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

Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.

/pdf/the-what-and-why-of-goal-pursuits-human-needs-and-the-self-9g2lmfmhmg.pdf

The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior

http://mediamatica.pbworks.com/f/challenges+opportunities+social+media.pdf

Users of the world, unite! The challenges and opportunities of Social Media

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

The teaching of qualitative analysis in the social sciences is rarely undertaken in a structured way. This handbook is designed to remedy that and to present students and researchers with a systematic method for interpreting qualitative data', whether derived from interviews, field notes, or documentary materials. The special emphasis of the book is on how to develop theory through qualitative analysis. The reader is provided with the tools for doing qualitative analysis, such as codes, memos, memo sequences, theoretical sampling and comparative analysis, and diagrams, all of which are abundantly illustrated by actual examples drawn from the author's own varied qualitative research and research consultations, as well as from his research seminars. Many of the procedural discussions are concluded with rules of thumb that can usefully guide the researchers' analytic operations. The difficulties that beginners encounter when doing qualitative analysis and the kinds of persistent questions they raise are also discussed, as is the problem of how to integrate analyses. In addition, there is a chapter on the teaching of qualitative analysis and the giving of useful advice during research consultations, and there is a discussion of the preparation of material for publication. The book has been written not only for sociologists but for all researchers in the social sciences and in such fields as education, public health, nursing, and administration who employ qualitative methods in their work.

Qualitative analysis for social scientists

Verhalten in sozialen Situationen: Strukturen und Regeln der Interaktion im öffentlichen Raum

From Erving Goffman, Stigma: Notes on the Management of Spoiled Identity, pp. 1-19, © 1963. Reprinted by permission of Prentice-Hall, Inc., Englewood Cliffs, New Jersey. Erving Goffman, Professor of Sociology and Anthropology at the University of Pennsylvania, has tried throughout his career to develop a rich and subtle microsociological theory of face-to-face interaction. In his work he is always simultaneously concerned with the taken-for-granted culture individuals carry with them into interactions (by which they give meaning to what goes on there) and the developing process of social exchange within a situation where individuals simultaneously seek their own ends and accommodate themselves to face-to-face reality. His books include The Presentation of Self in Everyday Life (Doubleday-Anchor, 1959), Encounters: Two Studies in the Sociology of Interaction (Bobbs-Merrill, 1961), Behavior in Public Places (Free Press, 1963), Interaction Ritual (Doubleday, 1967), Relations in Public (Basic Books, 1971). One other book of particular interest to students of deviant behavior is Asylums (Doubleday, 1961), which analyzes the “moral career” of the mental patient as he is eased out of ordinary society and confined to a mental hospital.

Stigma And Social Identity

On Face-Work: An Analysis of Ritual Elements in Social Interaction

Geschlecht und Werbung

Preface Acknowledgments Part I: Drama, Self, and Audience The Dramaturgical Perspective Types and Divisions of Drama Presentation of Self Teams by Erving Goffman Audience Part II: The Dramatic Production The Actable Idea Staging Actors and Roles New Meanings Part III: Varieties of Enactment Football Victory Celebrations in America by David A. Snow, Louis A. Zurcher, and Robert Peters Protest Demonstration in South Africa, by A. Paul Hare Departures and Arrivals in Sri Lanka by R.S. Perinbanayagam Funerals in America by Ronny E. Turner and Charles Edgley Glossary References Names Index Subject Index About the Authors

Erving Goffman

Papers

Verhalten in sozialen Situationen: Strukturen und Regeln der Interaktion im öffentlichen Raum

Stigma And Social Identity

On Face-Work: An Analysis of Ritual Elements in Social Interaction

Geschlecht und Werbung

Dramaturgical analysis of social interaction