In this paper, the concept of social capital is introduced and illustrated, its forms are described, the social structural conditions under which it arises are examined, and it is used in an analys...

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Social Capital in the Creation of Human Capital

An Introduction to Codes and Coding Chapter Summary Purposes of the Manual What Is a Code? Codifying and Categorizing What Gets Coded? The Mechanics of Coding The Numbers of Codes Manual and CAQDAS Coding Solo and Team Coding Necessary Personal Attributes for Coding On Method Writing Analytic Memos Chapter Summary The Purposes of Analytic Memo-Writing What Is an Analytic Memo? Examples of Analytic Memos Coding and Categorizing Analytic Memos Grounded Theory and Its Coding Canon Analytic Memos on Visual Data First-Cycle Coding Methods Chapter Summary The Coding Cycles Selecting the Appropriate Coding Method(s) Overview of First-Cycle Coding Methods The Coding Methods Profiles Grammatical Methods Elemental Methods Affective Methods Literary and Language Methods Exploratory Methods Forms for Additional First-Cycle Coding Methods Theming the Data Procedural Methods After First-Cycle Coding Chapter Summary Post-Coding Transitions Eclectic Coding Code Mapping and Landscaping Operational Model Diagramming Additional Transition Methods Transitioning to Second-Cycle Coding Methods Second-Cycle Coding Methods Chapter Summary The Goals of Second-Cycle Methods Overview of Second-Cycle Coding Methods Second-Cycle Coding Methods Forms for Additional Second-Cycle Coding Methods After Second-Cycle Coding Chapter Summary Post-Coding and Pre-Writing Transitions Focusing Strategies From Coding to Theorizing Formatting Matters Writing about Coding Ordering and Re-Ordering Assistance from Others Closure Appendix A: A Glossary of Coding Methods Appendix B: A Glossary of Analytic Recommendations Appendix C: Field Note, Interview Transcript and Document Samples for Coding Appendix D: Exercises and Activities for Coding and Qualitative Data Analytic Skill Development References Index

The Coding Manual for Qualitative Researchers

Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis

Research Methods in Education

People in different cultures have strikingly different construals of the self, of others, and of the interdependence of the 2. These construals can influence, and in many cases determine, the very nature of individual experience, including cognition, emotion, and motivation. Many Asian cultures have distinct conceptions of individuality that insist on the fundamental relatedness of individuals to each other. The emphasis is on attending to others, fitting in, and harmonious interdependence with them. American culture neither assumes nor values such an overt connectedness among individuals. In contrast, individuals seek to maintain their independence from others by attending to the self and by discovering and expressing their unique inner attributes. As proposed herein, these construals are even more powerful than previously imagined. Theories of the self from both psychology and anthropology are integrated to define in detail the difference between a construal of the self as independent and a construal of the self as interdependent. Each of these divergent construals should have a set of specific consequences for cognition, emotion, and motivation; these consequences are proposed and relevant empirical literature is reviewed. Focusing on differences in self-construals enables apparently inconsistent empirical findings to be reconciled, and raises questions about what have been thought to be culture-free aspects of cognition, emotion, and motivation.

/pdf/culture-and-the-self-implications-for-cognition-emotion-and-2phi5i0grk.pdf

Culture and the self: Implications for cognition, emotion, and motivation.

This article synthesizes the large but diverse literature on organizational legitimacy, highlighting similarities and disparities among the leading strategic and institutional approaches. The analysis identifies three primary forms of legitimacy: pragmatic, based on audience self-interest; moral, based on normative approval: and cognitive, based on comprehensibility and taken-for-grantedness. The article then examines strategies for gaining, maintaining, and repairing legitimacy of each type, suggesting both the promises and the pitfalls of such instrumental manipulations.

https://www.jstor.org/stable/pdf/258788.pdf

Managing Legitimacy: Strategic and Institutional Approaches

Between 1945 and 1965, about fifty-four, depending on how you count, new, independent states, with borders, capitals, armies, leaders, policies, and names appeared in the world. Between 1965 and the end of the century, depending again a bit on how, and whom, you count, fifty-seven more appeared. All the major colonial empires-British; Dutch; French; Spanish; Portuguese; American; German; Australian; and, via the Pacific war, the Japanese; via the collapse of communism, the Russian-dissolved, most relatively peacefully, a few-India, Algeria, the Belgian Congo, the East Indies, Kenya, Indo-China-amid spastic outbursts of generalized violence. An international system, with sixty or so officially recognized players (forty-two countries were members of the League of Nations at its start; another sixteen joined later, and one has to add the United States and a couple of other recalcitrants) was succeeded by one with, by the most recent UN membership count, a hundred and ninety-one. The world resegmented, refounded, and reformatted in the space of a few decades. It was, clearly, some sort of revolution. But what sort-what it was that was turned around, and in which directions-was, and still is, imperfectly understood.

https://muse.jhu.edu/journals/dissent/v052/52.1.geertz.pdf

What Was the Third World Revolution

Of the many foreign social scientists who have carried out fieldwork in Indonesia since the second world war, few have gone on to reach the eminence of Professor Clifford Geertz His books, written largely on the basis of his work in Java and Bali in the 1950s, have become classics They have inspired a vast amount of debate and subsequent research on issues as diverse as the anthropology of religion and the economics of agricultural development, both in Indonesia and in other parts of the developing world In 1986 Professor Geertz spent six months revisiting his original fieldwork site in Pare, East Java During a visit to Canberra in late 1987, he gave the following interview to Anne Booth and Jamie Mackie The interview began with a question on how the original decision came to be made for a group of Harvard graduate students to mount a team study of Pare in 1952

Clifford Geertz

Papers

What Was the Third World Revolution

Recollections of An Itinerant Career

O dilema do antropólogo entre "estar lá" e "estar aqui"

El reconocimiento de la antropología

The introduction into anthropology of a genuinely historical eye