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

Rahmen-Analyse : ein Versuch über die Organisation von Alltagserfahrungen

Asyle : über die soziale Situation psychiatrischer Patienten und anderer Insassen

Part of teaching is acting. Like it or not, in the classroom you are a performer. But unlike most performers, you have a captive audience. Use that to your advantage, but don’t take it for granted. Perhaps the most important thing is not to be boring. Of course that is easier said than done. And how you “entertain” is entirely up to you. Don’t assume a somber class atmosphere is somehow more “professional.” Healthy laughter in a class is always a good sign. Students are paying good money to learn from you. The least you can do is treat their commitment in time and effort with respect. A teacher can be entertaining and not particularly good...but it’s almost impossible for a dull teacher to be effective. Most important, have fun. A fun and intellectual learning environment can be contagious. If you enjoy teaching, students will reply in kind. Your job, in part, is to entertain your students. Not for the purpose of entertainment, but with the goal of learning. A sleeping student certainly isn’t learning. And blaming students for not learning despite your innate brilliance is a cop-out. If nothing else, keep your students awake. A sleeping student isn’t good for you, the appearance of your classroom, or the student. If students can’t stay awake, they shouldn’t be in the classroom (Professor Wynn has an alternative view in Classroom Management). And when a student really needs to sleep — and sleep deprivation is common among our students — the classroom isn’t the place for quality Z’s. Students can describe professors in a few words. And they will describe you. But it is up to you how you wish to be described. There are a few basic categories by which most professors are described. There are different personalities you can present as a professor. Pick one or a combination that most comes naturally to you. If nothing comes naturally, do your best and have fun. Part of the job is improvising and making things up as you go!

Erving Goffman

Papers

Rahmen-Analyse : ein Versuch über die Organisation von Alltagserfahrungen

Asyle : über die soziale Situation psychiatrischer Patienten und anderer Insassen

The Presentation of Self.

Les cadres de l'expérience

Wir alle spielen Theater