitative analysis (see Table 4 for a
more
complete list).
Gaining an understanding of the strengths and weaknesses of
quantitative and qualitative research puts a researcher in a posi-
tion to mix or combine strategies and to use what Johnson and
Turner (2003) call the fundamental principle of mixed research.
According to this principle, researchers should collect multiple
data using different strategies, approaches, and methods in such
a way that the resulting mixture or combination is likely to re-
sult in complementary strengths and nonoverlapping weaknesses
(also see Brewer & Hunter, 1989). Effective use of this
principle
is a major source of justification for mixed methods research
be-
cause the product will be superior to monomethod studies. For
example, adding qualitative interviews to experiments as a ma-
nipulation check and perhaps as a way to discuss directly the is-
39. sues under investigation and tap into participants’ perspectives
Table 1
General Characteristics of Pragmatism
• The project of pragmatism has been to find a middle ground
between philosophical dogmatisms and skepticism and to find
a workable solution (sometimes including outright rejection)
to many longstanding philosophical dualisms about which
agreement has not been historically forthcoming.
• Rejects traditional dualisms (e.g., rationalism vs. empiricism,
realism vs. antirealism, free will vs. determinism, Platonic ap-
pearance vs. reality, facts vs. values, subjectivism vs. objec-
tivism) and generally prefers more moderate and commonsense
versions of philosophical dualisms based on how well they
work in solving problems.
• Recognizes the existence and importance of the natural or
physical world as well as the emergent social and psycholog-
ical world that includes language, culture, human institutions,
and subjective thoughts.
• Places high regard for the reality of and influence of the inner
world of human experience in action.
• Knowledge is viewed as being both constructed and based on
the reality of the world we experience and live in.
• Replaces the historically popular epistemic distinction
between
subject and external object with the naturalistic and process-
oriented organism-environment transaction.
• Endorses fallibilism (current beliefs and research conclusions
are rarely, if ever, viewed as perfect, certain, or absolute).
40. • Justification comes in the form of what Dewey called “war-
ranted assertability.”
• According to Peirce, “reasoning should not form a chain which
is no stronger than its weakest link, but a cable whose fibers
may
be ever so slender, provided they are sufficiently numerous and
intimately connected” (1868, in Menand, 1997, pp. 5–6).
• Theories are viewed instrumentally (they become true and
they are true to different degrees based on how well they cur-
rently work; workability is judged especially on the criteria of
predictability and applicability).
• Endorses eclecticism and pluralism (e.g., different, even con-
flicting, theories and perspectives can be useful; observation,
experience, and experiments are all useful ways to gain an un-
derstanding of people and the world).
• Human inquiry (i.e., what we do in our day-to-day lives as we
interact with our environments) is viewed as being analogous
to experimental and scientific inquiry. We all try out things to
see what works, what solves problems, and what helps us to
survive. We obtain warranted evidence that provides us with
answers that are ultimately tentative (i.e., inquiry provides the
best answers we can currently muster), but, in the long run,
use of this “scientific” or evolutionary or practical epistemol-
ogy moves us toward larger Truths.
• Endorses a strong and practical empiricism as the path to de-
termine what works.
• Views current truth, meaning, and knowledge as tentative and
as changing over time. What we obtain on a daily basis in re-
41. search should be viewed as provisional truths.
• Capital “T” Truth (i.e., absolute Truth) is what will be the
“final
opinion” perhaps at the end of history. Lowercase “t” truths
(i.e., the instrumental and provisional truths that we obtain
and live by in the meantime) are given through experience and
experimenting.
• Instrumental truths are a matter of degree (i.e., some estimates
are more true than others). Instrumental truth is not “stagnant,”
and, therefore, James (1995: 1907) states that we must “be
ready tomorrow to call it falsehood.”
• Prefers action to philosophizing (pragmatism is, in a sense, an
anti-philosophy).
• Takes an explicitly value-oriented approach to research that is
derived from cultural values; specifically endorses shared val-
ues such as democracy, freedom, equality, and progress.
• Endorses practical theory (theory that informs effective prac-
tice; praxis).
• Organisms are constantly adapting to new situations and en-
vironments. Our thinking follows a dynamic homeostatic
process of belief, doubt, inquiry, modified belief, new doubt,
new inquiry, . . . , in an infinite loop, where the person or re-
searcher (and research community) constantly tries to improve
upon past understandings in a way that fits and works in the
world in which he or she operates. The present is always a
new starting point.
• Generally rejects reductionism (e.g., reducing culture,
thoughts,
and beliefs to nothing more than neurobiological processes).
42. • Offers the “pragmatic method” for solving traditional philo-
sophical dualisms as well as for making methodological
choices.
and meanings will help avoid some potential problems with the
experimental method. As another example, in a qualitative re-
search study the researcher might want to qualitatively observe
and interview, but supplement this with a closed-ended instru-
ment to systematically measure certain factors considered im-
portant in the relevant research literature. Both of these
examples
could be improved (if the research questions can be studied this
way) by adding a component that surveys a randomly selected
sample from the population of interest to improve generalizabil-
ity. If findings are corroborated across different approaches
then
greater confidence can be held in the singular conclusion; if the
findings conflict then the researcher has greater knowledge and
can
modify interpretations and conclusions accordingly. In many
cases
the goal of mixing is not to search for corroboration but rather
to
expand one’s understanding (Onwuegbuzie & Leech, 2004b).
Tables 3 and 4 are specifically designed to aid in the con-
struction of a combination of qualitative and quantitative re-
search. After determining one’s research question(s), one can
decide whether mixed research offers the best potential for an
an-
swer; if this is the case, then one can use the tables as an aid to
help in deciding on the combination of complementary strengths
and nonoverlapping weaknesses that is appropriate for a partic-
43. ular study. Table 5 shows some of the strengths and weaknesses
of mixed methods research, which should aid in the decision to
use or not use a mixed methods research approach for a given
re-
search study.
Development of a Mixed Methods
Research Typology
Our mixed methods research typologies (mixed-model designs
and mixed-method designs) resulted from our consideration of
many other typologies (especially Creswell, 1994; Morgan,
1998;
Morse, 1991; Patton, 1990; and Tashakkori & Teddlie, 1998), as
well as several dimensions which one should consider when
plan-
ning to conduct a mixed research study. For example, it has
been
noted that one can construct mixed-model designs by mixing
qualitative and quantitative approaches within and across the
stages of research (in a simplified view, one can consider a
single
study as having three stages: stating the research objective, col-
lecting the data, and analyzing/interpreting the data; see mixed-
model designs in Johnson & Christensen, 2004; Tashakkori &
Teddlie, 1998). According to Morgan (1998) and Morse (1991),
one also may consider the dimension of paradigm emphasis (de-
ciding whether to give the quantitative and qualitative compo-
nents of a mixed study equal status or to give one paradigm the
dominant status). Time ordering of the qualitative and quanti-
tative phases is another important dimension, and the phases
can
be carried out sequentially or concurrently. Our mixed-method
designs (discussed below) are based on the crossing of paradigm
emphasis and time ordering of the quantitative and qualitative
44. phases. Another dimension for viewing mixed methods re-
19OCTOBER 2004
Table 2
Some Weaknesses of Pragmatism
• Basic research may receive less attention than applied
research
because applied research may appear to produce more im-
mediate and practical results.
• Pragmatism may promote incremental change rather than more
fundamental, structural, or revolutionary change in society.
• Researchers from a transformative-emancipatory framework
have suggested that pragmatic researchers sometimes fail to
provide a satisfactory answer to the question “For whom is a
pragmatic solution useful?” (Mertens, 2003).
• What is meant by usefulness or workability can be vague un-
less explicitly addressed by a researcher.
• Pragmatic theories of truth have difficulty dealing with the
cases of useful but non-true beliefs or propositions and non-
useful but true beliefs or propositions.
• Many come to pragmatism looking for a way to get around
many traditional philosophical and ethical disputes (this in-
cludes the developers of pragmatism). Although pragmatism
has worked moderately well, when put under the microscope,
many current philosophers have rejected pragmatism because
of its logical (as contrasted with practical) failing as a solution
to many philosophical disputes.
• Some neo-pragmatists such as Rorty (and postmodernists)
45. com-
pletely reject correspondence truth in any form, which troubles
many philosophers.
Table 3
Strengths and Weaknesses of Quantitative Research
Strengths
• Testing and validating already constructed theories about
how (and to a lesser degree, why) phenomena occur.
• Testing hypotheses that are constructed before the data are
collected. Can generalize research findings when the data
are based on random samples of sufficient size.
• Can generalize a research finding when it has been repli-
cated on many different populations and subpopulations.
• Useful for obtaining data that allow quantitative predictions
to be made.
• The researcher may construct a situation that eliminates the
confounding influence of many variables, allowing one to
more credibly assess cause-and-effect relationships.
• Data collection using some quantitative methods is rela-
tively quick (e.g., telephone interviews).
• Provides precise, quantitative, numerical data.
• Data analysis is relatively less time consuming (using statis-
tical software).
• The research results are relatively independent of the re-
searcher (e.g., effect size, statistical significance).
46. • It may have higher credibility with many people in power
(e.g., administrators, politicians, people who fund programs).
• It is useful for studying large numbers of people.
Weaknesses
• The researcher’s categories that are used may not reflect
local constituencies’ understandings.
• The researcher’s theories that are used may not reflect local
constituencies’ understandings.
• The researcher may miss out on phenomena occurring be-
cause of the focus on theory or hypothesis testing rather
than on theory or hypothesis generation (called the confir-
mation bias ).
• Knowledge produced may be too abstract and general for
direct application to specific local situations, contexts, and
individuals.
EDUCATIONAL RESEARCHER20
search is the degree of mixture, which would form a continuum
from monomethod to fully mixed methods. Another dimen-
sion pertains to where mixing should occur (e.g., in the objec-
tive[s], methods of data collection, research methods, during
data analysis, data interpretation). Yet another important
dimension is whether one wants to take a critical theory/
transformative-emancipatory (Mertens, 2003) approach or a less
explicitly ideological approach to a study. Ultimately, the possi-
ble number of ways that studies can involve mixing is very
large
47. because of the many potential classification dimensions. It is a
key point that mixed methods research truly opens up an excit-
ing and almost unlimited potential for future research.
Toward a Parsimonious Typology
of Mixed Research Methods
The majority of mixed methods research designs can be devel-
oped from the two major types of mixed methods research:
mixed-model (mixing qualitative and quantitative approaches
within or across the stages of the research process) and mixed-
method (the inclusion of a quantitative phase and a qualitative
phase in an overall research study). Six mixed-model designs
are
shown in Figure 1 (see Designs 2 through 7). These six designs
are called across-stage mixed-model designs because the mixing
takes place across the stages of the research process. An
example
of a within-stage mixed-model design would be the use of a
ques-
tionnaire that includes a summated rating scale (quantitative
data collection) and one or more open-ended questions (qualita-
tive data collection).
Nine mixed-method designs are provided in Figure 2. The no-
tation used (based on Morse, 1991) is explained at the bottom of
the table. To construct a mixed-method design, the researcher
must make two primary decisions: (a) whether one wants to
operate largely within one dominant paradigm or not, and
(b) whether one wants to conduct the phases concurrently or
sequentially. In contrast to mixed-model designs, mixed-method
designs are similar to conducting a quantitative mini-study and
a qualitative mini-study in one overall research study. Nonethe-
less, to be considered a mixed-method design, the findings must
be mixed or integrated at some point (e.g., a qualitative phase
48. might be conducted to inform a quantitative phase, sequentially,
or if the quantitative and qualitative phases are undertaken con-
currently the findings must, at a minimum, be integrated during
the interpretation of the findings).
It is important to understand that one can easily create more
user specific and more complex designs than the ones shown in
Fig-
ures 1 and 2. For example, one can develop a mixed-method de-
sign that has more stages (e.g., Qual → QUAN → Qual); one
also can design a study that includes both mixed-model and
mixed-method design features. The point is for the researcher to
be creative and not be limited by the designs listed in this
article.
Furthermore, sometimes a design may emerge during a study in
new ways, depending on the conditions and information that is
obtained. A tenet of mixed methods research is that researchers
should mindfully create designs that effectively answer their re-
search questions; this stands in contrast to the common
approach
in traditional quantitative research where students are given a
menu of designs from which to select.8, 9 It also stands in stark
contrast to the approach where one completely follows either
the
qualitative paradigm or the quantitative paradigm.
Table 4
Strengths and Weaknesses of Qualitative Research
Strengths
• The data are based on the participants’ own categories of
meaning.
• It is useful for studying a limited number of cases in depth.
• It is useful for describing complex phenomena.
49. • Provides individual case information.
• Can conduct cross-case comparisons and analysis.
• Provides understanding and description of people’s per-
sonal experiences of phenomena (i.e., the “emic” or insider’s
viewpoint).
• Can describe, in rich detail, phenomena as they are situated
and embedded in local contexts.
• The researcher identifies contextual and setting factors as
they relate to the phenomenon of interest.
• The researcher can study dynamic processes (i.e., docu-
menting sequential patterns and change).
• The researcher can use the primarily qualitative method of
“grounded theory” to generate inductively a tentative but
explanatory theory about a phenomenon.
• Can determine how participants interpret “constructs” (e.g.,
self-esteem, IQ).
• Data are usually collected in naturalistic settings in qualita-
tive research.
• Qualitative approaches are responsive to local situations,
conditions, and stakeholders’ needs.
• Qualitative researchers are responsive to changes that occur
during the conduct of a study (especially during extended
fieldwork) and may shift the focus of their studies as a result.
• Qualitative data in the words and categories of participants
lend themselves to exploring how and why phenomena
occur.
50. • One can use an important case to demonstrate vividly a
phenomenon to the readers of a report.
• Determine idiographic causation (i.e., determination of
causes of a particular event).
Weaknesses
• Knowledge produced may not generalize to other people or
other settings (i.e., findings may be unique to the relatively
few people included in the research study).
• It is difficult to make quantitative predictions.
• It is more difficult to test hypotheses and theories.
• It may have lower credibility with some administrators and
commissioners of programs.
• It generally takes more time to collect the data when com-
pared to quantitative research.
• Data analysis is often time consuming.
• The results are more easily influenced by the researcher’s
personal biases and idiosyncrasies.
pose can be revised when needed. Figure 3 shows several
arrows
leading from later steps to earlier steps indicating that mixed re-
search involves a cyclical, recursive, and interactional process.
Re-
cursion can take place within a single study (especially an
extended
study); recursion can also take place across related studies by
51. in-
forming future research and leading to new or reformulated re-
search purposes and questions.
Three steps in the mixed methods research process warrant
some further discussion, especially purpose (Step 2), data
analy-
sis (Step 5), and legitimation (Step 7). As noted by Greene et al.
(1989), there are five major purposes or rationales for
conducting
21OCTOBER 2004
A Mixed Methods Research Process Model
Our mixed methods research process model comprises eight dis-
tinct steps: (1) determine the research question; (2) determine
whether a mixed design is appropriate; (3) select the mixed-
method or mixed-model research design; (4) collect the data;
(5) analyze the data; (6) interpret the data; (7) legitimate the
data; and (8) draw conclusions (if warranted) and write the final
report. These steps are displayed in Figure 3. Although mixed
re-
search starts with a purpose and one or more research questions,
the rest of the steps can vary in order (i.e., they are not
necessar-
ily linear or unidirectional), and even the question and/or pur-
Table 5
Strengths and Weaknesses of Mixed Research
Strengths
• Words, pictures, and narrative can be used to add meaning
to numbers.
• Numbers can be used to add precision to words, pictures,
52. and narrative.
• Can provide quantitative and qualitative research strengths
(i.e., see strengths listed in Tables 3 and 4).
• Researcher can generate and test a grounded theory.
• Can answer a broader and more complete range of research
questions because the researcher is not confined to a single
method or approach.
• The specific mixed research designs discussed in this article
have specific strengths and weaknesses that should be con-
sidered (e.g., in a two-stage sequential design, the Stage 1
results can be used to develop and inform the purpose and
design of the Stage 2 component).
• A researcher can use the strengths of an additional method
to overcome the weaknesses in another method by using
both in a research study.
• Can provide stronger evidence for a conclusion through
convergence and corroboration of findings.
• Can add insights and understanding that might be missed
when only a single method is used.
• Can be used to increase the generalizability of the results.
• Qualitative and quantitative research used together produce
more complete knowledge necessary to inform theory and
practice.
Weaknesses
• Can be difficult for a single researcher to carry out both
53. qualitative and quantitative research, especially if two or
more approaches are expected to be used concurrently; it
may require a research team.
• Researcher has to learn about multiple methods and ap-
proaches and understand how to mix them appropriately.
• Methodological purists contend that one should always work
within either a qualitative or a quantitative paradigm.
• More expensive.
• More time consuming.
• Some of the details of mixed research remain to be worked
out fully by research methodologists (e.g., problems of par-
adigm mixing, how to qualitatively analyze quantitative data,
how to interpret conflicting results).
Note. Designs 1 and 8 on the outer edges are the monomethod
designs. The mixed-model designs are Designs 2, 3, 4, 5, 6, and
7.10
FIGURE 1. Monomethod and mixed-model designs.
Qualitative Research Quantitative Research
Objective(s) Objective(s)
Collect Collect Collect
Collect
qualitative quantitative
qualitative quantitative
data data data
data
Perform
55. 1 2 3 4 5 6 7 8
Designs
mixed methods research: (a) triangulation (i.e., seeking conver-
gence and corroboration of results from different methods and
designs studying the same phenomenon); (b) complementarity
(i.e., seeking elaboration, enhancement, illustration, and clarifi-
cation of the results from one method with results from the
other
method); (c) initiation (i.e., discovering paradoxes and contra-
dictions that lead to a re-framing of the research question); (d)
de-
velopment (i.e., using the findings from one method to help
inform the other method); and (e) expansion (i.e., seeking to ex-
pand the breadth and range of research by using different meth-
ods for different inquiry components).
The mixed methods research process model incorporates
Onwuegbuzie and Teddlie’s (2003) seven-stage conceptualiza-
tion of the mixed methods data analysis process. According to
these authors, the seven data analysis stages are as follows: (a)
data
reduction, (b) data display, (c) data transformation, (d) data cor-
relation, (e) data consolidation, (f) data comparison, and (g)
data
integration. Data reduction involves reducing the dimensionality
of the qualitative data (e.g., via exploratory thematic analysis,
memoing) and quantitative data (e.g., via descriptive statistics,
exploratory factor analysis, cluster analysis). Data display, in-
volves describing pictorially the qualitative data (e.g., matrices,
charts, graphs, networks, lists, rubrics, and Venn diagrams) and
quantitative data (e.g., tables, graphs). This is followed (option-
ally) by the data transformation stage, wherein quantitative data
56. are converted into narrative data that can be analyzed
qualitatively
(i.e., qualitized; Tashakkori & Teddlie, 1998) and/or qualitative
data are converted into numerical codes that can be represented
statistically (i.e., quantitized; Tashakkori & Teddlie, 1998).
Data
correlation involves the quantitative data being correlated with
the
qualitized data or the qualitative data being correlated with the
quantitized data. This is followed by data consolidation,
wherein
both quantitative and qualitative data are combined to create
new
or consolidated variables or data sets. The next stage, data com-
parison involves comparing data from the qualitative and quan-
EDUCATIONAL RESEARCHER22
titative data sources. Data integration characterizes the final
stage,
whereby both quantitative and qualitative data are integrated
into either a coherent whole or two separate sets (i.e.,
qualitative
and quantitative) of coherent wholes.
The legitimation step involves assessing the trustworthiness of
both the qualitative and quantitative data and subsequent inter-
pretations. Frameworks such as the Quantitative Legitimation
Model (Onwuegbuzie, 2003; which contains 50 sources of inva-
lidity for the quantitative component of the mixed methods re-
search at the data collection, data analysis, and data
interpretation
stages of the study) and the Qualitative Legitimation Model
(Onwuegbuzie, 2000; Onwuegbuzie, Jiao, & Bostick, 2004;
which contains 29 elements of legitimation for the qualitative
component of the mixed methods research at the data collection,
57. data analysis, and data interpretation stages of the study) can be
used to assess the legitimacy of the qualitative and quantitative
phases of the study, respectively. We have begun working on a
validity or legitimation typology specifically for mixed research
in Onwuegbuzie and Johnson (2004). It is important to note
that the legitimation process might include additional data col-
lection, data analysis, and/or data interpretation until as many
rival explanations as possible have been reduced or eliminated.
The Future of Mixed Methods
Research in Education
Mixed research actually has a long history in research practice
be-
cause practicing researchers frequently ignore what is written
by
methodologists when they feel a mixed approach will best help
them to answer their research questions. It is time that method-
ologists catch up with practicing researchers! It is now time that
all researchers and research methodologists formally recognize
the
third research paradigm and begin systematically writing about
it
and using it. In general we recommend contingency theory for
research approach selection, which accepts that quantitative,
qualitative, and mixed research are all superior under different
cir-
Note. “qual” stands for qualitative, “quan” stands for
quantitative, “+” stands for concurrent, “→” stands
for sequential, capital letters denote high priority or weight, and
lower case letters denote lower priority or
weight.11
FIGURE 2. Mixed-method design matrix with mixed-method
research designs shown
58. in the four cells.
Time Order
Decision
Concurrent Sequential
QUAL + QUAN QUAL QUAN
Equal
Status QUAN QUAL
Paradigm
Emphasis QUAL + quan QUAL quan
Decision qual QUAN
Dominant
Status QUAN qual
QUAN + qual quan QUAL
cumstances and it is the researcher’s task to examine the
specific
contingencies and make the decision about which research ap-
proach, or which combination of approaches, should be used in
a specific study. In this article we have outlined the philosophy
of
pragmatism, we have described mixed research and provided
spe-
cific mixed-model and mixed-method designs, and we have dis-
cussed the fundamental principle of mixed research and
provided
tables of quantitative and qualitative research strengths and
weak-
nesses to help apply the principle. Also, we have provided a
59. mixed
methods process model to help readers visualize the process.
We
hope we have made the case that mixed methods research is
here
to stay and that it should be widely recognized in education, as
well as in our sister disciplines in the social and behavioral sci-
ences, as the third major research paradigm.
As noted by Sechrest and Sidana (1995), growth in the mixed
methods (i.e., pragmatist) movement has the potential to reduce
some of the problems associated with singular methods. By uti-
lizing quantitative and qualitative techniques within the same
framework, mixed methods research can incorporate the
strengths of both methodologies. Most importantly, investiga-
tors who conduct mixed methods research are more likely to se-
lect methods and approaches with respect to their underlying
research questions, rather than with regard to some
preconceived
biases about which research paradigm should have hegemony in
23OCTOBER 2004
Data Collection
(4)
Data
Reduction
Data
Display
Data
Transformation
60. Single Data
Type
Multiple Data
Type
Data Analysis
(5)
Data
Integration
Data
Correlation
Data
Interpretation
(6)
Conclusion
Drawing/Final
Report
(8)
Data
Comparison
Data
Consolidation
Research
Question(s)
(1)
61. Mixed-
Model
Purpose of
Mixed
Research
(2)
Mixed-
Method
Legitimation
(7)
Select
Research
Methodology
(3)
Note. Circles represent steps (1–8) in the mixed research
process; rectangles represent steps in the mixed data analysis
process; diamonds represent components.
FIGURE 3. Mixed research process model.
social science research. By narrowing the divide between
quanti-
tative and qualitative researchers, mixed methods research has a
great potential to promote a shared responsibility in the quest
for
attaining accountability for educational quality. The time has
62. come for mixed methods research.
NOTES
1 Thomas Kuhn (1962) popularized the idea of a paradigm.
Later,
when he was asked to explain more precisely what he meant by
the term,
he pointed out that it was a general concept and that it included
a group
of researchers having a common education and an agreement on
“exem-
plars” of high quality research or thinking (Kuhn, 1977). In this
article,
by research paradigm we mean a set of beliefs, values, and
assumptions
that a community of researchers has in common regarding the
nature
and conduct of research. The beliefs include, but are not limited
to, on-
tological beliefs, epistemological beliefs, axiological beliefs,
aesthetic be-
liefs, and methodological beliefs. In short, as we use the term, a
research
paradigm refers to a research culture. We will be arguing that
there is
now a trilogy of major research paradigms: qualitative research,
quanti-
tative research, and mixed methods research.
2 Campbell modified his view of qualitative research over time.
For
example, based on criticisms by qualitative and case study
researchers
of his term “one-shot case study” (which, unfortunately, is still
used in
63. several educational research books), Campbell changed this
design
name to the one-group posttest-only design; he made this
change as
part of his endorsement of case study research as an important
research
approach (e.g., see Campbell’s introduction to Yin’s case study
research
book: Yin, 1984).
3 We do not mean to imply that there is anything inherently
wrong
with taking an extreme intellectual position. Most of the great
thinkers
in the history of philosophy and science (including social and
behavioral
science) were “extreme” for their times. Also, both qualitative
and quan-
titative philosophies continue to be highly useful (i.e., both
have many
advantages when used in their pure forms).
4 Positivism is a poor choice for labeling quantitative
researchers today
because positivism has long been replaced by newer
philosophies of sci-
ence (Yu, 2003). The term is more of a straw man (easily
knocked down)
for attack than standing for any actual practicing researchers. A
term
that better represents today’s practicing quantitative researchers
is post-
positivism (Phillips & Burbules, 2000).
5 Both of the authors of the current article prefer the label
mixed re-
64. search or integrative research rather than mixed methods
research. The alter-
native labels are broader, more inclusive, and more clearly
paradigmatic.
We chose to use the term mixed methods in this article because
of its cur-
rent popularity.
6 Here is a practical definition of science from an educational
research
textbook (Johnson & Christensen, 2004) that should be
inclusive of
quantitative and qualitative research: “. . . the root of the word
science
is the Latin scientia, which simply means ‘knowledge.’ We
define science
in this book in a way that is inclusive of the different
approaches to educa-
tional research. We define science as an approach for the
generation of
knowledge that places high regard for empirical data and
follows certain
norms and practices that develop over time because of their
usefulness.
. . . The ultimate objective of most social, behavioral, and
educational
research is improvement of the world or social betterment.”
7 This is a very interesting empirical question that deserves
more at-
tention in the literature.
8 Note that Shadish, Cook, and Campbell (2002) have attempted
to
move quantitative research away from this traditional “menu”
approach.
65. In this latest edition of Campbell and Stanley (1963), there is
increased
focus on understanding how to construct or create a research
design that
fits a particular situation.
9 For additional mixed-method designs, see Creswell, Plano,
Clark,
Guttmann, and Hanson, 2003; Maxwell and Loomis, 2003.
10 Here is the etiology of Figure 1: As far as we know, Patton
(1990)
first listed 6 of the mixed model designs (Designs 1, 2, 3, 5, 6,
and 8).
Then Tashakkori and Teddlie (1998) built on this by adding two
de-
signs (Designs 4 and 7) that were left out by Patton and they
changed
some labels to better fit their thinking (e.g., they introduced the
term
mixed model). Finally, in its present form, we first used (in an
AERA
conference paper) the full set of eight designs identified by
Tashakkori
and Teddlie (1998) while changing some labels to better fit our
concep-
tualization. The term monomethods probably originated in
Campbell
and Fiske (1959).
11 In developing Figure 2, we were probably most influenced
by
Morgan (1998), Morse (1991), and Tashakkori and Teddlie
(1998). Sev-
eral of the designs shown in the figure were introduced by
Morse (1991).
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AUTHORS
R. BURKE JOHNSON is a Professor, University of South
Alabama, Col-
lege of Education, BSET, 3700 UCOM, Mobile, AL 36688;
[email protected]
usouthal.edu. His area of specialization is research
methodology.
ANTHONY J. ONWUEGBUZIE is an Associate Professor,
Depart-
ment of Educational Measurement and Research, University of
South
Florida, 4202 East Fowler Avenue, EDU 162, Tampa, FL 33620-
7750;
[email protected] His areas of specialization are disadvantaged
and under-served populations (e.g., minorities and juvenile
delinquents)
and methodological topics in the areas of quantitative,
qualitative, and
mixed methods.
77. Manuscript received October 14, 2003
Revisions received March 1 and April 30, 2004
Accepted May 12, 2004
EDUCATIONAL RESEARCHER26
Just off the press!
“Teachers Matter: Evidence From
Value-Added Assessments”
(Research Points, Summer 2004)
Read it at
www.aera.net
2 INTERNATIONAL JOURNAL OF MULTIPLE RESEARCH
APPROACHES Volume 3, Issue 1, April 2009
Mixed methods research is a rapidly emergingresearch paradigm
and, although various
sources are available to assist the novice researcher
in terms of books (e.g. Creswell & Plano Clark
2007; Greene 2007; Johnson & Christensen
2008; Onwuegbuzie, Collins, Leech & Slate
[2009]; Ridenour & Newman 2008; Teddlie
& Tashakkori 2009), methodological articles
(e.g. Johnson & Onwuegbuzie 2004; Onwueg-
buzie & Johnson 2006), and journal editorials
(e.g. Tashakkori & Creswell 2007), it might be
quite daunting for the novice researcher to stay
abreast of the emerging trends in the field of