IN THIS SECTION: 1.) BRIEF 2.) COMPREHENSIVE BRIEF TABLE OF CONTENTS: Chapter 1: Introduction Chapter 2: Designing Qualitative Research Chapter 3: Ethical Issues Chapter 4: A Dramaturgical Look at Interviewing Chapter 5: Focus Group Interviewing Chapter 6: Ethnographic Field Strategies Chapter 7: Action Research Chapter 8: Unobtrusive Measures in Research Chapter 9: Social Historical Research and Oral Traditions Chapter 10: Case Studies Chapter 11: An Introduction to Content Analysis Chapter 12: Writing Research Papers: Sorting the Noodles from the Soup COMPREHENSIVE TABLE OF CONTENTS: Chapter 1: Introduction Quantitative Versus Qualitative Schools of Thought Use of Triangulation in Research Methodology Qualitative Strategies: Defining an Orientation From a Symbolic Interactionist Perspective Why Use Qualitative Methods? A Plan of Presentation Chapter 2: Designing Qualitative Research Theory and Concepts Ideas and Theory Reviewing the Literature Evaluating Web Sites Content versus Use Theory, Reality, and the Social World Framing Research Problems Operationalization and Conceptualization Designing Projects Data Collection and Organization Data Storage, Retrieval, and Analysis Dissemination Trying It Out Chapter 3: Ethical Issues Research Ethics in Historical Perspective From Guidelines to Law: Regulations on the Research Process Institutional Review Boards (IRBs) Ethical Codes Some Common Ethical Concerns in Behavioral Research New Areas for Ethical Concern: Cyberspace Informed Consent and Implied Consent Confidentiality and Anonymity Securing the Data Objectivity and Careful Research Design Trying It Out Chapter 4: A Dramaturgical Look at Interviewing Dramaturgy and Interviewing Types of Interviews The Data Collection Instrument Guideline Development Communicating Effectively A Few Common Problems in Question Formulation Pretesting the Schedule Long Versus Short Interviews Telephone Interviews Computer Assisted Interviewing Conducting an Interview: A Natural or an Unnatural Communication? The Dramaturgical Interview The Interviewer's Repertoire Know Your Audience Analyzing Data Obtained from the Dramaturgical Interview Trying It Out Chapter 5: Focus Group Interviewing What are Focus Groups? Working With a Group The Evolution of Focus Group Interviews Facilitating Focus Group Dynamics: How Focus Groups Work The Moderator's Guide Basic Ingredients in Focus Groups Analyzing Focus Group Data Confidentiality and Focus Group Interviews Recent Trends in Focus Groups: Online Focus Groups Trying It Out Chapter 6: Ethnographic Field Strategies Accessing a Field Setting: Getting In Reflectivity and Ethnography Critical Ethnography Becoming Invisible Other Dangers During Ethnographic Research Watching, Listening, and Learning How to Learn: What to Watch and Listen For Computers and Ethnography OnLine Ethnography Analyzing Ethnographic Data Other Analysis Strategies: Typologies, Sociograms, and Metaphors Disengaging: Getting Out Trying It Out Chapter 7: Action Research The Basics of Action Research Identifying the Research Question(s) Gathering the Information to Answer the Question(s) Analyzing and Interpreting the Information Sharing the Results with the Participants When to Use and When Not to Use Action Research The Action Researcher's Role Types of Action Research Photovoice and Action Research Action Research: A Reiteration Trying It Out Chapter 8: Unobtrusive Measures in Research Archival Strategies Physical Erosion and accretion: Human Traces as Data Sources Trying It Out Chapter 9: Social Historical Research and Oral Traditions What Is Historical Research? Life Histories and Social History What Are the Sources of Data for Historical Researchers? Doing Historiography: Tracing Written History as Data What Are Oral Histories? Trying It Out Chapter 10: Case Studies The Nature of Case Studies Theory and Case Studies The Individual Case Study Intrinsic, Instrumental, and Collective Case Studies Case Study Design Types Designing Case Studies The Scientific Benefit of Case Studies Case Studies of Organizations Case Studies of Communities Trying It Out Chapter 11: An Introduction to Content Analysis What is Content Analysis? Analysis of Qualitative Data Content Analysis as a Technique Content Analysis: Quantitative or Qualitative? Communication Components What to Count: Levels and Units of Analysis Category Development: Building Grounded Theory Discourse Analysis and Content Analysis Open Coding Coding Frames Stages in the Content Analysis Process Strengths and Weaknesses of the Content Analysis Process Computers and Qualitative Analysis Qualitative Research at the Speed of Light Trying It Out Chapter 12: Writing Research Papers: Sorting the Noodles from the Soup Plagiarism: What It Is, Why It's Bad, and How to Avoid It Identifying the Purpose of the Writing: Arranging the Noodles Delineating a Supportive Structure: Visual Signals for the Reader Terms and Conditions Presenting Research Material A Word About the Content of Papers and Articles Write It, Rewrite It, Then Write It Again! A Few Writing Hints A Final Note

https://ndl.ethernet.edu.et/bitstream/123456789/9791/1/40.pdf.pdf

Qualitative Research Methods for the Social Sciences

Coping refers to behavior that protects peoplefrom being psychologically harmed by problematic social experience, a behavior that importantly mediates the impact that societies have on their members. The protective function of coping behavior can be exercised in three ways: by eliminating or modifying conditions giving rise to problems; by perceptually controlling the meaning of experience in a manner that neutralizes its problematic character; and by keeping the emotional consequences of problems within manageable bounds. The efficacy of a number of concrete coping behaviors representing these threefunctions was evaluated. Results indicate that individuals' coping interventions are most effective when dealing with problems within the close interpersonal role areas of marriage and child-rearing and least effective when dealing with the more impersonal problems found in occupation. The effective coping modes are unequally distributed in society, with men, the educated, and the affluent making greater use of the efficacious mechanisms.

https://www.jstor.org/stable/pdfplus/2136319.pdf

The structure of coping.

Drawing upon philosophy and social theory, Social Theory of International Politics develops a theory of the international system as a social construction. Alexander Wendt clarifies the central claims of the constructivist approach, presenting a structural and idealist worldview which contrasts with the individualism and materialism which underpins much mainstream international relations theory. He builds a cultural theory of international politics, which takes whether states view each other as enemies, rivals or friends as a fundamental determinant. Wendt characterises these roles as 'cultures of anarchy', described as Hobbesian, Lockean and Kantian respectively. These cultures are shared ideas which help shape state interests and capabilities, and generate tendencies in the international system. The book describes four factors which can drive structural change from one culture to another - interdependence, common fate, homogenization, and self-restraint - and examines the effects of capitalism and democracy in the emergence of a Kantian culture in the West.

/pdf/social-theory-of-international-politics-3eegdnnwai.pdf

Social Theory of International Politics

This natural experiment provides substantial evidence for the following major themes, which are based on a cognitively oriented, process-centered theory of stress and coping: First, a stressful encounter should be viewed as a dynamic, unfolding process, not as a static, unitary event. Emotion and coping (including the use of social support) were assessed at three stages of a midterm examination: the anticipation stage before the exam, the waiting stage after the exam and before grades were announced, and after grades were posted. For the group as a whole there were significant changes in emotions and coping (including the use of social support) across the three stages. Second, people experience seemingly contradictory emotions and states of mind during every stage of an encounter. In this study, for example, subjects experienced both threat emotions and challenge emotions. The complexity of emotions and their cognitive appraisals reflects ambiguity regarding the multifaceted nature of the exam and its meanings, especially during the anticipation stage. Third, coping is a complex process. On the average, subjects used combinations of most of the available forms of problem-focused coping and emotion-focused coping at every stage of the exam. Different forms of coping were salient during the anticipation and waiting stages. Problem-focused coping and emphasizing the positive were more prominent during the former, and distancing more prominent during the latter. Finally, despite normatively shared emotional reactions at each stage, substantial individual differences remained. Using selected appraisal and coping variables, and taking grade point averages (GPA) into account, approximately 48% of the variances in threat and challenge emotions at the anticipation stage was explained. Controlling for variance due to the grade received, appraisal, and coping variables accounted for 28% of the variance in positive and negative emotions at the outcome stage. Including grade, 57% of the variance in positive emotions at outcome and 61% of the negative emotions at outcome were explained. The essence of stress, coping, and adapta- changing meaning or significance of what is tion is change. The emotions one experiences happening as the encounter unfolds. Coping, in a stressful encounter, for example, are too, is characterized by change. One might characterized by flux. At first one may feel at first engage in avoidant or denial-like strat

/pdf/if-it-changes-it-must-be-a-process-study-of-emotion-and-2un38zpf77.pdf

If it changes it must be a process: Study of emotion and coping during three stages of a college examination.

Despite the importance that is attributed to coping as a factor in psychological and somatic health outcomes, little is known about actual coping processes, the variables that influence them, and their relation to the outcomes of the stressful encounters people experience in their day-to-day lives. This study uses an intraindividual analysis of the interrelations among primary appraisal (what was at stake in the encounter), secondary appraisal (coping options), eight forms of problem- and emotion-focused coping, and encounter outcomes in a sample of community-residing adults. Coping was strongly related to cognitive appraisal; the forms of coping that were used varied depending on what was at stake and the options for coping. Coping was also differentially related to satisfactory and unsatisfactory encounter outcomes. The findings clarify the functional relations among appraisal and coping variables and the outcomes of stressful encounters.

Dynamics of a stressful encounter: Cognitive appraisal, coping, and encounter outcomes.

Liquid FearLiquid Fear, by BaumanZygmunt. Cambridge, U.K.: Polity Press, 2006. 188 pp. $19.95 paper. ISBN: 9780745636801.

T he average homework load for firstthrough thirdgraders has doubled over the past two decades, even though research shows homework doesn’t benefit such young children. Indeed, some schools require preschoolers to tackle academic subjects like reading and writing. In response a parents’ movement has arisen — mainly in middleand upper-income suburbs — protesting excessive homework and other forms of academic pressure, including so-called high-stakes testing. Parents say the added pressure robs children of needed play and family time and can cause stress, sleep deprivation, depression and family strife. Some schools have responded by limiting homework for the youngest children and downplaying stress-causing programs, such as academic honor rolls. At the same time, however, U.S. high school students spend less time in class than students in most other countries, and their homework loads remain far below the two hours per day that research shows is optimal for college-bound students. I N S I D E THE ISSUES ......................579 BACKGROUND ..................586 CHRONOLOGY ..................587 AT ISSUE ..........................593 CURRENT SITUATION ..........594 OUTLOOK ........................595 BIBLIOGRAPHY ..................598 THE NEXT STEP ................599 THISREPORT Six-year-old Aisha Jones does her homework in Bolingbrook, Ill. A growing number of parents oppose the trend toward homework for young children. CQResearcher Published by CQ Press, a division of Congressional Quarterly Inc. www.cqresearcher.com

Students under stress

Twenty-five years have passed since the last major study of Jewish drinking patterns. During that time Jews have drifted away from the Orthodox religious affiliations which the earlier studies (Snyder, 1958; 1978) found to be important in maintaining low alcohol problem rates, and yet these rates remain low. Data from a detailed study of Jews in an American community suggest a revised explanation that focuses upon four protective social processes: (1) association of alcohol abuse with non-Jews; (2) integration of moderate drinking norms, practices and symbolism during childhood by means of religious and secular ritual; (3) restriction of most adult primary relationships to other moderate drinkers; and (4) a repertoire of techniques to avoid excess drinking under social pressure. The results are discussed from the perspective of informal social controls.

https://www.jstor.org/stable/pdf/2095014.pdf

How Jews avoid alcohol problems.

List of Tables - Acknowledgements - Competing Explanations: Epidemiology, Politics, Social Worlds - A Methodology for Listening - Why do Adolescents Use Drugs? - How Adolescents Use Drugs - Distributing and Understanding Drugs - Why Adolescents Avoid Drugs: Light Users and Non-Users - Peer Pressure - Families - The Future - Seeing Defective Individuals - Seeing Social Worlds - Glossary - Appendix A: The Subjects - Bibliography - Index

Drugs in Adolescent Worlds: Burnouts to Straights

Forty-six subjects with bipolar disorder and their relatives and friends were interviewed in depth about life events preceding the first and the latest episode of the subject's affective illness. Twenty years of age was the cutting point for dividing the sample into early- and late-onset groups. The late-onset group reported the occurrence of significantly more stressful life events before the first and before the latest episode of affective illness than the early-onset group did.

Barry Glassner

Papers

Liquid FearLiquid Fear, by BaumanZygmunt. Cambridge, U.K.: Polity Press, 2006. 188 pp. $19.95 paper. ISBN: 9780745636801.

Students under stress

How Jews avoid alcohol problems.

Drugs in Adolescent Worlds: Burnouts to Straights

Life events and early and late onset of bipolar disorder.