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Qualrus - The Intelligent Qualitative Analysis Program Bridging the gap between self-directed learning of nurse educators and effective student support | Van Rensburg | Curationis Background: Self-directed learning requires the ability to identify one’s own learning needs, develop and implement a plan to gain knowledge and to monitor one’s own progress. A life-long learning approach cannot be forced, since it is in essence an internally driven process. Nurse educators can, however, act as role models to empower their students to become independent learners by modelling their own self-directed learning and applying a number of techniques in supporting their students in becoming ready for self-directed learning. Objectives: The aim of the article is to describe the manifestations and implications of the gap between self-directed learning readiness of nurse educators and educational trends in supporting students. Method: An instrumental case study design was used to gain insight into the manifestations and implications of self-directed learning of nurse educators. Results: Nine responses by nurse educators based on the fictitious case were analysed. Literature review

ResearchWare: Simply Powerful Tools for Qualitative Analysis The Phillips ROI Methodology NVivo 10 research software for analysis and insight Import and analyze documents, images, PDFs, audio, video, spreadsheets, web pages, and Twitter and Facebook data Theme, case and in-vivo coding Review coding with coding stripes and highlights Merge NVivo for Mac projects Import and create transcripts Import information from reference management software Import notes directly from OneNote Online Autocode datasets Memos and annotations Matrix coding, coding, word frequency, text search and coding comparison queries Word trees and word clouds Export and share items Share your research by printing visualizations, text sources and node reference view Hierarchical visualizations, mind maps, explore diagrams and comparison diagrams Work with data in virtually any language Access user interface in English, German, French and Spanish Import and analyze text Text search, word frequency and coding queries Charts, word clouds, word trees, explore and comparison diagrams Import articles from reference management software Connect to NVivo for Teams Relationship coding

DBIR ⇢ Homepage colwiz | Your Research Life - Organised Research Progress Report - Guide to Graduate Studies - Chemistry - Carnegie Mellon For students entering Fall 2015 and later Each student must write and present a detailed progress report on the current project, along with relevant background and future thesis plans for 1–2 years, and show breadth and depth of knowledge at the oral candidacy examination appropriate for a successful Ph.D. in that research area by the fourth semester in residence. The learning objectives of the requirement are for the student to: Note that the student’s project may change from the current project after the candidacy exam. The thesis plan needs to address goals approved by the advisor in order to be potentially viable as the student’s next project. Students should be aware that the advisor may still alter the research direction based on the overall needs of the student and the group. Passing this requirement is typically the last step to Ph.D. candidacy. Eligibility for Oral Candidacy Exam Poster Presentation Written Progress Report and Future Plans Exam Committee Oral Candidacy Exam Scope.

Docear HKU - Faculty of Education - Faculty Research Ethics Committee - Research FREC Delegates for Undergraduate and Taught Postgraduate StudentsAs stipulated in the University’s Policy on Research Integrity, "All experiments or other forms of research project, where the University has an interest, involving consent of human participants and the use of vertebrate animal subjects must obtain prior approval of the appropriate Ethics Committee." PIs who are academic/research staff or MPhil/PhD students in the Faculty of Education should apply to the Human Research Ethics Committee (HREC) for ethical clearance via the Faculty Research Ethics Committee (FREC). Applications for ethical clearance from EdD, TPG and UG students are handled within the Faculty by the FREC. Ethical approval must be obtained before any data collection involving human participants. Application Frequently Asked Questions Contact:

How to Write a Good Thesis Introduction: From General to Specific | SimplyEducate.Me How do you about writing a thesis introduction? Is there a way to do it to ensure that you put across the message more effectively? This article discusses one of the ways to make the introduction a logical explanation of the contents of a thesis. Writing the introduction follows a deductive approach. My previous tip on how to write the introduction explained the importance of and provided an example of how to write a good hook. Writing a Thesis Introduction: General to Specific Many seasoned writers or researchers adopts writing from general to specific as the way to go. If you are a student just finding your way in the scientific world for the first time by engaging yourself in thesis writing, writing a thesis introduction is quite a challenge. The Inverted Pyramid Approach to Writing a Thesis Introduction Let me illustrate the deductive writing method using an illustration to guide your thinking. So here it is. Three Stages of the Inverted Pyramid Approach 1. 2. 3.

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