Research Method, Methodology and Design.pptxhanzaahmad1
This document provides an overview of research methods, including quantitative research, qualitative research, and mixed methods research. It discusses the six steps in the research process: identifying a problem, reviewing literature, specifying a purpose, collecting data, analyzing data, and reporting results. For quantitative research, it describes experimental, correlational, and survey designs. For qualitative research, it discusses grounded theory, ethnographic, and narrative designs. It also outlines mixed methods designs and action research designs. The document aims to explain different approaches to research methodology and design.
Research Method, Methodology and Design.pptxJessaBejer1
This document provides an overview of research methods, including quantitative research, qualitative research, and mixed methods research. It discusses the six steps in the research process: identifying a problem, reviewing literature, specifying a purpose, collecting data, analyzing data, and reporting results. For quantitative research, it describes experimental, correlational, and survey designs. For qualitative research, it discusses grounded theory, ethnographic, and narrative designs. It also outlines mixed methods designs and action research designs. The document aims to explain different approaches to research methodology and design.
Research Method, Methodology and Design.pptxShivraj Nile
This document provides an overview of research methods, methodology, and research design. It discusses the basic steps of research as identifying a problem, reviewing literature, specifying a purpose, collecting and analyzing data, and reporting results. Quantitative, qualitative, and mixed methods research approaches are described. Key characteristics of each are outlined. Common research designs for quantitative research include experimental, correlational, and survey designs. For qualitative research, common designs include grounded theory, ethnographic, and narrative designs. Mixed methods designs combine quantitative and qualitative data. The goal of research design is to obtain answers to research questions through a planned process.
This document provides an overview of general research methodology. It defines key terms like research methods and methodology. It discusses the objectives, types, and requirements of research like developing a problem statement, reviewing literature, and study design. It describes different types of studies like descriptive, analytical, and applied. The document emphasizes that research must be systematic, logical, empirical, and replicable to be considered good. It provides examples of various parts of the research process and criteria for evaluating research.
Research has been very interesting discipline to scholars and researchers for the past decades, but now new researchers and even final year students might find it difficult because their experience towards it may be very limited even thought they are expected to do and present their final project proposals. The fact remains that, research is so interesting and exciting subject, all you need is to be interested your area of research, select good topic and be ready to contribute.
Developing of climate data for building simulation with future weather condit...Rasmus Madsen
Today, climate models are used frequently to describe past, current or future climate conditions in par-ticular building simulation. A research study of how future climate change will affect the future indoor environment and buildings energy use in a Danish context has been conducted. To fulfil this research study, information of how climate models are developed are needed as well. The research study includes an objective descriptive approach from both Danish and global research of the given topic. The gathered information from the publications is evaluated with respect to indicators for the quality of the journals as well as the authors. The method used for development of the Danish design reference year, is not clear, and to have a full knowledge of how the climate change will affect building simulation in a Danish context, further research is needed. This research for development of a new Danish weather file will require both a descriptive and analytical research.
Develop three research questions on a topic for which you are suzannewarch
Develop three research questions on a topic for which you are most interest.
Access the "Types of Research Design" site.
Select the appropriate research design for your research questions.
In your own words, explain the purpose of the design, what these type of studies
tell you
and what they
don't tell you
and.
Finally, explain why this design is appropriate for the respective research questions.
A research question is a...
clear
focused
concise
complex
arguable
Instructions for all Forums:
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world. Learners will engage with the instructor and peers throughout the learning week. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
Before beginning your paper, you need to decide how you plan to design the study
.
The research design refers to the overall strategy that you choose to integrate the different components of the study in a coherent and logical way, thereby, ensuring you will effectively address the research problem; it constitutes the blueprint for the collection, measurement, and analysis of data. Note that your research problem determines the type of design you should use, not the other way around!
De Vaus, D. A.
Research Design in Social Research
. London: SAGE, 2001; Trochim, William M.K.
Research Methods Knowledge Base
. 2006.
General Structure and Writing Style
The function of a research design is to ensure that the evidence obtained enables you to effectively address the research problem logically and as unambiguously as possible
. In social sciences research, obtaining information relevant to the research problem generally entails specifying the type of evidence needed to test a theory, to evaluate a program, or to accurately describe and assess meaning related to an observable phenomenon.
With this in mind, a common mistake made by researchers is that they begin their investigations far too early, before they have thought critically about what information is required to address the research problem. Without attending to these design issues beforehand, the overall research problem will not be adequately addressed and any conclusions drawn will run the risk of being weak and unconvincing. As a consequence, the overall validity of the study will be undermined.
The length and complexity of describing research designs in your paper can vary considerably, but any well-developed design will achieve the following
:
Identify the res ...
This document provides an overview of qualitative research methods, including data collection and analysis. It discusses the key principles of qualitative inquiry, such as understanding multiple realities and natural contexts. Common sources of qualitative data are interviews, observations, and documents. The goal of analysis is to uncover themes and patterns to understand phenomena. Five common qualitative research designs are described: case study, phenomenology, ethnography, narrative research, and mixed methods. The document contrasts the qualitative paradigm with the quantitative paradigm.
Research Method, Methodology and Design.pptxhanzaahmad1
This document provides an overview of research methods, including quantitative research, qualitative research, and mixed methods research. It discusses the six steps in the research process: identifying a problem, reviewing literature, specifying a purpose, collecting data, analyzing data, and reporting results. For quantitative research, it describes experimental, correlational, and survey designs. For qualitative research, it discusses grounded theory, ethnographic, and narrative designs. It also outlines mixed methods designs and action research designs. The document aims to explain different approaches to research methodology and design.
Research Method, Methodology and Design.pptxJessaBejer1
This document provides an overview of research methods, including quantitative research, qualitative research, and mixed methods research. It discusses the six steps in the research process: identifying a problem, reviewing literature, specifying a purpose, collecting data, analyzing data, and reporting results. For quantitative research, it describes experimental, correlational, and survey designs. For qualitative research, it discusses grounded theory, ethnographic, and narrative designs. It also outlines mixed methods designs and action research designs. The document aims to explain different approaches to research methodology and design.
Research Method, Methodology and Design.pptxShivraj Nile
This document provides an overview of research methods, methodology, and research design. It discusses the basic steps of research as identifying a problem, reviewing literature, specifying a purpose, collecting and analyzing data, and reporting results. Quantitative, qualitative, and mixed methods research approaches are described. Key characteristics of each are outlined. Common research designs for quantitative research include experimental, correlational, and survey designs. For qualitative research, common designs include grounded theory, ethnographic, and narrative designs. Mixed methods designs combine quantitative and qualitative data. The goal of research design is to obtain answers to research questions through a planned process.
This document provides an overview of general research methodology. It defines key terms like research methods and methodology. It discusses the objectives, types, and requirements of research like developing a problem statement, reviewing literature, and study design. It describes different types of studies like descriptive, analytical, and applied. The document emphasizes that research must be systematic, logical, empirical, and replicable to be considered good. It provides examples of various parts of the research process and criteria for evaluating research.
Research has been very interesting discipline to scholars and researchers for the past decades, but now new researchers and even final year students might find it difficult because their experience towards it may be very limited even thought they are expected to do and present their final project proposals. The fact remains that, research is so interesting and exciting subject, all you need is to be interested your area of research, select good topic and be ready to contribute.
Developing of climate data for building simulation with future weather condit...Rasmus Madsen
Today, climate models are used frequently to describe past, current or future climate conditions in par-ticular building simulation. A research study of how future climate change will affect the future indoor environment and buildings energy use in a Danish context has been conducted. To fulfil this research study, information of how climate models are developed are needed as well. The research study includes an objective descriptive approach from both Danish and global research of the given topic. The gathered information from the publications is evaluated with respect to indicators for the quality of the journals as well as the authors. The method used for development of the Danish design reference year, is not clear, and to have a full knowledge of how the climate change will affect building simulation in a Danish context, further research is needed. This research for development of a new Danish weather file will require both a descriptive and analytical research.
Develop three research questions on a topic for which you are suzannewarch
Develop three research questions on a topic for which you are most interest.
Access the "Types of Research Design" site.
Select the appropriate research design for your research questions.
In your own words, explain the purpose of the design, what these type of studies
tell you
and what they
don't tell you
and.
Finally, explain why this design is appropriate for the respective research questions.
A research question is a...
clear
focused
concise
complex
arguable
Instructions for all Forums:
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world. Learners will engage with the instructor and peers throughout the learning week. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
Before beginning your paper, you need to decide how you plan to design the study
.
The research design refers to the overall strategy that you choose to integrate the different components of the study in a coherent and logical way, thereby, ensuring you will effectively address the research problem; it constitutes the blueprint for the collection, measurement, and analysis of data. Note that your research problem determines the type of design you should use, not the other way around!
De Vaus, D. A.
Research Design in Social Research
. London: SAGE, 2001; Trochim, William M.K.
Research Methods Knowledge Base
. 2006.
General Structure and Writing Style
The function of a research design is to ensure that the evidence obtained enables you to effectively address the research problem logically and as unambiguously as possible
. In social sciences research, obtaining information relevant to the research problem generally entails specifying the type of evidence needed to test a theory, to evaluate a program, or to accurately describe and assess meaning related to an observable phenomenon.
With this in mind, a common mistake made by researchers is that they begin their investigations far too early, before they have thought critically about what information is required to address the research problem. Without attending to these design issues beforehand, the overall research problem will not be adequately addressed and any conclusions drawn will run the risk of being weak and unconvincing. As a consequence, the overall validity of the study will be undermined.
The length and complexity of describing research designs in your paper can vary considerably, but any well-developed design will achieve the following
:
Identify the res ...
This document provides an overview of qualitative research methods, including data collection and analysis. It discusses the key principles of qualitative inquiry, such as understanding multiple realities and natural contexts. Common sources of qualitative data are interviews, observations, and documents. The goal of analysis is to uncover themes and patterns to understand phenomena. Five common qualitative research designs are described: case study, phenomenology, ethnography, narrative research, and mixed methods. The document contrasts the qualitative paradigm with the quantitative paradigm.
Contextualizing Scientific Research Methodologiesiosrjce
This article dissects the various research instruments currently employed, against the backdrop of
the research design, methodology, population, sampling, and sample size. It highlights quantitative and
qualitative research, data collection methods, as well as the validity and reliability of the investigations. The
article adopted a qualitative research design that utilized documentation analyses to evaluate conventional
approaches to research methods. The study concludes by recommending both qualitative and quantitative
analyses in adding depth to an empirical scientific study
Qualitative Research Design by J.A. MaxwellPreeti Sikder
This document summarizes a chapter from Joseph Maxwell's book Qualitative Research Design: An Interactive Approach. The chapter discusses research design for qualitative studies. It presents an interactive model of design that consists of five main components: goals of the study, conceptual framework, research questions, methods, and issues of validity. The components are interconnected and influence each other, rather than following a linear progression. The chapter argues this interactive model better represents the reflexive nature of qualitative research design compared to traditional, fixed models of design. It provides an overview of each design component and their relationships to help plan and understand the structure of qualitative studies.
This document discusses elements of research design for a qualitative research project, including developing a research plan, conducting a literature review, formulating research questions and purpose, and planning for data analysis. It emphasizes that qualitative research requires thorough preparation and planning while still allowing for flexibility during the research process as understanding develops. The research plan provides structure but should not limit promising options or flexibility.
This document provides information about different types of research designs used in social sciences research papers. It discusses action research design and case study design. For action research design, it notes that it is a collaborative and adaptive research approach focused on pragmatic solutions rather than testing theories. It also discusses challenges like advocating for change and the time-consuming cyclic nature. For case study design, it explains that it provides an in-depth analysis of a particular problem through a limited number of cases and can be used when little is known about an issue. However, single cases offer little basis for generalizing and the case may not be representative.
This document provides an overview of research writing skills training. It discusses the objectives of the training which are to teach students international standards of report writing, APA style guidelines, research ethics, and how to write qualitative and quantitative theses. The training covers topics such as academic writing, research designs, publishing standards, and plagiarism. It emphasizes that writing should be clear, precise, and follow logical structure. Critical thinking and developing a questioning attitude are important skills covered.
This document provides an overview of a training module that aims to teach students skills in academic writing, research, and publishing according to international standards. The module covers topics like writing structure, research designs, ethics, and publishing standards. It emphasizes developing skills like critical thinking, writing concisely and objectively, and following guidelines like the APA format. The document also discusses developing a research proposal and selecting a feasible research topic, designing studies, and publishing research results in different types of academic articles.
This document provides an overview of a training module that aims to teach students how to write reports according to international standards. The module covers topics such as academic writing, research design, publishing ethics, and avoiding plagiarism. It emphasizes the importance of clear and logical writing using the APA style guide. The document also discusses critical thinking, research methodology, different types of research articles, and principles of ethical research practice.
The document discusses deductive exploratory research and proposes working hypotheses as a useful framework. It introduces the concept of working hypotheses, places them in a philosophical context, and defines them. Working hypotheses can guide methodologies, evidence collection, and data analysis for deductive exploratory research by providing structure and coherence across research steps. The document provides examples of how working hypotheses have been applied in public administration and comparative public policy research.
This document provides an agenda for a one week faculty development program on research methodology and intellectual property rights. It includes an introduction to research concepts like problem definition, setting research objectives, research design, and sampling techniques. The document defines what research is, discusses the key components of a research process and different research strategies like surveys, experiments, case studies, etc. It also explains the difference between research methods and methodology, and highlights the importance of properly defining the research problem and setting clear objectives.
R CHAPTER ONE (toc1.html#c01a)The Selection of a R.docxmakdul
R
CHAPTER ONE (toc1.html#c01a)
The Selection of a Research Approach (toc1.html#c01a)
esearch approaches (http://content.thuzelearning.com/books/Creswell.7641.17.1/sections/gls#s78) are plans and
the procedures for research that span the steps from broad assumptions to detailed methods of data collection,
analysis, and interpretation. This plan involves several decisions, and they need not be taken in the order in which
they make sense to me and the order of their presentation here. The overall decision involves which approach should be
used to study a topic. Informing this decision should be the philosophical assumptions the researcher brings to the
study; procedures of inquiry (called research designs
(http://content.thuzelearning.com/books/Creswell.7641.17.1/sections/gls#s79) ); and specific research methods
(http://content.thuzelearning.com/books/Creswell.7641.17.1/sections/gls#s80) of data collection, analysis, and
interpretation. The selection of a research approach is also based on the nature of the research problem
(http://content.thuzelearning.com/books/Creswell.7641.17.1/sections/gls#s81) or issue being addressed, the researchers’
personal experiences, and the audiences for the study. Thus, in this book, research approaches, research designs, and
research methods are three key terms that represent a perspective about research that presents information in a
successive way from broad constructions of research to the narrow procedures of methods.
https://content.ashford.edu/print/toc1.html#c01a
https://content.ashford.edu/print/toc1.html#c01a
https://content.ashford.edu/books/Creswell.7641.17.1/sections/gls#s78
https://content.ashford.edu/books/Creswell.7641.17.1/sections/gls#s79
https://content.ashford.edu/books/Creswell.7641.17.1/sections/gls#s80
https://content.ashford.edu/books/Creswell.7641.17.1/sections/gls#s81
1.1 THE THREE APPROACHES TO RESEARCH (toc2.html#s5a)
In this book, three research approaches are advanced: (a) qualitative, (b) quantitative, and (c) mixed methods.
Unquestionably, the three approaches are not as discrete as they first appear. Qualitative and quantitative approaches
should not be viewed as rigid, distinct categories, polar opposites, or dichotomies. Instead, they represent different ends
on a continuum (Newman & Benz, 1998). A study tends to be more qualitative than quantitative or vice versa. Mixed
methods research (http://content.thuzelearning.com/books/Creswell.7641.17.1/sections/gls#s46) resides in the middle of
this continuum because it incorporates elements of both qualitative and quantitative approaches.
Often the distinction between qualitative research
(http://content.thuzelearning.com/books/Creswell.7641.17.1/sections/gls#s68) and quantitative research
(http://content.thuzelearning.com/books/Creswell.7641.17.1/sections/gls#s72) is framed in terms of using words
(qualitative) rather than numbers (quantitative), or using closed-ended questions (quantitative hypotheses) rather than
open-end ...
This document discusses qualitative research methods for nursing studies. It defines qualitative research as a type of scientific inquiry that aims to understand human experiences and responses. The document notes that qualitative research is becoming more important for developing nursing knowledge and evidence-based practice. It compares qualitative and quantitative methods, noting that qualitative research is more flexible and focuses on understanding phenomena through naturalistic inquiry, while quantitative research seeks to confirm hypotheses and predict or control outcomes.
1. The document defines research methods as strategies used to collect and analyze data to better understand a topic or uncover new information.
2. Quantitative research uses numerical data and statistical analysis while qualitative research uses narrative descriptions.
3. The main purposes of research are exploratory, descriptive, and explanatory. Exploratory research explores new areas, descriptive research expands knowledge on current issues, and explanatory research examines the impact of changes.
4. Both qualitative and quantitative methods are discussed, including interviews, surveys, observation, and case studies for qualitative and surveys, descriptive, and correlational research for quantitative.
The document discusses research methodology for a study on improving 4th grade students' ability to solve math word problems. It proposes using action research with both quantitative and qualitative data collection methods. Quantitative data will be collected before and after an intervention to measure students' growth. Qualitative data, such as an anonymous survey, will gather students' responses about the benefits of methods taught. The research aims to effectively improve students' understanding of word problems and determine the perceived benefits of using a graphic organizer strategy.
The document discusses developing an effective research strategy. It emphasizes that having a clear plan is critical for research success. The strategy should outline objectives, follow a structured process, and document findings appropriately. Key elements of a good strategy include selecting a topic, developing a purpose statement, forming research questions and hypotheses, and determining appropriate methods for analysis and presentation. The strategy helps ensure resources are used efficiently and responsibilities are met ethically.
How to develop and manage a case study database as suggested by Yin (2009) wi...stefanie ng
Abstract
This presentation aims at providing useful knowledge and skills which can help doctoral students from different disciplines in doing research which inevitably involves time, energy and cost in data collection and handling of different types of qualitative and quantitative data gathered from various data sources by using a combination of qualitative and quantitative research methods. The process of researching becomes more complex when the researcher decides to adopt a mixed methods design for his/her research study because both qualitative and quantitative research methodological approaches to inquiry are involved in the entire researching process either sequentially or concurrently in data collection, data storage, data retrieval, data examination, data processing, data analysis, interpretation, and reporting of results in the academic piece of work known as a thesis or dissertation. This presentation provides ideas and suggests the necessary steps to take so that a case study database can be developed comprehensively and managed efficiently.
This document discusses mixed methods research design. It begins by defining mixed methods research as involving collecting and integrating both quantitative and qualitative data within a single research project to provide a more comprehensive understanding of the phenomenon being studied. It then outlines the typical structure of a mixed methods research proposal, including an introduction with basic information, a section on the research topic, and a research plan section. The research plan section often includes a literature review and details on the specific mixed methods design and data collection methods. The document provides examples of five primary mixed methods designs: sequential explanatory, sequential exploratory, convergent parallel, embedded, and transformative.
In house training 151114 qualitative researchHiram Ting
The document provides an overview of a training on qualitative research procedures conducted by Hiram Ting Huong Yiew. It begins with acknowledgments and an introduction of the instructor's background and experience in research. The contents section outlines topics to be covered, including research paradigms, designs, approaches, mixed-methods, and an overview of qualitative research. Examples and comparisons are provided between qualitative and quantitative research.
The document discusses research design and various aspects related to research design such as meaning, definitions, types, purposes, steps, and sampling. It defines research design as the plan and structure of investigation to obtain answers to research questions. Some key points include:
- Research design involves planning and structuring the research process including data collection and analysis.
- Types of research design include qualitative, quantitative, descriptive, exploratory, experimental, evaluation, and action research designs.
- Sampling allows researchers to gather data from a subset of the population. Probability and non-probability sampling techniques are discussed.
The document discusses research design and sampling methods in research. It defines research design as the blueprint for conducting a research study that includes aspects like the type of data to be collected, sample size, sampling techniques, data collection methods, and data analysis procedures. Different types of research designs are described such as descriptive, exploratory, experimental, evaluation, action research, qualitative, and quantitative designs. The document also discusses key concepts in sampling like population, sample, sampling frame, sampling techniques, and sampling errors. Probability and non-probability sampling methods are outlined.
Social Skills Checklist (Elementary) - 1 - SOCIAL SKILLS CHECKLIST (E.docxhenry34567896
Social Skills Checklist (Elementary) - 1 -
SOCIAL SKILLS CHECKLIST (Elementary/Pre-K)
Name of child: ______________________ Date: _______________________ Birth date: __________________________ Assessor’s name: _______________ Instructions: For each question, check if that particular social skill occurs Almost Always, Often, Sometimes, or Almost Never.
RATING SCALE Almost always- the student consistently displays this skill in many settings and with a variety of people
Often- the student displays this skill on a few occasions, settings and with a few people
Sometimes- the student seldom displays this skill but may demonstrate it on infrequent occasions.
Almost Never- the student never or rarely exhibits this skill. It is uncommon to see this in their daily routine.
SOCIAL PLAY & EMOTIONAL DEVELOPMENT Almost Always Often Sometimes Almost
Never 1.1 Beginning Play Behaviors
1. Maintains proximity to peer within 1 foot
2. Observes peers in play vicinity within 3 feet
3. Parallel play near peers using the same or similar materials (e.g., playing cars near a peer who is also playing cars)
4. Physically imitates peer 5. Verbally imitates peer 6. Takes turns appropriately during simple games
1.2 Intermediate Play Behaviors 1. Shares toys and talks about the activity with peers, even
though the play agenda of the other children is different
2. Physically and verbally responds to interactions from peers (accepts toy from peer, answers questions)
3. Returns and initiates greetings with peers 4. Know appropriate ways of joining in an activity with peers 5. Invites others to play 6. Takes turns during structured activities 7. Obeys game rules 8. Requests toys, food, and materials from peers
1.3 Advanced Play Behavior 1. Plays cooperatively with peers during imaginative play 2. Makes comments about what he/she is playing to peers 3. Organizes play (suggests ideas to peers on how to play) 4. Follows peer play plans 5. Takes turns during unstructured activities without a time
limit
6. Offers toys, food, and materials to peers
Social Skills Checklist (Elementary) - 2 -
EMOTIONAL REGULATION Almost Always Often Sometimes Almost
Never 2.1 Understanding Emotions
1. Identifies likes and dislikes 2. Identifies emotions in self 3. Identifies emotions on others 4. Justifies emotions once identified (eating because I’m
hungry)
5. Demonstrates affection and empathy toward peers 6. Refrains from aggressive behaviors toward peers 7. Refrains from aggressive behaviors toward self 8. Does not exhibit intense fears or phobias 9. Interprets body language 10. Uses different tones of voice to convey messages
2.2 Self Regulation 1. Allows others to comfort him/her if upset or agitated 2. Self regulates when tense or upset 3. Self regulates when energy level is high 4. Deals with being teased in acceptable ways 5. Deals with being left out of a group 6. Accepts not being first at a game or activity 7. Accepts losing at a game without becoming upset/angry 8. Says “no†in a.
Social welfare programs are often associated with the federal governme.docxhenry34567896
Social welfare programs are often associated with the federal government, but they also illustrate the importance of state power in our system. Why do federally funded social welfare programs vary from state to state? Use one program (either means-tested or non-means tested) as an example. Use two paragraphs.
.
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Contextualizing Scientific Research Methodologiesiosrjce
This article dissects the various research instruments currently employed, against the backdrop of
the research design, methodology, population, sampling, and sample size. It highlights quantitative and
qualitative research, data collection methods, as well as the validity and reliability of the investigations. The
article adopted a qualitative research design that utilized documentation analyses to evaluate conventional
approaches to research methods. The study concludes by recommending both qualitative and quantitative
analyses in adding depth to an empirical scientific study
Qualitative Research Design by J.A. MaxwellPreeti Sikder
This document summarizes a chapter from Joseph Maxwell's book Qualitative Research Design: An Interactive Approach. The chapter discusses research design for qualitative studies. It presents an interactive model of design that consists of five main components: goals of the study, conceptual framework, research questions, methods, and issues of validity. The components are interconnected and influence each other, rather than following a linear progression. The chapter argues this interactive model better represents the reflexive nature of qualitative research design compared to traditional, fixed models of design. It provides an overview of each design component and their relationships to help plan and understand the structure of qualitative studies.
This document discusses elements of research design for a qualitative research project, including developing a research plan, conducting a literature review, formulating research questions and purpose, and planning for data analysis. It emphasizes that qualitative research requires thorough preparation and planning while still allowing for flexibility during the research process as understanding develops. The research plan provides structure but should not limit promising options or flexibility.
This document provides information about different types of research designs used in social sciences research papers. It discusses action research design and case study design. For action research design, it notes that it is a collaborative and adaptive research approach focused on pragmatic solutions rather than testing theories. It also discusses challenges like advocating for change and the time-consuming cyclic nature. For case study design, it explains that it provides an in-depth analysis of a particular problem through a limited number of cases and can be used when little is known about an issue. However, single cases offer little basis for generalizing and the case may not be representative.
This document provides an overview of research writing skills training. It discusses the objectives of the training which are to teach students international standards of report writing, APA style guidelines, research ethics, and how to write qualitative and quantitative theses. The training covers topics such as academic writing, research designs, publishing standards, and plagiarism. It emphasizes that writing should be clear, precise, and follow logical structure. Critical thinking and developing a questioning attitude are important skills covered.
This document provides an overview of a training module that aims to teach students skills in academic writing, research, and publishing according to international standards. The module covers topics like writing structure, research designs, ethics, and publishing standards. It emphasizes developing skills like critical thinking, writing concisely and objectively, and following guidelines like the APA format. The document also discusses developing a research proposal and selecting a feasible research topic, designing studies, and publishing research results in different types of academic articles.
This document provides an overview of a training module that aims to teach students how to write reports according to international standards. The module covers topics such as academic writing, research design, publishing ethics, and avoiding plagiarism. It emphasizes the importance of clear and logical writing using the APA style guide. The document also discusses critical thinking, research methodology, different types of research articles, and principles of ethical research practice.
The document discusses deductive exploratory research and proposes working hypotheses as a useful framework. It introduces the concept of working hypotheses, places them in a philosophical context, and defines them. Working hypotheses can guide methodologies, evidence collection, and data analysis for deductive exploratory research by providing structure and coherence across research steps. The document provides examples of how working hypotheses have been applied in public administration and comparative public policy research.
This document provides an agenda for a one week faculty development program on research methodology and intellectual property rights. It includes an introduction to research concepts like problem definition, setting research objectives, research design, and sampling techniques. The document defines what research is, discusses the key components of a research process and different research strategies like surveys, experiments, case studies, etc. It also explains the difference between research methods and methodology, and highlights the importance of properly defining the research problem and setting clear objectives.
R CHAPTER ONE (toc1.html#c01a)The Selection of a R.docxmakdul
R
CHAPTER ONE (toc1.html#c01a)
The Selection of a Research Approach (toc1.html#c01a)
esearch approaches (http://content.thuzelearning.com/books/Creswell.7641.17.1/sections/gls#s78) are plans and
the procedures for research that span the steps from broad assumptions to detailed methods of data collection,
analysis, and interpretation. This plan involves several decisions, and they need not be taken in the order in which
they make sense to me and the order of their presentation here. The overall decision involves which approach should be
used to study a topic. Informing this decision should be the philosophical assumptions the researcher brings to the
study; procedures of inquiry (called research designs
(http://content.thuzelearning.com/books/Creswell.7641.17.1/sections/gls#s79) ); and specific research methods
(http://content.thuzelearning.com/books/Creswell.7641.17.1/sections/gls#s80) of data collection, analysis, and
interpretation. The selection of a research approach is also based on the nature of the research problem
(http://content.thuzelearning.com/books/Creswell.7641.17.1/sections/gls#s81) or issue being addressed, the researchers’
personal experiences, and the audiences for the study. Thus, in this book, research approaches, research designs, and
research methods are three key terms that represent a perspective about research that presents information in a
successive way from broad constructions of research to the narrow procedures of methods.
https://content.ashford.edu/print/toc1.html#c01a
https://content.ashford.edu/print/toc1.html#c01a
https://content.ashford.edu/books/Creswell.7641.17.1/sections/gls#s78
https://content.ashford.edu/books/Creswell.7641.17.1/sections/gls#s79
https://content.ashford.edu/books/Creswell.7641.17.1/sections/gls#s80
https://content.ashford.edu/books/Creswell.7641.17.1/sections/gls#s81
1.1 THE THREE APPROACHES TO RESEARCH (toc2.html#s5a)
In this book, three research approaches are advanced: (a) qualitative, (b) quantitative, and (c) mixed methods.
Unquestionably, the three approaches are not as discrete as they first appear. Qualitative and quantitative approaches
should not be viewed as rigid, distinct categories, polar opposites, or dichotomies. Instead, they represent different ends
on a continuum (Newman & Benz, 1998). A study tends to be more qualitative than quantitative or vice versa. Mixed
methods research (http://content.thuzelearning.com/books/Creswell.7641.17.1/sections/gls#s46) resides in the middle of
this continuum because it incorporates elements of both qualitative and quantitative approaches.
Often the distinction between qualitative research
(http://content.thuzelearning.com/books/Creswell.7641.17.1/sections/gls#s68) and quantitative research
(http://content.thuzelearning.com/books/Creswell.7641.17.1/sections/gls#s72) is framed in terms of using words
(qualitative) rather than numbers (quantitative), or using closed-ended questions (quantitative hypotheses) rather than
open-end ...
This document discusses qualitative research methods for nursing studies. It defines qualitative research as a type of scientific inquiry that aims to understand human experiences and responses. The document notes that qualitative research is becoming more important for developing nursing knowledge and evidence-based practice. It compares qualitative and quantitative methods, noting that qualitative research is more flexible and focuses on understanding phenomena through naturalistic inquiry, while quantitative research seeks to confirm hypotheses and predict or control outcomes.
1. The document defines research methods as strategies used to collect and analyze data to better understand a topic or uncover new information.
2. Quantitative research uses numerical data and statistical analysis while qualitative research uses narrative descriptions.
3. The main purposes of research are exploratory, descriptive, and explanatory. Exploratory research explores new areas, descriptive research expands knowledge on current issues, and explanatory research examines the impact of changes.
4. Both qualitative and quantitative methods are discussed, including interviews, surveys, observation, and case studies for qualitative and surveys, descriptive, and correlational research for quantitative.
The document discusses research methodology for a study on improving 4th grade students' ability to solve math word problems. It proposes using action research with both quantitative and qualitative data collection methods. Quantitative data will be collected before and after an intervention to measure students' growth. Qualitative data, such as an anonymous survey, will gather students' responses about the benefits of methods taught. The research aims to effectively improve students' understanding of word problems and determine the perceived benefits of using a graphic organizer strategy.
The document discusses developing an effective research strategy. It emphasizes that having a clear plan is critical for research success. The strategy should outline objectives, follow a structured process, and document findings appropriately. Key elements of a good strategy include selecting a topic, developing a purpose statement, forming research questions and hypotheses, and determining appropriate methods for analysis and presentation. The strategy helps ensure resources are used efficiently and responsibilities are met ethically.
How to develop and manage a case study database as suggested by Yin (2009) wi...stefanie ng
Abstract
This presentation aims at providing useful knowledge and skills which can help doctoral students from different disciplines in doing research which inevitably involves time, energy and cost in data collection and handling of different types of qualitative and quantitative data gathered from various data sources by using a combination of qualitative and quantitative research methods. The process of researching becomes more complex when the researcher decides to adopt a mixed methods design for his/her research study because both qualitative and quantitative research methodological approaches to inquiry are involved in the entire researching process either sequentially or concurrently in data collection, data storage, data retrieval, data examination, data processing, data analysis, interpretation, and reporting of results in the academic piece of work known as a thesis or dissertation. This presentation provides ideas and suggests the necessary steps to take so that a case study database can be developed comprehensively and managed efficiently.
This document discusses mixed methods research design. It begins by defining mixed methods research as involving collecting and integrating both quantitative and qualitative data within a single research project to provide a more comprehensive understanding of the phenomenon being studied. It then outlines the typical structure of a mixed methods research proposal, including an introduction with basic information, a section on the research topic, and a research plan section. The research plan section often includes a literature review and details on the specific mixed methods design and data collection methods. The document provides examples of five primary mixed methods designs: sequential explanatory, sequential exploratory, convergent parallel, embedded, and transformative.
In house training 151114 qualitative researchHiram Ting
The document provides an overview of a training on qualitative research procedures conducted by Hiram Ting Huong Yiew. It begins with acknowledgments and an introduction of the instructor's background and experience in research. The contents section outlines topics to be covered, including research paradigms, designs, approaches, mixed-methods, and an overview of qualitative research. Examples and comparisons are provided between qualitative and quantitative research.
The document discusses research design and various aspects related to research design such as meaning, definitions, types, purposes, steps, and sampling. It defines research design as the plan and structure of investigation to obtain answers to research questions. Some key points include:
- Research design involves planning and structuring the research process including data collection and analysis.
- Types of research design include qualitative, quantitative, descriptive, exploratory, experimental, evaluation, and action research designs.
- Sampling allows researchers to gather data from a subset of the population. Probability and non-probability sampling techniques are discussed.
The document discusses research design and sampling methods in research. It defines research design as the blueprint for conducting a research study that includes aspects like the type of data to be collected, sample size, sampling techniques, data collection methods, and data analysis procedures. Different types of research designs are described such as descriptive, exploratory, experimental, evaluation, action research, qualitative, and quantitative designs. The document also discusses key concepts in sampling like population, sample, sampling frame, sampling techniques, and sampling errors. Probability and non-probability sampling methods are outlined.
Similar to SAGE Research Methods Understanding and Evaluating Research- A Critica.docx (20)
Social Skills Checklist (Elementary) - 1 - SOCIAL SKILLS CHECKLIST (E.docxhenry34567896
Social Skills Checklist (Elementary) - 1 -
SOCIAL SKILLS CHECKLIST (Elementary/Pre-K)
Name of child: ______________________ Date: _______________________ Birth date: __________________________ Assessor’s name: _______________ Instructions: For each question, check if that particular social skill occurs Almost Always, Often, Sometimes, or Almost Never.
RATING SCALE Almost always- the student consistently displays this skill in many settings and with a variety of people
Often- the student displays this skill on a few occasions, settings and with a few people
Sometimes- the student seldom displays this skill but may demonstrate it on infrequent occasions.
Almost Never- the student never or rarely exhibits this skill. It is uncommon to see this in their daily routine.
SOCIAL PLAY & EMOTIONAL DEVELOPMENT Almost Always Often Sometimes Almost
Never 1.1 Beginning Play Behaviors
1. Maintains proximity to peer within 1 foot
2. Observes peers in play vicinity within 3 feet
3. Parallel play near peers using the same or similar materials (e.g., playing cars near a peer who is also playing cars)
4. Physically imitates peer 5. Verbally imitates peer 6. Takes turns appropriately during simple games
1.2 Intermediate Play Behaviors 1. Shares toys and talks about the activity with peers, even
though the play agenda of the other children is different
2. Physically and verbally responds to interactions from peers (accepts toy from peer, answers questions)
3. Returns and initiates greetings with peers 4. Know appropriate ways of joining in an activity with peers 5. Invites others to play 6. Takes turns during structured activities 7. Obeys game rules 8. Requests toys, food, and materials from peers
1.3 Advanced Play Behavior 1. Plays cooperatively with peers during imaginative play 2. Makes comments about what he/she is playing to peers 3. Organizes play (suggests ideas to peers on how to play) 4. Follows peer play plans 5. Takes turns during unstructured activities without a time
limit
6. Offers toys, food, and materials to peers
Social Skills Checklist (Elementary) - 2 -
EMOTIONAL REGULATION Almost Always Often Sometimes Almost
Never 2.1 Understanding Emotions
1. Identifies likes and dislikes 2. Identifies emotions in self 3. Identifies emotions on others 4. Justifies emotions once identified (eating because I’m
hungry)
5. Demonstrates affection and empathy toward peers 6. Refrains from aggressive behaviors toward peers 7. Refrains from aggressive behaviors toward self 8. Does not exhibit intense fears or phobias 9. Interprets body language 10. Uses different tones of voice to convey messages
2.2 Self Regulation 1. Allows others to comfort him/her if upset or agitated 2. Self regulates when tense or upset 3. Self regulates when energy level is high 4. Deals with being teased in acceptable ways 5. Deals with being left out of a group 6. Accepts not being first at a game or activity 7. Accepts losing at a game without becoming upset/angry 8. Says “no†in a.
Social welfare programs are often associated with the federal governme.docxhenry34567896
Social welfare programs are often associated with the federal government, but they also illustrate the importance of state power in our system. Why do federally funded social welfare programs vary from state to state? Use one program (either means-tested or non-means tested) as an example. Use two paragraphs.
.
Soap notes will be uploaded to Moodle and put through TURN-It-In (anti.docxhenry34567896
Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)
Turn it in Score must be less than 50% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 50%. Copy paste from
websites
or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.
Example:
PATIENT INFORMATION
Name: Mr. W.S.
Age: 65-year-old
Sex: Male
Source: Patient
Allergies: None
Current Medications: Atorvastatin tab 20 mg, 1-tab PO at bedtime
PMH: Hypercholesterolemia
Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.
Surgical History: Appendectomy 47 years ago.
Family History: Father- died 81 does not report information
Mother-alive, 88 years old, Diabetes Mellitus, HTN
Daughter-alive, 34 years old, healthy
Social Hx: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.
SUBJECTIVE:
Chief complain
: “headaches†that started two weeks ago
Symptom analysis/HPI:
The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and sometimes it is accompanied by dizziness. He states that he has been under stress in his workplace for the last month.
Patient denies chest pain, palpitation, shortness of breath, nausea or vomiting.
ROS:
CONSTITUTIONAL
: Denies fever or chills. Denies weakness or weight loss.
NEUROLOGIC
: Headache and dizziness as describe above. Denies changes in LOC. Denies history of tremors or seizures.
HEENT
: HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing.
Respiratory
: Patient denies shortness of breath, cough or hemoptysis.
Cardiovascular
: No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal
dyspnea.
Gastrointestinal
: Denies abdominal pain or discomfort. Denies flatulence, nausea, vomiting or
diarrhea.
Genitourinary
: Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence.
MUSCULOSKELETAL
: Denies falls or pain. Denies hearing a clicking or snapping sound.
Skin
: No change of coloration such as cyanosis or jaundice, no rashes or pruritus.
Objective Data
CONSTITUTIONAL
: Vital signs: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmhg, RR 20, PO2-98% on room air, Ht- 6’4â€, Wt 200 lb, BMI 25. Report pain 0/10.
General appearance: The patient is alert and oriented x 3. No acute dist.
Social cognition is about perceiving others and how we process the peo.docxhenry34567896
Social cognition is about perceiving others and how we process the people and the world around us.
How do people categorize things and people as either familiar and safe or unfamiliar and possibly dangerous?
Why do people categorize?
Can you escape categorization?
How does this impact us and how we navigate the world?
If we cannot escape categorization, can we ever eliminate prejudice?
Think about your current work situation—how there is certain work that is handled by individuals and work that is handled by teams.
When should we use groups to solve problems versus having an individual complete the work?
Discuss how your answer aligns with the theories and insights from the textbook.
.
Singer or ArthurCBC News- The Church service aid agency is warning tha.docxhenry34567896
Singer or Arthur
CBC News- The Church service aid agency is warning that†Immediate massive intervention and assistance†are needed to prevent mass starvation in Kenya. A team from the humanitarian agency reported recently that many fields are barren and cracked, dried out by the drought that is threatening a third of the east African country’s population, or about 10 million people.
What was once among the most fertile land I  Africa can now only support a few struggling plants suitable only for grazing cattle. “ We don’t have any foodâ€. Farmer Lizy Bimba, a Kwale resident, said in Swahili. In one area, a local official reported that 85% of 5,600 people are facing starvation, the church world service team said. Other farmers have left the land to find what work they can.†We have been forced to do this so that we get money to buy food.†Musa Charo said in Swahili as he broke rocks to earn money to feed his 10 children. The government declared the food shortage a national disaster on Jan. 16, the UN is appealing for international help and aid agencies warn that the problem will only get worse.
A/ What would be the proper moral response of rich nations to this impeding tragedy? Do you favor peter Singer’s path in which affluent individuals would be obligated to give much of their wealth to feef the hungry? Or Arthur’s way, in which the rich would have a duty to give some aid but would also have obligations to themselves and to their family and friends? Explain
.
Sexual differentiation is a complex developmental process beginning wi.docxhenry34567896
Sexual differentiation is a complex developmental process beginning with genetic factors established at conception and continuing up to the final form of the body. Discuss situations in which the end result of sexual differentiation is inconsistent with the initial genetic pattern (i.e., transgender, intersex, and sexual identity issues). Address the following:
How is gender development influenced by sexual differentiation?
To what extent is the statement that “gender is socially constructed†true?
.
Select TWO of the primary sources from the passage- Comment on how eac.docxhenry34567896
Select TWO Â of the primary sources from the passage. Comment on how each offers useful insight on that particular culture and society and how this insight aligns with our course content. what do we learn from this? be specific in your response.
* Make sure you use what is found in the textbook do not include any outside sources. And also, it has to tow separate points explaining what you think.
.
Select TWO of the primary sources from the passage- Comment on how eac (1).docxhenry34567896
Select TWO of the primary sources from the passage. Comment on how each offers useful insight on that particular culture and society and how that insight aligns with our course content. What do we learn from this? Be specific in your response.
* Make sure you use what is found in the textbook do not include any outside sources. And also, it has to tow separate points explaining what you think.
.
Select TWO passages from this passage (-Cato the Elder-)- In the first.docxhenry34567896
Select TWO Â passages from this passage ("Cato the Elder"). In the first, comment on the ways that cato aimed to appear to be a "traditional" Roman. Why do you think he did this? In the second, comment on his response to culture change underway in Roman society. Do you belive that he was justified in his position? Why or why not/ How does this align with course content ?
* Make sure you use what is found in the textbook do not include any outside sources. And also, it has to tow separate points explaining what you think.
.
Select one of the following three articles as the topic- -Our Blind.docxhenry34567896
Select one of the following three articles as the topic:
"Our Blind Spot About Guns", Nicholas Kristof, p. 177
"Representation of Disney Princesses in the Media," Isabelle Gill, p. 759
"Outbreak of the Irrational, Sarah Dzubay," p. 825
please look at attached.
.
Select one of the following ethical-legal topics- AutonomyBeneficen.docxhenry34567896
Select one of the following ethical/legal topics:
Autonomy
Beneficence
Justice
Fidelity
Veracity
Involuntary hospitalization and due process of civil commitment
Informed assent/consent and capacity
Duty to warn
Restraints
HIPPA
Child and elder abuse reporting
Tort law
Negligence/malpractice
locate a total of four scholarly, professional, or legal resources related to this topic. One should address ethical considerations related to this topic for adults, one should be on ethical considerations related to this topic for children/adolescents, one should be on legal considerations related to this topic for adults, and one should be on legal considerations related to this topic for children/adolescents.
Briefly identify the topic you selected. Then, summarize the articles you selected, explaining the most salient ethical and legal issues related to the topic as they concern psychiatric-mental health practice for children/adolescents and for adults. Explain how this information could apply to your clinical practice, including specific implications for practice within your state. Attach the PDFs of your articles.
.
Select ONE of the following fugal agents for your assignment-Aspergill.docxhenry34567896
Select ONE of the following fugal agents for your assignment.
Aspergillus, Tinea pedis, Candida albicans, Coccidioides, Pneumocystis jirovecii, Blastomyces, Cryptococcus neoformans, Histoplasma, Tinea corporis
Step 2
Research the chosen fungal agent to examine the anatomical structures and diseases associated with it.
Step 3
Using the template below answer the following questions:
Where the organism is normally found and how is it spread?
What are the virulence factors of the organism?
What are the symptoms and incubation period of the infection caused by the organism?
How would you diagnose an infection caused by the organism?
Describe how the organism infects different organs and how the immune system responds to infection.
What is the current treatment plan for the infections caused by the organism and the treatment success rate?
What populations are most at risk for infection?
What environments and sources are associated with the organism?
What are some public health implications of the infection caused by the agent?
What precautions can the public take to prevent infections?
Assignment File(s)
Unit 6 Fungus Template
[Word document]
.
See attachedLet me know what if you can put this together- it's from t.docxhenry34567896
See attached
Let me know what if you can put this together, it's from the book. I'll provide all info you need.
Case Study
: You are required to complete parts 2,3, and 4. Please be sure to attach
all Word and Excel Files with your work included. Be sure to cite any source materials used.
Reference pages attached from book: Accounting fundamentals for health care management by Steven A. Funkier, Thad D. Calabrese & David M. Ward
.
School board trustees are requesting public comment before they vote o.docxhenry34567896
School board trustees are requesting public comment before they vote on a vaccination policy for all children in a local school district. Should individual rights (e.g., parents’ rights to decide whether to vaccinate their children) be compromised to control the spread of communicable diseases for the good of society?
.
School board trustees are requesting public comment before they vote o (1).docxhenry34567896
School board trustees are requesting public comment before they vote on a vaccination policy for all children in a local school district. Should individual rights (e.g., parents’ rights to decide whether to vaccinate their children) be compromised to control the spread of communicable diseases for the good of society?
.
ScenarioWesley Enterprises is a long-term care facility- The organizat (1).docxhenry34567896
Scenario
Wesley Enterprises is a long-term care facility. The organization was recently cited for deficiencies including infectious disease planning and staffing deficiencies. The CEO has decided to hire a consulting firm to evaluate its current processes and make recommendations for improvement. Upon initial review, the consulting firm has determined that Wesley is utilizing operational processes that are not consistent with current industry practices. The consulting firm has deployed a team of operations management professionals to address the concerns. You are the leader of the team and your first task is to meet with the mid-level managers at Wesley.
Instructions
Compile a multimedia presentation using speaker notes and/or voice narration that includes:
An introduction of the team and a comprehensive description of the roles of each operations team member;
A discussion of the goals of the team relative to process improvement;
A comparison of operations management in healthcare versus other industries; and
A detailed analysis of the operational issues that are unique to health organizations.
.
ScenarioWesley Enterprises is a long-term care facility- The organizat.docxhenry34567896
Scenario
Wesley Enterprises is a long-term care facility. The organization was recently cited for deficiencies including infectious disease planning and staffing deficiencies. The CEO has decided to hire a consulting firm to evaluate its current processes and make recommendations for improvement. Upon initial review, the consulting firm has determined that Wesley is utilizing operational processes that are not consistent with current industry practices. The consulting firm has deployed a team of operations management professionals to address the concerns. You are the leader of the team and your first task is to meet with the mid-level managers at Wesley.
Instructions
Compile a multimedia presentation using speaker notes and/or voice narration that includes:
An introduction of the team and a comprehensive description of the roles of each operations team member;
A discussion of the goals of the team relative to process improvement;
A comparison of operations management in healthcare versus other industries; and
A detailed analysis of the operational issues that are unique to health organizations.
.
ScenarioPeak View Sound Sources is a public company based in Denver- C.docxhenry34567896
Scenario
Peak View Sound Sources is a public company based in Denver, Colorado and is focused on providing digital media and Web sites to music companies and musicians through the Mountain and West Coast regions. The company has a solid reputation and is starting to get some national and worldwide attention, with new prospective companies wanting to take advantage of the quality services they have seen on other existing Web sites.
Your company has been hired to assist Peak View Sound Sources (PVSS) to ascertain the security posture of the company's Information Systems resources and services. You are heading the team of auditors tasked to perform the audit and assessment.
You enter the company offices of PVSS and begin your analysis of the environment and situation.
Initial analysis has allowed you to determine that the company is made up of the following divisions:
Corporate Management and Support Staff:
This organization contains the executive management, human resources, and accounting teams. All company decisions are directed from the management team.
Information Technology:
This team manages the networks, servers, Web sites, and desktop environments for the company. The team has a perception of being difficult to work with, as they are slow to adopt new technology and slow to implement new offerings. The reality is that the team has resources and wants to uptake the newest and greatest technology, but they spend most of their time putting out fires and reacting to issues.
Media Content and Design:
This team is in charge of working with the record companies and musicians to create the Web Sites and implement the product offerings that are sold.
Sales and Marketing:
This team works with the musicians and record companies to offer and sell the services of PVSS.
There is a concern about the security of the infrastructure with respect to the ability to protect the copyrighted material that PVSS is given to host, because a single incident several years ago took place in which an entire new CD was released prematurely via the Internet. Although PVSS was not directly linked to the leak, there are suspicions surrounding PVSS.
Assignment Deliverables
As you continue your analysis, you see that the Information Technology (IT) department has developed several guidelines and procedures about how various systems should be considered and set up, but this is internal only to the IT department. Every time a new machine is set up and deployed, within a month, the configuration is changed.
Explain why you think the use of these guidelines and procedures is not sufficient and may not solve the problem. Consider how a company-wide policy program could help the situation.
As you begin to prepare your game plan to conduct an Information Security Audit, talk about why you think this current situation makes it difficult to identify the controls that need to be examined.
If you were performing this security audit, wit.
Review this weeks Learning Resources providing an overview of human be.docxhenry34567896
Review this week’s Learning Resources providing an overview of human behavior and the social environment.
Consider how HBSE connects with social work practice. Why is it important for social workers to understand how the social environment influences behavior?
.
RUBRICCompetency1-Design evidence-based advanced nursing care for achi.docxhenry34567896
RUBRIC
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.
Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.
Advocate for policy development in other care settings with regard to a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and referenc
.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
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2. • Explain the five logics of mixed methods research designs
• Appreciate the link between research inquiry and research design
• Describe the purpose and importance of the Methods section of a research report
• Compare and contrast qualitative and quantitative intellectual inquiries
• Identify the major reporting components (subheadings) of qualitative and quantitative
research re-
ports
• Compare and contrast the most agreed-to approaches and terms about research integrity,
rigor, and
quality that are used in each of the three methodologies, and learn the attendant strategies to meet
the standard for the specific research methodology
Introduction
This chapter focuses on the constructs of research design and the Methods section in a research
paper. Re-
search design is a larger construct than methods, to be explained shortly. But within a research
paper, once
the authors have stated the research question, developed an introduction to the study, and
presented a re-
view of the literature (and maybe a theoretical framework), their next step is to provide a
description of the
strategies used to collect and analyze data pursuant to the research question—that is, their
methods. This
chapter provides a generic discussion of methods, followed with much more detail in Chapter 9
(qualitative
methods) and in Chapter 10 (quantitative and mixed methods).
As a caveat, a detailed discussion of how to use specific methods is beyond the scope of this
overview chap-
4. Etymology and Definition of Methods and Research Design
Method is Greek methodus, “for mode of inquiry or investigation.― It stems from meta,
“after,†and hodos, “a
travelling, a pursuit, a way of teaching or going― (Harper, 2016). In effect, method refers to
investigating or
inquiring into something by going after or pursuing it, especially in accordance with a plan. It
involves tech-
niques, procedures, and tasks used in a systematic, logical, and orderly way (Anderson, 2014).
Within the
context of conducting and reporting research, it is the stage wherein researchers design
instruments, appa-
ratus, or procedures or gain site access (if relevant), obtain a sample, and then collect and
analyze data from
that sample (or entire population) (Johnson & Christensen, 2012). As was discussed in Chapter
2, this book
distinguishes between method and methodology, with the latter connoting the philosophical
underpinnings of
the study.
The other term used in this chapter is research design. Research is French recercher, “to
search.― In the con-
text of this book, it refers to the accumulation of data that are interpreted, leading to new
knowledge. Design
is Latin designare, “to mark out, devise, choose, designate.― A design can be defined as a
plan used to show
the workings of something before it is made or created. It can also mean the underlying purpose
of some-
thing, in this case, the search for knowledge (Anderson, 2014; Harper, 2016). From a technical
stance, the
research design refers to the overall strategy that researchers choose to integrate the different
components of
6. (which shapes the research questions and all assumptions underlying the effort), and (b) type of
research
inquiry they are conducting. In short, (a) exploratory research strives to reach a greater
understanding of a
problem, usually laying the groundwork for future studies; (b) descriptive research seeks more
information
so as to accurately describe something in more detail, creating a fuller picture by mapping the
terrain; and
(c) explanatory research seeks to connect ideas to understand causal inferences (explain
relationships) (de
Vaus, 2001; Suter, 2012; Yin, 1984). These approaches apply to both quantitative and qualitative
research
methodologies (except explanatory), with qualitative also seeking to (d) illuminate meaning and
subjective
experiences and (e) understand processes and structures (Blaxter, 2013; Shank & Brown, 2007).
Articulating Research Purpose in Research Design
Each of these five types of research inquiry represents the deeper purpose of the study (the
problem), or the
reasons for doing it, which is why Yin (1984) said research design is logical (i.e., it entails
reasoned judg-
ments). Each type of inquiry offers a different reason for why the study is needed (e.g., to
describe, explore,
find meaning, or theorize). Authors must not confuse research purpose (reason for inquiry) with
methodolo-
gy, research design, research question, or methods (see example 8.1). When identifying the
nature of their
research inquiry, they can use headings in their paper such as Justification for the Study,
Importance of the
Study, or Objectives of the Study (Newman, Ridenour, Newman, & DeMarco, 2003). A clearly
stated research
11. search lacks design― (p. 215). Instead, qualitative research requires a broader and less
restrictive concept of
research design, in which researchers use “‘logic-in-use’ [as well as] ‘reconstructed
logic’ [to accommodate
the] ‘design in use’ [principle]― (p. 216). This is called an emergent research design
wherein the original plan
changes as the research unfolds, meaning it is nonlinear (Creswell, 2009) (discussed in Chapter
9). Regard-
less, the end result is data that are then analyzed, interpreted, and discussed, leading to
conclusions, impli-
cations, and recommendations (de Vaus, 2001; Suter, 2012; Yin, 1984).
As a final caveat, de Vaus (2001) explained that researchers should not equate a particular
logistical method
with a particular research design logic. It is also erroneous to equate a particular research design
with either
quantitative, qualitative, or mixed methods approaches. Instead, authors need to bear in mind the
link be-
tween (a) the purpose of the research (logical inquiry) and (b) their research design (both logic
and logistics)
(Yin, 1984) and then introduce their Methods section accordingly (see examples 8.2 and 8.3).
Example 8.2 Quantitative research design and method This exploratory, quantitative research
inquiry employed a cross-sectional research design. Data were collected from a purposive
sample
using the survey method, specifically a piloted questionnaire designed for this study. Descriptive
sta-
tistics were used to analyze the data using Minitab software, and the results were reported using
frequencies, percentages, and means (averages).
Example 8.3 Qualitative research design and method This qualitative research inquiry employed
an emergent research design, using the phenomenological method. Data were collected from a
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tions (i.e., explained the logic used when creating their research design, especially what type of
data
were needed to answer their research questions)
â–¡ Per the above, determine if they included a section titled Justification for or Importance of
the Study
â–¡ Determine if they properly referred to reconstructed (deductive) logic (quantitative) or logic-
in-use
(qualitative emergent research design) or if they referenced mixed methods logics
â–¡ Determine if they clarified their research design (see Table 8.2)
â–¡ Determine if they explicitly stated the type of research inquiry they employed (exploratory,
descrip-
tive, explanatory, meaning seeking, or understanding processes and structures)
Most Common Research Designs
Table 8.2 summarizes the most common research designs for each of qualitative, quantitative,
and mixed
methods studies, discussed in much more detail in Chapters 9 and 10. These approaches to
designing re-
search differ because of methodological distinctions, discussed in more detail in the second part
of this
overview chapter.
Table 8.2 Main Types of Qualitative, Quantitative, and Mixed Methods Research Designs
Qualitative Research Designs (in-
volve changing tactics over the
course of the study)
15. Quantitative Research Designs (involve adhering to a formal
plan with no deviation)
Mixed Methods Research Designs (in-
volve some prioritized combination of
strategy and tactics)
• Interpretive—insights from inter-
preting data change the research
design
• Investigative—traces out a phe-
nomenon in its natural field set-
ting
• Participatory—research design
is codeveloped with participants
• Descriptive—describes what actually exists, as well as its fre-
quency, and then categorizes the information
• Correlational—examines whether a change in a variable (no
manipulation) is related to change in another
• Comparative—measures variables that occur naturally in ex-
isting groups, then compares them to determine their influence
on the dependent variable
• Experimental—manipulates independent variables, measures
• Use qualitative methods to explain
quantitative data (words to explain
17. book clearly distinguishes between methodology and methods (see Chapter 2). Methodology
(ology) is fo-
cused on what is involved in creating new knowledge and refers to the branch of philosophy that
analyzes the
principles and axioms of research. The word method refers to a system of strategies used to
obtain informa-
tion for a study.
Many disciplines’ use of the word methodology to refer to methods (Schneider, 2014) most
likely occurs be-
cause the empirical (quantitative) research paradigm is so prevalent. Given its dominance,
authors tend to
• Illuminative—strategically focus-
es on one aspect of research de-
sign
• Instrumentation—study creates
a new data collection instrument
• Sensitization (descriptive)—sen-
sitizes readers to participants’ sit-
uation
• Conceptualization (theory build-
ing)
changes in dependent variable (experiment and control), and
infers causal links
• Quasi-experimental—employs an experimental and control
design using existing groups, then cautiously infers causation
• Predictive exploratory—determines how variables may be
20. SAGE Research Methods
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ous work. Their own Methods section should clearly set out a well-articulated set of procedures
that can be
consistently reapplied (quantitative) or appropriately adopted in another context (qualitative). By
making their
measurement choices explicit, authors help readers decide if the study was done well or needs
improvement
(Harris, 2014).
Following this convention, the Methods section serves the purpose of fostering ongoing debate
about how
to improve measurement instruments and research procedures, whether qualitative or
quantitative. Authors
should try to avoid using or perpetuating inconsistent measures and procedures because this
creates dis-
continuity in the literature about the particular phenomenon being measured (Choudhuri,
Glauser, & Peregoy,
2004; Harris, 2014). As examples, Harris (2014) noted that scholars have developed 200 ways to
measure
self-esteem, 16 ways to measure aspiration, and hundreds of instruments to measure quality of
life, and they
have not settled on how to measure gender identity or prejudice. These are examples of
discontinuities per-
petuated in the literature.
Authors may choose to select from and adapt previous attempts to measure a phenomenon, and if
so, they
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information as appropriate when addressing each strand of their research design: qualitative and
quantitative.
Table 8.3 Main Differences Between Qualitative and Quantitative Intellectual Inquiry
Qualitative Inquiry Quantitative Inquiry
• Assumes subjective reality is socially constructed and subjective • Assumes there is an
objective reality ready to be discovered
• Appreciates complexity and multiple truths • Favors parsimony and assumes a single truth
• Research is value bound, and the researcher’s values are accounted
for • Research is value neutral, and the researcher’s values are muted
• The researcher is the primary instrument (observations, interviews) • Uses inanimate
instruments (scales, questionnaires, checklists,
tests)
• Contextualizes findings and applies ideas across contexts • Generalizes results from a
sample to a population
• Portrays natural settings and contexts • Manipulates and controls variables
• Few participants, many variables • Few variables, many subjects
• Understands the insider’s view • Presents the objective outsiders’ view
• Human behavior is situational • Human behavior is regular
• Interprets human behavior in context • Predicts human behavior
• Understands perspectives (empathetic) and exploration • Provides causal explanations and
predictions
• Widely, deeply examines phenomena • Narrowly tests specific hypotheses
SAGE
24. Major Components (Report Subheadings) of Qualitative and Quantitative Re-
search
Table 8.4 compares the basic stages or major components of both quantitative and qualitative
research meth-
ods and provides the typical subheadings authors would use to report their respective methods
for a study.
Purposefully using these headings greatly facilitates others’ ability to critically read the
Methods section of a
research report. If authors fail to explicitly indicate which methodology informed their study,
readers can take
cues from their subheadings. Absence of these subheadings—or, worse yet, the content relevant
to each
stage—raises unnecessary flags about the study’s integrity and quality. These headings are
used in Chapters
9 and 10 to organize the discussion of how to report both qualitative and quantitative research or
their strands
within a mixed methods study.
• Strives for trustworthy, credible data • Strives for reliable and valid data
Table 8.4 Basic Steps (Report Subheadings) of Qualitative and Quantitative Methods
Qualitative Methods
NOTE: These steps are not always linear and sequential
Quantitative Methods
NOTE: These steps are linear and sequential
• Site selection and access (gaining access to the site from which the sample
will be drawn)
• Sampling (people, artifacts from the site[s])
• Ethical considerations
26. When critically reading a research report, you would
â–¡ Ascertain whether the authors used language and vocabulary reflective of the research
inquiry ap-
proach that informed their study (see Table 8.3)
â–¡ Determine if they used methodology-specific headings to organize their Methods section (see
Table 8.4) and fully accounted for and shared their research design logic and logistics
â–¡ If subheadings are missing, determine if the authors at least included pertinent details for
each
stage of their respective methodology’s research design
• Data analysis (thematic, patterned examination of the thick data, often done
in concert with data collection)
• Account for trustworthiness (along several criteria)
• Data security and management
• Limitations of emergent research design
• Data security and management
• Limitations of predetermined research design (normally fol-
lows the Discussion section)
Table 8.5 Comparison of Criteria to Ensure High-Quality Quantitative and Qualitative Research
Quantitative (Positivistic, Empirical, Deterministic) Qualitative (Postpositivistic, Naturalistic, In-
terpretive, Critical)
Striving for unbiased data (results are true if no bias was introduced, made possible if the re-
searcher’s personal preferences, prejudices, and opinions are held at bay during the entire re-
search process).
Strategies: judiciously address issues of internal validity to ensure that the study design, imple-
28. the truth is found. Judgments about the evidence should not coincide with the researcher’s
ori-
entation (despite that science is not really neutral; relative value neutrality is more likely than
absolute neutrality).
Confirmability (subjectivity):
Refers to the researcher’s neutrality when in-
terpreting data (i.e., self-awareness and con-
trol of one’s bias); appreciating that values
are central to the research process, re-
searchers still have to be sure their findings
can be confirmed or corroborated by others
(i.e., their values did not take over). It is the
extent to which findings are shaped by the
respondents themselves, rather than the re-
searcher’s bias.
Strategies: embrace the tenets of the scientific method and empirical inquiry; do not distort re-
search or let one’s values intrude by drawing on personal worldviews, motives, self-interest,
or
customs or by capitulating to external pressures (researchers are especially vulnerable to value
intrusion during the interpretation and discussion stage).
Strategies: reflexivity (involves self-critique
and disclosure of what one brings to the re-
search, especially one’s predispositions); au-
dit trails; method triangulation; peer review
29. and debriefing.
Internal validity:
This refers to the integrity of the research design. The word internal pertains to the inner work-
ings of the research process, designed and conducted to ensure that the researcher measured
what was intended to be measured (producing strong, valid data instead of weak, invalid data).
Also, the research design should follow the principle of cause and effect. There are seven major
threats to internal validity (i.e., measuring something other than what was intended): (a) conta-
mination by an extraneous event (history effect); (b) participants aging or tiring (maturation ef-
fect); (c) loss of subjects or attrition between testing (mortality effect); (d) sensitizing subjects
with pretest (testing effect); (e) extremely high or low pretest scores (statistical regression ef-
fect); (f) subjects are not carefully assigned to test groups (selection bias effect); and (g) unreli-
ability of an assessment instrument (instrumentation effect).
Strategies: take steps necessary to mitigate threats to internal validity (e.g., account for contam-
ination, maturation, attrition, sampling size, group formation and assignment, instrumentation
alignment, and testing sensitization).
Credibility (credible to the participants):
Did the researchers create a faithful account-
ing of people’s lived experiences (i.e., an ac-
curate representation of their reality, from
their perspective)? Did the researchers get a
full answer to their research question? Also,
can others have confidence in the truth
shared by the researchers (i.e., in their ob-
31. settings—that is, used more widely by oth-
ers. It is the researcher’s responsibility to
provide accurate, detailed, and complete de-
scriptions of the context and the participants
so that users of the study can determine if
the findings and conclusions apply (are
transferable) in their context (based on simi-
larity of deep descriptors).
Strategies: judiciously choose appropriate research design protocol (especially sample size and
bias). Then, before asserting that the results are valid in other populations, situations, and con-
ditions, researchers must recognize, consider, and report on factors that mitigate these asser-
tions, notably any interactions (a) among treatment and subjects, settings, and history as well
as (b) between subjects and settings. Researchers often temper their assertions by setting out
study limitations.
Strategies: cross-case comparisons; litera-
ture comparisons; detailed, thick descrip-
tions; researcher reflexivity to mitigate inva-
lidity; state study limitations (account for se-
lection, setting, and history effects that might
make the study unique to only a single group
[i.e., not transferable]).
Reliability (of the instrument and methods):
Refers to the extent to which someone else can follow the research design with the same sam-
32. ple and get the same results. Are the methods reproducible and consistent, and is sufficient in-
formation provided so others can repeat the approach and procedures? To what extent are vari-
ations controlled?
The reliability of the instrument depends on six types of validity: (a) face validity (subjects think
the test is measuring what it is supposed to measure); (b) expert judges think the test is valid;
(c) test items actually contain content being measured; (d) compare a new test with a previously
validated test (concurrent validity); (e) taking a test is good prediction of a score when the test is
taken again in the future (predictive validity); and (f) construct validity (mix of all of the oth-
ers—did the test measure the intended higher-order construct and nothing else related to it, de-
termined by how the variables are operationalized?).
Strategies: standardized administration of instrument or procedure; internal consistency (i.e.,
ensure instrument items are actually measuring the underlying construct, reflected in Cron-
bach’s alpha); increase number of test items; use objective scoring; test-retest; ensure that
two
Dependability:
Related to reliability, researchers have to re-
sponsibly provide sufficient information so
others can repeat the research design proto-
col in their context but not necessarily get the
same results. It refers to the stability of find-
ings over time and in changing research con-
texts (i.e., others can rely [depend] on the
study). The latter means the findings, conclu-
sions, and interpretations must be supported
34. Table 8.5 provides an overview of the most agreed-to approaches and terms used by both types
of re-
searchers and of attendant strategies to meet the standard for the specific research methodology
(Ary et al.,
different forms of one test measure the same thing. mented.
Generalizability (breadth of applicability):
Researchers want to make broad statements from their specific case (they used a small ran-
dom sample from a whole population). They want their conclusions to hold for others not in their
study. Based on statistical assumptions, generalizability refers to the extent to which results and
conclusions can be applied to people, settings, or conditions beyond those represented in the
study.
Strategies: account for external validity.
Authenticity (realness for participants):
Researchers want to make specific state-
ments about only the people they studied
(how the latter see their world). So, authen-
ticity refers to the extent to which partici-
pants’ voices and agency are ensured, and it
strives for assurances that the researcher
has represented all views of all participants
(authentic means “original, genuine, undis-
puted―).
Strategies: collaboration with participants;
member checking; researcher reflexivity (in-
37. section in a mixed methods study depends on which strand was prioritized, qualitative or
quantitative.
Lynch (2014) clarified that the length of a qualitative Methods section is dictated by how much
detail is re-
quired to describe site selection, access, sampling, data collection, and analytical procedures.
Authors also
have to make available an audit trail (detail) that readers can follow to access researchers’
thinking while they
implemented and adjusted their emergent research design. The same principle of detail holds for
a quantita-
tive paper. The quantitative Methods section should be detailed enough that (a) it can be repeated
by others
because its essential characteristics have been recounted (reliability) and (b) readers can judge
whether the
results and conclusions are valid (i.e., did the study measure what it intended to measure?)
(Kallet, 2004).
More specifically, detail means those things that could logically be expected to influence the
results. “Insuffi-
cient detail leaves the reader with questions; too much detail burdens the reader with irrelevant
information―
(American Psychological Association, 2001, p. 18).
In all three methodologies, authors have to ensure that readers can follow what was done and
judge its rigor
and quality. Labaree (2016) opined that authors should assume readers possess a basic
understanding of the
method. This assumption means authors do not have to go into great detail about specific
procedures; rather,
they should focus on how they “applied a method, not on the mechanics of doing the
method.― The accepted
convention is to provide adequate citations to support the choice and application of the methods
employed
39. and coherent― (Hesson & Fraias-Hesson, 2010b, p. 461).
“The organization of the method section depends on the author’s presentation logic―
(Rocco & Plakhotnik,
2011, p. 167). (a) The most common approach is chronological, meaning authors would arrange
the discus-
sion of their method in the order that things occurred. (b) Sometimes, in order to describe a
complex aspect
of their research design, authors may have to shift to a most-to-least-important structure within
the chrono-
logical approach. (c) Another common organizational pattern is general-to-specific (Boylorn,
2008; Hesson &
Fraias-Hesson, 2010b; Labaree, 2016). (d) Authors can also organize their Methods section using
the major
components of their research design, identified with subheadings, taking direction from Table
8.4 for each
of qualitative and quantitative reports (Boylorn, 2008; Hesson & Fraias-Hesson, 2010b; Rocco &
Plakhotnik,
2011).
Objective Versus Subjective Writing
When preparing quantitative papers, authors are encouraged to use descriptive writing so they
can ensure
concise, adequate, logical, and detailed descriptions of their methods (Goodson, 2017; Labaree,
2016; Rocco
& Plakhotnik, 2011). Goodson (2017) explained that, as ironic as it sounds, when using
descriptive writing,
authors strive to be objective and avoid subjective judgments of what happened during the
sampling or data
collection stages. She provided these examples (p. 177):
Example 8.4 Descriptive (objective) writing “After examining the pictures, the researcher
asked
42. has already happened (Boylorn, 2008; Hesson & Fraias-Hesson, 2010a; Kallet, 2004; Labaree,
2016). There
are a few exceptions. Sentences describing standard procedures commonly used by others are
written in
present tense (e.g., “This assessment instrument is often used in studies focused on student
intelligence―)
(Lynch, 2014). Also, authors should try to avoid using the imperative (e.g., “Add 5 grams of
the solid to the
solution―) because it sounds like a recipe approach, which is to be avoided. A narrative
structure using past
tense is preferred to a step-by-step, recipe model (The Writing Center, 2014b).
Voice
Authors of quantitative papers are encouraged to use passive voice because it places the focus on
what was
done, not who did it. Occasionally, the passive voice is used with a by phrase, naming the agent
as well as
the action (e.g., “The survey was administered by the high school principal―) (Boylorn,
2008; Hesson & Fra-
ias-Hesson, 2010a). While passive voice should always be used in quantitative papers, authors of
qualitative
papers can consciously choose what voice they will use (Boylorn, 2008). Normally, authors of
qualitative pa-
pers employ active voice, which focuses on who did the action. This writing strategy makes
sense because
“qualitative research recognises, and even foregrounds, the role played by individuals—the
researcher, the
informants and other participants― (Lynch, 2014, p. 33).
Example 8.6 Passive voice Stress was applied to the rubber segments in gradually increasing in-
crements. [focus on what was done]
45. 8.
9.
identified, followed with general introductions to (a) the major differences between qualitative
and quantitative
inquiry, (b) the major reporting components (subheadings) of each type of research report, and
(c) the topic
of rigor and quality in each of the three methodologies. The chapter wrapped up with an
overview of the basic
grammatical and organizational conventions of reporting and writing up the Methods section of a
research
paper.
Review and Discussion Questions
Based on the approach used in this book, how do methods differ from methodologies? How do
methods differ from the research design?
Distinguish between research design as logical and as logistical (Figure 8.1).
How is the research design tied with the type of research inquiry?
What are the main differences between qualitative and quantitative inquiry and their approach to
scholarship (see Table 8.3)? Which of these aspects of scholarly inquiry did you struggle with
the
most, and why?
Compare qualitative research design logic with quantitative research design logic.
Identify the basic steps for conducting and reporting both qualitative and quantitative studies,
com-
menting on the issue of linearity and sequentiality. Which method do you feel most comfortable
with,
and why? How did these differ from approaches to designing mixed methods studies?
Explain to someone else in plain language the basic differences in reporting the methods used for
47. o Review and Engagement
o Integrity of Research Designs
o Integrity of Qualitative and Quantitative Research Designs
o Integrity of Mixed Methods Research Designs
o Technical Aspects of Reporting Methods
o Length
o Organizational Logic and Approaches
o Objective Versus Subjective Writing
o Person, Tense, and Voice
o Person
o Tense
o Voice
o Review and Engagement
o Final Judgment on Research Design and Methods Section
o Chapter Summary
o Review and Discussion Questions
Discussion Rubric
Criteria Ratings Points
This criterion is linked to
a Learning Outcome
Content/ Comprehension
20 to >15.0 pts
Excellent
Post demonstrates depth
of understanding of
course content; Addresses
discussion prompt
completely; offers clear
point of view and detail
15 to >10.0 pts
Satisfactory
48. Post demonstrates adequate
depth of understanding, but
does not address all of
discussion prompt; point of
view is somewhat unclear
and detail is limited
10 to >0 pts
Needs Improvement
Post does not
demonstrate depth of
understanding of
course content;
Discussion prompt is
minimally addressed;
Point of view is
unclear and detail is
under-developed
20
This criterion is linked to
a Learning Outcome
Engagement/ Classroom
Interaction (One to two
response posts, please
49. refer to the week's
discussion for specific
requirements)
20 to >14.0 pts
Excellent
Submits required number
of response posts;
Responses extend the
discussion by making
connections, relating to
others' ideas and adding
supporting detail
14 to >9.0 pts
Satisfactory
Submits required number
or response posts; Some
connections are made with
relevant explanation and
detail
9 to >0 pts
Needs Improvement
Responses are not
submitted; Responses
50. are generic, limited, do
not extend the
discussion or add
detail
20
This criterion is linked to
a Learning Outcome
Timeliness
10 pts
Excellent
Submits initial post by
deadline
4 pts
Satisfactory
Submits initial post one to
three days late(after
Wednesday)
0 pts
Needs Improvement
Submits initial post 4
days late(after
Sunday)
10
51. This criterion is linked to
a Learning Outcome
Spelling/
Grammar/Mechanics
10 to >8.0 pts
Excellent
Posts have 0-1 spelling or
grammatical errors;
Properly cites work in
APA format where
required
8 to >5.0 pts
Satisfactory
Posts have 2-3 spelling or
grammatical errors; Cites
work in APA format where
required with few errors
5 to >0 pts
Needs Improvement
Posts have 3 or more
spelling or
grammatical errors;
Does not cite work