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In the last few years there has been a growing interest in using computers not only for quantitative but also for qualitative content analyses of various kinds of texts and unstructured interviews (Fielding and Lee 1993, Kelle 1998, Kuckartz 2001, Miles and Huberman 2005, Lewins and Silver 2007). This trend has given rise to the development of new software products such as MAXqda, NVivo, NUD. IST, and ATLAS. ti, which can be used for automatic coding, text retrieval, hyp- linking of related text segments, etc. Some of these programs such as ATLAS. ti or MAXqda even allow to represent the results of qualitative content analyses in graphical form as semantic networks of coded texts (Sowa 1984: 76 ff. , Lewins and Silver 2007: 179 ff. ). Such networks consist of 1. text segments or so-called quotations, which generally constitute a n- overlapping partition of the analyzed text corpus, 2. codes, which are classificatory attributes of the mentioned text segments, 3. links, which are the result of the content analytic coding and describe the attribute relations between the mentioned codes and quotations. Minestrone Soup Non-Eggs Ticinese Leek soup White wine Vegetables Romandie Figure 1: An example of a semantic network of a coded text: soup recipes from Latin Switzer- 1 land Fig.
Integration of disciplines, theories and research orientations has assumed a central role in criminological discourse yet it remains difficult to identify any concrete discoveries or significant breakthroughs for which integration has been responsible. Concentrating on three key concepts: context, mechanisms, and development, this volume aims to advance integrated scientific knowledge on crime causation by bringing together different scholarly approaches. Through an analysis of the roles of behavioural contexts and individual differences in crime causation, The Explanation of Crime seeks to provide a unified and focused approach to the integration of knowledge. Chapter topics range from individual genetics to family environments and from ecological behaviour settings to the macro-level context of communities and social systems. This is a comprehensive treatment of the problem of crime causation that will appeal to graduate students and researchers in criminology and be of great interest to policy-makers and practitioners in crime policy and prevention.
Many people have touted education as a great equalizer because it provides students with the skills and opportunity to succeed in life based on their own merit. While this attitude has helped increase access to education around the world, the quality of that education varies. Globally, education has multiple challenges. On the micro level, educational quality remains inconsistent, and on the macro level, increasing economic inequality has potential to deleteriously affect education. This study analyzes the relationships between micro level education phenomena and these macro level economic forces to determine how economic inequality relates to education quality. This study engages the infamous educational "black box" in three different areas that capture, in aggregate, a meaningful portion of the classroom experience: opportunity to learn (OTL), teacher preparation, and student achievement. The analysis situates educational quality in the context of country-level economics by comparing students across three types of economic disparities: inequality between countries, inequality within countries, and inequality in the socio-economic status (SES) of students. Between-country inequality consists of differences in overall country income while within-country inequality concerns the distribution of income. Between-student inequality gauges the relative SES of families and their ability to provide resources conducive to education. The main hypothesis is that high SES students in more-unequal countries have relatively more access to educational resources, leading to relatively better teachers, relatively more OTL, and higher math scores. The converse would hold true for low SES students. Findings from international comparisons using the international assessments in 2003 (PISA and TIMSS) show that income inequality adversely relates to educational factors for students in all SES groups. Both high and low SES students in more-unequal countries have lower achievement scores, less prepared teachers, and less OTL. More detailed analysis at the country level does not identify any "silver bullets" for low or high income inequality countries, but does show that OTL has a greater relationship to achievement for higher SES students, while environmental factors such as community size matter for low SES students. Theses findings imply that high SES students have the foundation to take better advantage of their educational settings while low SES students must first manage their social and economic environments.
Discusses the decision making process and how it is influenced by the environment.
How do lawyers resolve ethical dilemmas in the everyday context of their practice? What are the issues that commonly arise, and how do lawyers determine the best ways to resolve them? Until recently, efforts to answer these questions have focused primarily on rules and legal doctrine rather than the real-life situations lawyers face in legal practice. The first book to present empirical research on ethical decision making in a variety of practice contexts, including corporate litigation, securities, immigration, and divorce law, Lawyers in Practice fills a substantial gap in the existing literature. Following an introduction emphasizing the increasing importance of understanding context in the legal profession, contributions focus on ethical dilemmas ranging from relatively narrow ethical issues to broader problems of professionalism, including the prosecutor’s obligation to disclose evidence, the management of conflicts of interest, and loyalty to clients and the court. Each chapter details the resolution of a dilemma from the practitioner’s point of view that is, in turn, set within a particular community of practice. Timely and practical, this book should be required reading for law students as well as students and scholars of law and society.
To make sense of the world, we’re always trying to place things in context, whether our environment is physical, cultural, or something else altogether. Now that we live among digital, always-networked products, apps, and places, context is more complicated than ever—starting with "where" and "who" we are. This practical, insightful book provides a powerful toolset to help information architects, UX professionals, and web and app designers understand and solve the many challenges of contextual ambiguity in the products and services they create. You’ll discover not only how to design for a given context, but also how design participates in making context. Learn how people perceive context when touching and navigating digital environments See how labels, relationships, and rules work as building blocks for context Find out how to make better sense of cross-channel, multi-device products or services Discover how language creates infrastructure in organizations, software, and the Internet of Things Learn models for figuring out the contextual angles of any user experience
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
Context in Literary and Cultural Studies is an interdisciplinary volume that deals with the challenges of studying works of art and literature in their historical context today. The relationship between artworks and context has long been a central concern for aesthetic and cultural disciplines, and the question of context has been asked anew in all eras. Developments in contemporary culture and technology, as well as new theoretical and methodological orientations in the humanities, once again prompt us to rethink context in literary and cultural studies. This volume takes up that challenge. Introducing readers to new developments in literary and cultural theory, Context in Literary and Cultural Studies connects all disciplines related to these areas to provide an interdisciplinary overview of the challenges different scholarly fields today meet in their studies of artworks in context. Spanning a number of countries, and covering subjects from nineteenth-century novels to rave culture, the chapters together constitute an informed, diverse and wide-ranging discussion. The volume is written for scholarly readers at all levels in the fields of Literary Studies, Comparative Literature, Cultural Studies, Art History, Film, Theatre Studies and Digital Humanities.
We all have stories we want to share with our children and grandchildren. Whether it's your proudest moment, your first car, or your favorite family vacation, you want to share the lessons of life you've learned. Make your memories last using the easy tips and tricks in Memories of Me. This book details steps to gather your memories, explores options for recording your stories, and provides helpful tips of all types. Save your memories while they're still fresh.
Most psychology research still assumes that mental processes are internal to the person, waiting to be expressed or activated. This compelling book illustrates that a new paradigm is forming in which contextual factors are considered central to the workings of the mind. Leading experts explore how psychological processes emerge from the transactions of individuals with their physical, social, and cultural environments. The volume showcases cutting-edge research on the contextual nature of such phenomena as gene expression, brain networks, the regulation of hormones, perception, cognition, personality, knowing, learning, and emotion.