Methods of Research

Just a few decades ago, intuition was a dirty word in objective reductionist science every bit as much as mind and consciousness were absent from psychological studies. However, a crack began to appear in the stone façade of the scientific worldview by about 1970. Things began to slowly change in all of the sciences, but nowhere as much as in physics which had always been the stalwart and mainstay of the logic based disciplines of science. It is safe to say that mind was virtually lost after the first decade of the Second Scientific Revolution and science did not begin to regain consciousness until the 1970s. In other words, objective science and the non-scientific subjectivism of non-scientific disciplines seemed to be approaching a more common worldview if not merging together in the form of mystical thought and physics, just those two disciplines that claim the final word on our experiential interpretation of reality.  When this union of opposites finally happens, something new will appear - the MYSPHYT (pronounced misfit), literally a person who combines the conceptual methods of the MYStic and the PHYsicisT to further human knowledge. Although this article was written two decades ago and first published a few years later, it is more relevant today than ever before, which seems to verify the theory of the emerging MYSPHYT.

This thesis proposes a typology of responsiveness in order to reduce interpretive ambiguity and to provide a framework which makes possiblean assessment of the extent to which responsiveness is likely to be institutionalised in higher education. The typology is tested at two universities. The findings indicate that the typology developed can be deployed to reveal insight into how responsiveness is manifesting at universities. The findings around institutionalisation of responsiveness are less conclusive but indicate that while there is evidence of the institutionalisation of a particular type of university responsiveness, the process is at best partial as the academic heartland of higher educationsystems remain slow to accept the demands made by the state, university leadership and other stakeholders for more responsive universities.

Teff [Eragrostis teff (Zucc.) Trotter] is native to Ethiopia. Self-pollinated warm season annual grass with the advantage of C4 photosynthetic pathway and tetraploid 2n=40 plant/crop. Countries like USA, Canada, Australia, Netherlands, South Africa and Kenya produce teff for different purposes such as forage crop, thickener for soups, stews and gravies. The largest production of Teff in the world is from Ethiopia where annually, above 6,562,325 farmers grow Teff on above 2.87 million hectares, which is about 22.95% of the total cultivated land in the country. From the production of the total grain crops teff contributed 16.1 % (4,471,378.7 tons) in the country. Teff can be considered as alternative cereal crop for growers and also beneficial as an additional gluten free source and have higher fibour content for people suffering from coeliac disease and diabetics in the world respectively. Despite of these facts; the productivity of teff is still lower. The cause for the lower yield of teff is lodgidng, method of sowing, use of suboptimum seed rate and fertilizer application. This review demonstrated that higher performance in grain yield, tillering, panicle length and vegetative biomass signaling great yield potential due to row sowing than broadcast and using of optimum seed rate could be recommended for maximum teff grain and straw yield.

This IMHE Guide would not have been possible without the substantial input from many different contributors. First and foremost, these include the participating institutions and their leaders, teachers, students and stakeholders, without whom there would have been no relevant examples to draw on. Each one of these institutions has demonstrated their commitment to fostering quality teaching throughout their participation in this project. We are also grateful to the academics from those institutions, who prepared the examples that are included in this Guide.

“From the most ancient images to the most modern, the line serves as a central figure in the representation of time.”
— Daniel Rosenberg and Anthony Grafton, 2010 

The proposed paper will explain, through an applied example, the pedagogical and communicative interest of a way of graphing history, the timeline. It will delve in the process, objectives and benefits of this device as research, teaching and visualization tool applied to the history of Latin American University City, in particular on three urban far-reaching examples: Mexico DF (Mexico), Caracas (Venezuela) and São Paulo (Brasil).
The simultaneity of the three examples of University Cities can show, deductively,  the global overview of Latin American University City in those metropolies  where the urban growth –as the present case, Mexico DF, Caracas and São Paulo- was linked to infrastructure.
With this purpose, between 2001 and 2004, a timeline about the comparative history and context of Latin American City University -taking as its starting point the text Latin American Architecture since 1945, by Henry Russell Hitchcock  , exhibition catalog with the same name than the exhibition held at the Museum of Modern Art in New York in 1955- was developed in the context of postgrade academic seminar in history and pedagogical at the ETSAM. It was a collaborative course where architecture and art participated coordinated by history and studio teaching objectives. The research was also assisted by a Processing software craftsman. 
Methodologically, the process consisted on elaborating a database of sources and selected historical landmarks related to the topic and synthesizing them visually in a wallpaper diagram.
Thematically, the timeline approached the historical implications of Latin American City University through four interwoven genealogies: political, cultural, participation of the authors and one of architecture practice. These four paths and their mutual relationships were tracked in the timeline through more than 560 textual entries illustrated with color codes and icons. The diagram was also accompanied by a 400 hundred images slide show and a webpage linked to more than 400 sources. This own particular application in Mexico DF, Caracas and São Paulo, called Cartographies of Latin American University City, is a research and timeline applied to the period time between 1900 and 2000 that confirms the authenticity of a practical research method proposed.
The goal of the pedagogical experience was to challenge students and researchers in the field to process a considerable amount of disperse data and render the result in a comprehensive way. The outcome was a device that provided a panoramic view of the history of Latin American City University which facilitated their historical understanding. The work was also an intense learning process for the students and researchers in the field who improved their hypothetical research, writing and design skills as well as their critical thinking. Therefore, it is an open investigation.
As a conclusion we will argue that the timeline is especially suitable to teach and communicate the history of large-scale architectural- their developments involved multiple disciplines, this makes them more complex for a global understanding-intervention and construction history in general since its structure facilitates the chronological organization of the complex network of disciplines that building construction involves providing a synthetic visualization of the subject at stake.

This chapter sketches the scene for contemporary discussions about the nature of representation in the context of what counts as research and as education. In particular, it focuses on the struggle for voice, the representation of voice, and the creation of public educational spaces where voices may be heard and views represented. It asks, who has the ‘right’ – politically, ethically – to represent themselves, others, events, circumstances, and ‘realities’ in education research? More specifically, in what ways may representations be expressed and to what extent should representations be negotiated in contexts where power is distributed unequally and where people complain of injustice? It is here that the political and ethical senses of representation come to the fore and educational research must confront what counts as a view or a voice that can be recognised, as well as how to render ‘data’ and ‘evidence’ visible in ways that can be called ‘valid’ and ‘generalisable’. Rather than reducing the experiences of people to measurable facts alone, the complexities, richness and messiness of everyday life requires methods capable of exploring the discourses, feelings, observed practices and meanings given to those practices. Thus the chapter traces the development of methodologies and critical perspectives developed to meet the challenges posed by the complexities of social life and educational experiences in the construction of democratic public space.

"Violence, democracy and rights are issues that are not fully addressed in research methodology literatures, yet violence is of vital interest in substantive and theoretical debates across the social sciences, education, philosophy, politics and cultural studies. Methodology needs to be informed by, and be relevant to, the debates and practices within and across these perspectives on the worlds of everyday life.

Research is fundamentally entwined with the political, the ethical and the legal. When it presumes the neutrality of method and ignores its radical roots of inquiry, it is in danger of being politically co-opted and ethically naïve. Research that reveals what is at stake politically, ethically and legally is typically open to accusations of being partisan and therefore political. It cannot avoid being political in the broadest sense of the word, and consequently the researcher cannot escape – through some mystical notion of being ‘objective’ – the political, ethical and legal consequences of undertaking research.

Research is vital to the construction of public spaces for debate, decision making and action. Hence, there is a close relationship between methodological practices, research design and the conditions under which violence, democracy and rights can be addressed.

Researching Violence, Democracy and the Rights of People explores what is at stake methodologically (both theoretically and practically) for researchers seeking to expand opportunities for people to become visible upon the public stages of debate, decision making and action, and thus make audible their experiences of wrongs and injustices, express their rights, and engage democratically in processes of change.

Drawing on international contributions and contexts, this book introduces readers to the complex realities of real research and the substantive issues that their methodological approaches strive to deal with. It will benefit undergraduate and postgraduate students as well as post-doctoral and experienced researchers across a range of cultural and social science disciplines, as well as educational and sociological researchers. Its aim is to explore and contribute to the development of innovatory approaches to engaging in research that make a difference in the lives of people.

"

Master's Thesis from the year 2010 in the subject Pedagogy-Higher Education, grade: 70,-(University of the Western Cape), language: English, abstract: This thesis proposes a typology of responsiveness in order to reduce interpretive ambiguity and to provide a framework which makes possible an assessment of the extent to which responsiveness is likely to be institutionalised in higher education. The typology is tested at two universities. The findings indicate that the typology developed can be deployed to reveal insight into ...

Schostak’s chapter sets the scene for contemporary discussions about the nature of representation in the context of what counts as research and what counts as education in the struggle for voice, the representation of voice and the creation of public educational spaces where voices may be heard and views represented. Who has the ‘right’ – politically, ethically - to represent themselves, others, events, circumstances, ‘realities’? More specifically, in what ways may representations be expressed and to what extent should representations be negotiated in contexts where power is distributed unequally and where people complain of injustice? It is here that the political and ethical senses of representation come to the fore and educational research confronts what counts as a view or a voice that can be recognised and how to render ‘data’ and ‘evidence’ visible in ways that can be called ‘valid’ and ‘generalisable’. Rather than reducing the experiences of people to measurable facts alone, the complexities, richness, messiness of everyday life requires methods capable of exploring the discourses, feelings, observed practices and the meanings given to those practices. The chapter traces the development of methodologies and critical perspectives developed to meet the challenges posed by the complexities of social life and educational experiences in the construction of democratic public space.

يقدم هذا الكتاب 100 نشاطًا عمليًا للمعلمين والمشرفين الذين يقومون بتعليم طرائق البحث. إنه كتاب مرجعي للتدريبات الفردية الموجهة ذاتيًا، والتمارين الجماعية، والألعاب ولعب الأدوار التي يمكن استخدامها لتكملة وتوسيع طرائق التدريس الحالية ومواد المقرر. الكتاب ليس خاصًا بتخصص معين، وبالتالي سيكون مفيدًا للمعلمين الذين يقومون بتدريس العلوم الاجتماعية والعلوم والإنسانيات. إنها مساعدة بيداجوجية تستهدف أي شخص يقوم بتدريس طرائق البحث: بالنسبة للمعلمين المبتدئين، ستوفر مواد جاهزة يمكن استخدامها عند بناء وتصميم الموديولات، وبالنسبة للمعلمين الأكثر خبرة، يمكن استخدامها كمورد تكميلي لدعم طرائق البحث الحالية أو للمساعدة في تبني أو بناء موديولات جديدة لزيادة اضطلاع الطلاب.

Abstract. The purpose of this paper is an introduction to methods for conducting inquiries in social sciences. A method of inquiry is an organized and systematic scientific approaches used by scholars for controlled investigations and experiments to efficiently solve theoretical and practical problems, generating discoveries and/or science advances. The paper here presents, briefly, the development of models of inquiry in the philosophy of science. After that, it introduces general methods of inquiry (deduction, induction, abduction and hypothetical-deductive approaches) and specific models of scientific inquiry in social sciences, such as multiple working hypotheses. In general, modern scientific research is multifaceted and requires different approaches for generating new concepts, new hypothesis and theories. Different methods of inquiry directed to solve problems in science can be complementary approaches that foster knowledge creation within and between research fields. Keyword...

The purpose of this paper is an introduction to methods for conducting inquiries in social sciences. A method of inquiry is an organized and systematic scientific approaches used by scholars for controlled investigations and experiments to efficiently solve theoretical and practical problems, generating discoveries and/or science advances. The paper here presents, briefly, the development of models of inquiry in the philosophy of science. After that, it introduces general methods of inquiry (deduction, induction, abduction and hypothetical-deductive approaches) and specific models of scientific inquiry in social sciences, such as multiple working hypotheses. In general, modern scientific research is multifaceted and requires different approaches for generating new concepts, new hypothesis and theories. Different methods of inquiry directed to solve problems in science can be complementary approaches that foster knowledge creation within and between research fields.

cfr file aabstract

Oltre allo IULM una copia è stata depositata alla biblioteca dell'Unione Femminile Nazionale con sede in Milano in Corso di Porta Nuova 32.

https://unionefemminile.it/category/biblioteca/tesi-e-ricerche/

http://www.universitadelledonne.it/natale%2010%201.htm

Abstract. The purpose of this paper is an introduction to methods for conducting inquiries in social sciences. A method of inquiry is an organized and systematic scientific approaches used by scholars for controlled investigations and experiments to efficiently solve theoretical and practical problems, generating discoveries and/or science advances. The paper here presents, briefly, the development of models of inquiry in the philosophy of science. After that, it introduces general methods of inquiry (deduction, induction, abduction and hypothetical-deductive approaches) and specific models of scientific inquiry in social sciences, such as multiple working hypotheses. In general, modern scientific research is multifaceted and requires different approaches for generating new concepts, new hypothesis and theories. Different methods of inquiry directed to solve problems in science can be complementary approaches that foster knowledge creation within and between research fields. Keyword...

Research is one of the fundamental pillars in academics as well as modern business organizations. Therefore, question arises as to how we conduct a research, i.e. what should be the methodology of a research? This query creates an opportunity for us and thus this book publication concerning the modern procedures of research for academicians and practitioners.
New researchers, whether in the academic level or corporate level, confront challenges to pursue any kind of research project due to a lack of proper knowledge in the field of research methodology. In general, the challenges evolve from starting a research, choosing a niche topic, selecting appropriate tools and techniques, organizing for paper publications and presenting the findings for instance. In view of difficulties, the authors structured this book in order to provide benefit to fresh scholars to get a command on the contemporary practices for conducting a research.

Chronologically, this book encompasses the definition of research with classifications, five simple steps for conducting research along with explanations, and tools and techniques to follow in a research project in systematic manner. Consequently, it distinguishes different research publications (conference or journal paper, book chapter, and book).  In addition, it sheds light on writing practices and presents valuable tips for new researchers to avoid common mistakes.

This manuscript brings clarity with comprehensive insight to the phenomenon of research methodology based on contemporary approaches. For academic scholars, this book produces solutions of many unsolved issues which are raised while conducting a research. This monograph presents additional insights in the nuances of research methods in professional level for practitioners. Furthermore, for students, this book aids in understanding the scopes and specifies directions to explore research design.

Збірка наукових праць Число 12 У двох частинах Частина II на пошану академіка Н А Н України, Героя України, доктора історичних наук, професора Петра Тимофійовича Тронька з нагоди 90-річчя від дня народження Київ -2005 118 УДК 655.535:930.1 Олексій Ясь З ІСТОРІЇ МЕТОДИКО-ТЕХНІЧНИХ ПРИЙОМІВ НАУКОВО-ДОСЛІДНОЇ ПРАЦІ: «ЛЕТЮЧІ КАРТКИ» ТА КОНСПЕКТИВНІ ЗАПИСИ