Analysis and Interpretation of Qualitative Data, sociology homework help

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Question description

Part 3: Results

Use two Scholars of Change videos, one phone interview (See attached), other data gathered from social change website or documents you might have. Code the transcripts and the interview and write up the results of your findings.   You will include the following sections in your write-up:

A. Data Sources—briefly describe each data source including location, duration of data collection, how data were recorded, and unusual circumstances.

 Two Scholars of Change videos

 One phone interview

Resources from other websites

B. Instrumentation—briefly describe the type of instrumentation you used for your data collection.

 Who developed each data collection tool and what is the date of publication?

 Where and with which participant group has it been used previously?

 How appropriate is it for the current study and include whether modifications will be or were needed?

C. Data Analysis—based on the data sources in “A.”, provide a detailed analysis to include the following:

 Report the process used to move inductively from coded units to larger representations including categories and themes.

 Describe the specific codes, categories, and themes that emerged from the data using quotations as needed to emphasize their importance.

1. 1st cycle—describe, give examples.

2. 2nd cycle—describe, give examples/moving from codes to categories.

3. Identify themes—provide examples and illustrate your results with a figure or a chart.

Part 4: Trustworthiness and Summary

D. Trustworthiness—summarize across the different data sources and respond to the following:

 What themes are in common?

 What sources have different themes?

 Explain the trustworthiness of your findings, in terms of:

o Credibility

o Transferability

o Dependability strategies

o Confirmability

E. Summary

 Based on the results of your analyses, how would you answer the question: “What is the meaning of social change for Walden graduate students?”

 Self-Reflection—Has your own understanding of you as a positive social change agent changed? Explain your reasoning.

 Based on your review of the three articles on social change, which one is aligned with your interests regarding social change and why?


Scholar  of  Change  –  Benjamin  Isaac   Scholar  of  Change  –    Benjamin  Isaac   Program  Transcript     BENJAMIN  ISAAC:  My  name  is  Benjamin  Isaac  and  I'm currently  a  Walden   University  student  pursuing  a  doctorate  degree  in  the  field  of  special  education.   Research  shows  that  students  with  special  learning  needs  who  feel  good  about   themselves  perform  better  academically  than  those  with  low  self-­concept.  A   Google  search  for  the  definition  of  the  word  special  reveals  an  adjective  that   means  better,  greater,  or  otherwise  different  from  what  is  usual.  But  far  too  often,   students  deemed  special  are  made  to  feel  like  they  are  inadequate,  subpar,  and   unintelligent.  That's why  I  am  attempting  to  effect  social  change  with  the  help  of  a   few  very  special  friends  of  mine.  I'd  like  to  introduce  you  to  Skeeter  Buzz,  and   Gigi.   SKEETER:  Hi.     BUZZ:  Hi.     GIGI: Hello.   BENJAMIN  ISAAC:  These  three  characters  were  initially  created  for  an   educational  children's cartoon  that  features  live  child  actors  mixed  with  3D   animation.  As  the  characters  began  to  develop,  however,  I  had  an  epiphany.  I   wondered  what  would  happen  if  I  gave  all  three  characters  special  needs.  And   what  if  these  special  needs  were  depicted  as  merely  mental  and  physical   conditions  and  not  definitive  characteristics  of  who  these  characters  were.  As  a   result,  Skeeter  was  developed  as  a  character  with  autism.  Buzz,  the  rapping  fly,   was  further  developed  as  a  character  with  attention  deficit  hyperactivity  disorder,   or  ADHD.  And  Gigi  was  modeled  after  my own  daughter,  who  has  cerebral  palsy.     To  add  authenticity  to  each  character,  I  decided  to  have  each  character  voiced   by  a  child  that  had  that  same  condition.  As  a  result,  Skeeter,  the  DJ,  was  voiced   by  Ian  and  Connor,  two  children  with  autism.  Buzz  was  voiced  by  my son  Truth,   and  Gigi  was  voiced  by  my daughter,  Kennedy.     The  purpose  of  the  show  was  not  to  elicit  sympathy  from  the  masses,  but  to   show  children  with  special  needs  in  a  very  normal  light.  As  a  result,  the  special   needs  will  more  than  likely  only  be  mentioned  in  the  opening  credits.  After  that   the  children  will  merely  be  who  they  are.     The  education  I  am  receiving  from  Walden  University  will  serve  to  provide   research-­based  teaching  strategies  and  information  about  students  with  special   learning  needs  that  will  be  incorporated  into  the  show's production  and  shared   with  the  viewers.  Through  this  show,  I  intend  to  leverage  the  power  of  teaching  in   technology  and  effect  positive  social  change  through  education.  It  is  my hope   that  the  characters  will  serve  to  inspire,  influence,  and  impact  all  children  with   special  needs.  But  beyond  that  it  is  my goal  to  show  the  world  that  students  with   ©2016  Laureate  Education,  Inc.   1 Scholar  of  Change  –  Benjamin  Isaac   special  needs  are  just  that,  special,  blessed  with  differences  that  force  them  to   interact  with  the  world  differently  because  they  view  it  from  a  different   perspective.     Walden  University  has  helped  me  develop  this  show  into  an  entertaining  piece  of   media  with  the  potential  to  educate  the  world  about  the  true  nature  of  children   with  special  needs.  We  thank  you  for  your  time  and  consideration.     ALL:  Goodbye.       ©2016  Laureate  Education,  Inc.   2
Scholar  of  Change  –  Jackie  Kundert   Scholar  of  Change  –    Jackie  Kundert   Program  Transcript     JACKIE  KUNDERT:  My  name  is  Jackie  Kundert.  I'm a  mother  and  a  nurse  from   Monroe,  Wisconsin,  which  is  part  of  Green  county.  Monroe's population  is   roughly  10,000  people.  And  it's the  largest  city  in  Green  county.     During  the  past  five  to  seven  years  the  issues  of  drug  overdose  have  become   popular  throughout  the  nation.  What  once  was  a  big  city  problem  is  now  felt  in   small  cities  across  the  nation.  This  issue  touches  me  greatly  as  I  have  a  son  who   got  caught  up  in  the  cycle.  My  son  ended  up  on  prescription  pain  medication,   which  he  became  very  addicted  to.  And  from  there  it  was  a  short  leap  for  him  to   start  heroin.     What  really  spurred  me  on  to  try  and  make  a  difference  was  looking  at  a   Wisconsin  State  Council  of  Alcohol  and  Drug  Abuse  map  that  showed  the  heroin rates  in  Wisconsin,  but  particularly,  for  me,  in  Green  county.  When  I  saw  those   rates  it  spurred  something  in  me  that  made  me  know  that  I  had  to  somehow  try   and  make  a  positive  impact  on  this  community.     FEMALE  SPEAKER:  My  son  came  to  us  when  he  was  one  year  old.  He  started   out  with  dope,  but  then  he  went  to  cocaine.  So  then  the  next  step  for  most  people   is  heroin.     The  last  time  I'm not  sure  if  it  was  another  call  for  help  or  if  it  was  just  a  mistake.  I   could  tell  that  he  was  dead,  you  know,  that  he  was  brain  dead.     JACKIE  KUNDERT:  In  June,  2015  I  started  an  organization  called  F.A.I.T.H.,   which  stands  for  fighting  addiction  it  takes  account.  And  I  believe  it  takes  help  not   only  from  the  addict,  but  also  their  family  as  well  as  a  community.     My time  at  Walden  University  has  given  me  the  confidence  to  put  my  thoughts  for   battering  this  community  into  action.  It  has  given  me  a  base  to  gather  data,  and   empowered  me  to  begin  the  process  of  getting  valuable  education  to  the  entire   community.  If  someone  could  be  inspired  in  every  community  across  the  nation   to  create  change,  together  all  of  our  small  changes  would  make  one  huge   change.       ©2016  Laureate  Education,  Inc.   1
Interview Guide Form NOTES Questions: 1. Can you tell me what program are you in at Walden? Phd Nursinng Healthcare and Administration a. And what year did you start? October 2015 2. Was working for social change important to you before you came to Walden? Yes, it was. a. Can you give me an example of what you did? Crisis stabilization unit i) I promoted Dialectical Behavioral Therapy (DBT) among teenagers from age 12-17 years old in crisis. It is an assumption that teens lack the useful skills they need, or they are influenced by factors that that support current behavior which inhibit their functioning. The therapy was designed to help teens modify patterns of their behaviors that are not effective, such as self-harm, suicidal or homicidal ideation and substance abuse. I focused focusing on mindfulness, awareness, and improving social interactions to help avoid the problematic behavior. I also focused on the current moment and approval of the teen in that moment The goal was to replace unproductive behaviors with accomplished and practiced responses. ii) I promoted the awareness of mental illness, treatments, and support groups for teenagers in high schools in my community. Mental illness is real like any medical illness, and it needs adequate treatment and management. iii) Currently, I am working with parents of newly diagnosed teenagers with mental illness to identify stressors, ways to adapt and cope. 3. Was the social change mission important to you in making your choice to come to Walden? No. a. Please describe how it was important/not important to you. I don’t think I have to be in Walden to create an impact in the community. In many situations, I see challenges as opportunities for growth, development, and improvement. My coming to Walden is a buffer. Now I focus on what I can do to improve these challenges, how I can make positive changes, or what am I changing, and who can I impact? 4. From your perspective, what is social change? Simply, social change is a modification in ways of doing and thinking of people. It refers to the adaptations which take place in life pattern of individuals. It is the ability to have a greater impact on the quality of people in the community and the society. It is the significant modification of social structure and cultural patterns through time. According to Merrill and Eldredge, “Change means that a large number of persons are engaging in activities that differ from those which they or their immediate forefathers fought in some time before”. a. Can you give me some examples of what you mean by that? i) The introduction of health Information Technology in Nursing. For examples: the use of telemedicine or telehealth to improve health care practice. The introduction of Robox Rx in the dispensing of medications in healthcare of organizations. ii)Protest against the recent shooting of African American males by police officers in Minnesota and killing of police officers on the line of duty. Do you have any questions form me? No, thank you. Its my pleasure to be interviewed.

Tutor Answer

sedonadoc
School: Carnegie Mellon University

VALUED STUDENT,Here is the Final Work Product:(Please beat in mind, although your page-count will reflect 18[!], once the cover page, abstract and 3 reference pages are subtracted, we have a final total of 13 pp. I cannot imagine the instructor would fault you for going "one over" (considering the quality & impact of the paper). I simply could not find a good place to cut it. -- sedonadoc *****

Running head: SOCIAL CHANGE

The Enduring, Endearing Essence of Social Change, not in Scholarship but in the Real World
Name of Student
Walden (Minn.) University

SOCIAL CHANGE
Abstract
This student-generated paper serves a twofold purpose: 1) to demonstrate proficiency in
conducting, analyzing and disseminating correct, clear qualitative research in the larger social
science arena; and, 2) to promulgate a more general integration and incorporation of Walden
University’s prime purpose and mighty mission – implementing lasting and legitimate social
change and, through it, changing the world around us, one block, one neighborhood, one city,
one nation, one world at a time. To achieve each of these succinct, salient stated goals, the paper
systematically spotlights with scholarly scrutiny a trio of research/interview projects: a) a
“Scholars of Change” finalist/participant who ingeniously and inclusively crafted cartoon
characters with disabilities; b) another “Scholars of Change” activist who worked extensively
and energetically with misguided heroin addicts in a rural Wisconsin community; and, finally, c)
an inspired Walden doctoral student specializing in Nursing/Heath Care & Administration, who
exhibited particular expertise in dealing directly with troubled teens in the mental health field.
Two of the venues/data collection points were via video transcripts, and the third was also from
an interview transcript, telephonically conducted. In summary, the paper’s premise and purpose
rest resolutely in skillfully weaving all these threads of apparently divergent conversations into
one unified, coherent whole, a message and mantra in leadership, followership and synchronized
marching orders in the fertile fields (and front-line battlefields) of social change.
Keywords: social change, Scholars of Change, Walden University, social justice, communities

SOCIAL CHANGE
The Enduring, Endearing Essence of Social Change, not in Scholarship but in the Real World
In order to, yes, bring some order to the innate, inherent understanding (even remotely so) of
the true nature of fundamental, sweeping social change encompassing a societal scope, one must
first and foremost yield to the tactical tenets of the street vernacular and able, applied analogies:
Consider a bevy of bystanders and streetside strangers, their collective attention drawn by the
roar of a snazzy sports car as it speeds headlong down the boulevard and careens around the
corner only to disappear in a cloud of smoke and shimmering sun. One might well expect a
couple of the gawkers to mutter in unison, “Man, what a fine car that is! What a super car!!”
But, bearing in mind the first principles and true nature of all things, do they really know,
do they presciently cherish any idea of the impressive vehicle’s true traits, cogent characteristics
and potential for performance? Is there any hope (at all), with the aid of considerable factory
assistance, they could hammer out and replicate just such a vehicle? The obvious answer(s) are a
resounding and righteous, “No.” These staring street prophets – while their awe may be inspired
sincerely – contain exactly zero imbued understanding and introspection of the speeding sports
car. All they know is the surface; to clearly and coherently “know” (in any sense) the intricate
inner workings, the very nuts and bolts, the cogs and wheels that make it run, they would have to
take it to the confines of a garage and prudently, pragmatically examine the vibrant vehicle in all
its grace and glory – just as any interested party would have to do with the marvelous, majestic
nexus of societal social justice and its dual vehicle of impending social change, within the
parameters and perimeters of the nearest social science laboratory.

In short, it is surely not enough to stand on a street corner – or sit on the sidelines – and
chant and cheer how great a “gallant” goal is, or how blessed its future vision. There must be
guided introspection, earnest examination and scholarly scrutiny via the historic hand of the
scientific method. That is precisely where pure, probative qualitative research comes in.
A closing, corollary analogy assists in establishing just how this brief paper will endeavor
to undertake such systematic, strategic examination of the (just) cause and its collaborative
causal elements: Consider a standard 100-yard football field – with no yard markers or stripes of
any kind, merely the end zones and green grass between. Quantitative research could be said to
provide those sorely needed stripes every five yards, and the established sideline along the field
of play’s outer edge; further, quantitative research would, figuratively, be deeply and duly
involved in the emphasis upon the neon scoreboard, and its flashing, unfolding numbers which
alert the strident spectators to the “score” of all things as they transpire (O’Sullivan, Rassel, &
Berner, 2008, pp. 4-7). Where qualitative research – and this paper – enters the fray is in the
“next-day” analyses and retelling of the events of the storied contest (Patton, 2002, p. 400): The
duty in the retelling (and replicating, scientifically) stands almost as a stalwart sportswriter or
scribe’s intoning and invoking of the much-hyped hoopla and headlines; in this light, and under
this aegis and very real responsibility, sportswriters – and social scientists in the qualitative
realm – are imperatively obligated to tell the story; examine the details; and, occasionally in the
midst and mist of convoluted, complex adjectives, descriptors and other keywords, separate the
wheat from the chaff, the fat from the meat, and the meaning from the meandering.
A journey of a thousand miles may well start with the first step – but if it is undertaken in
the wrong...

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Review

Anonymous
10/10 would recommend. Responsive and helpful.

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