Qualitative Research

Qualitative research is a type of scientific research which consists of an investigation that seeks answers to a question and uses a predefined set of procedures to answer the question. Qualitative research uses textual descriptions more than numeric data. Participant observation, in-depth interviews, and focus groups are the most common types of qualitative research.
The difference in Qualitative Versus Quantitative Research Paradigms Are in the framework, goals, question and answer format, and the rigor in research design. Qualitative research explores a specific topic, while Quantitative Research begins with a hypothesis on a specific question. Quantitative Research uses numerically-based formats of collecting data, like surveys and rigid observation. Probability sampling, when a small, randomly selected group of people are sampled to evaluate the attitude or opinion of the general population, is regularly used in quantitative research. Purposeful sampling is used in qualitative research to identify information-rich cases related to the occurrence studied. Qualitative research offers more flexible structures (which make it harder to compare data, like quantitative studies rely upon).  Instead of identifying a numerical variance, qualitative data must note differences in data through explaining detail. Qualitative research allows for more open-ended questions which can change based on participant response, while quantitative research established comparability through asking the same questions to all participants and assigning responses flat values. In general, qualitative research is more exploratory, though it involves extra work through stitching together valuable data throughout an experience which could take the researcher away from the original topic; it is more time-intensive and asks more from participants than an inflexible, impersonal, numbers-based survey would.
The benefit to executing qualitative research is that participants are free to use their own words to describe their experience, instead of maneuvering the set choices of others. This method makes it easier for a participant to understand, particularly since most are unfamiliar with scholarly writing and thus, scholarly research and (possibly) wording. Personality and communication style are lost within quantitative research, which come in handy when communicating through qualitative study. However, qualitative research also requires sensitivity that quantitative research may not. In searching for participants, it can be easier to have a mass of people fill out a survey where they understand the information will be generally anonymous, in comparison to a qualitative study which may involve becoming close with a person’s life, and will generally involve the observation of their family, community and culture. This process, known as naturalistic research, involves letting down walls that most would be uncomfortable allowing a stranger into. Lincoln and Guba (1985) state that generalizability, the appealing circumstance in which researchers apply macro conclusions to a micro research platform, can weaken validity. For example, in executing qualitative research in my last undergraduate year about the reasons why Mexican emigration to America is so alluring, I decided to study the people of the Yucatan peninsula. From this lens, I realized not all Mexicans wished to part with their homeland passport; my upper-middle class host family had no interest in leaving for the USA for any more than a trip to New York City or Disney World. This essentially shifted my research altogether; instead, I decided to focus my research on the dynamics between the host families within our program, mostly upper class households, in comparison to the domestic worker families within these wealthy households, focusing on access to higher education between these two groups. The ability to switch my study focus allowed for me to have more meaningful interactions with individuals within both dynamics. Each conversation became a part of my research, instead of sitting down with participants and having them fill out impersonal surveys. Smith and Heshusius (1986, January) claim that naturalistic research can offer only an "interpretation of the interpretations of others,” and that to assume an independent reality is "unacceptable" for the qualitative researcher. Though I agree that the closest a researcher can get to objective research is taking the perception of their perception of their interviewee, having an unplanned conversation and learning about lifestyle though everyday conversation allows for thoughts to be unstructured and free-flowing. Defenses are down; neither researcher nor interviewee are really identifying the research viability to the chats. It is up to the researcher to review the “data” to note what can be used for the study. Within the Mexican household, it was far easier for me to place a recorder down and catching the emotion within a talk, noting the activity of family members and capturing the culture through photos, than to construct study data based on numbers alone.
However, my experience could be challenged due to a perceived lack of objectivity. Numerical data, which comes from numerically-based studies and surveys, allows for researchers to track hard data and show their credibility with realistic figures (even though, in theory, statistics can be manufactured to support contradicting hypotheses). The challenge with qualitative research can be, though conversations and observations can be read by others, the way this information is perceived by the researcher or future readers may not agree. It is severely important that a researcher using the qualitative method is particularly detailed in objectively noting the environment they are conducting research in, the personalities and backgrounds of their participants, and in the connections they use to explain their conclusions.

References
Hoepfl, Marie C. Choosing Qualitative Research: A Primer for Technology Education Researchers (1997). Journal of Technology Education, Volume 9,  Number 1.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications, Inc.Smith, J. K., & Heshusius, L. (1986, January). Closing down the conversation: The end of the quantitative-qualitative debate among educational inquirers. Educational Researcher, 15(1), 4-12. 

Critical Thinking Limitations and Dealing with Real People (Not the Whimsical Well-Wishers)

The Question:Take some time to reflect on the current state of your critical thinking competencies. Consider your thinking processes when you started the course. Have they changed at all? Have you been able to internalize any of the techniques and concepts you have learned? What will it take to make lasting, positive changes in the way you think?

Ballet Slippers or Adorable?

In a TED video by Sheena Iyengar (Ballet Slippers or Adorable?) on the art of choosing, Dr. Iyengar assumes that Americans believe the following when it comes to making choices:

Make your own choices,
More options lead to better choices, and
Never say no to choice.

There are two sides to each of these assumptions. It is a human right to make ones own choices. However, one must have the choice to relinquish one's own choice onto others who they deem to be more responsible or knowledgeable about a problem or to care for an issue. Sometimes the person they are relinquishing power over to is not more capable than they are to do the work for them, but the person has chosen for another to assume responsibility simply because they do not find it important enough to do themselves or they are not interested in doing it themselves.
 Examples of this action in play on an everyday level are:

• Travelers have an option to drive themselves to their destinations, assuming all responsibility for their arrival time, speed and overall safety; however, many travelers choose to use public transportation, as they believe it is a better choice (as assumption #2 suggests) for themselves (a convenience to not have to face the stressors of traffic, to be able to have extra time to complete work, listen to music or read while in route, saves on gas money and parking fees in some areas) and for the environment (reduces the use of natural resources and carbon emissions). However, if an injury occurs on public transportation due to the negligence of a bus driver, the 

• In a democratic republic such as the US, voters choose to vote for representatives who are elected to represent the beliefs of the people. Some people choose to not vote, and thus, have chosen to not exercise their right to choose their representatives.

In public transportation, it can be assumed without much difference in effect that a bus rider believes there are many benefits to themselves and to society for choosing public transportation over personal vehicles. Because there are macro benefits, I would agree that Iyengar's assumption that more options lead to better choices is true, because the choice gives us access to modes that are less attainable to the average person. Most American households have cars; however, many fewer have access to personal trains, planes, and boats/ships. Because of the benefits associated with these more expensive and technical ways to travel, it is a better choice to have these options than to limit oneself to only personal car or public bus. Taking a plane from South Carolina to Arizona is far more convenient than driving the 2000+ miles.In voting, there are many benefits to having choices on whom to vote for. It is quite important to have choices in voting because a democratic republic functions on having the person elected to be accountable for the use of the power given by the people. There are countless topics that constituents care about, and our goal as citizens to to elect the representatives whose views align in most, if not all, of the topics we care most about. For this reason, it would be unwise to limit the choices; however, there are set limits. Qualifications are limiters. A teenager cannot run for president of the United States. Perhaps I thought this person may be the best leader for my belief crusade. However, even if "the people" wanted this change, there are very few choices in how to un-limit the choice:
"First, amendment can take place by a vote of two-thirds of both the House of Representatives and the Senate followed by a ratification of three-fourths of the various state legislatures (ratification by thirty-eight states would be required to ratify an amendment today).  This first method of amendment is the only one used to date.  Second, the Constitution might be amended by a Convention called for this purpose by two-thirds of the state legislatures, if the Convention's proposed amendments are later ratified by three-fourths of the state legislatures."
Where I will differ from Iyengar is #3, saying no to choice. Simply stating no is not the only way to deny choice. For example, take the example on public transportation noted above; based on efficiency, it may be convenient to travel by air, but it is an expense choice. A lack of financial resources may block this choice. Time can also play into this being an option; if a traveler needs to get somewhere without planning ahead, it may not be possible, due to limited resources within this mode (all seats are booked for a late-minute Christmas flight, for example). In voting, saying no to choice may not involve a denial of choice, but red tape. Access to making change can serve as a denial of choice.
In conclusion, though choice is preferred, choice can be limited due to resources. Choice can also be perceived as our own when we are merely reacting to external influences, which stem from our desire to be seen as culturally in tune. Iyengar's notes this in her final example of perceived choice, when she exercises he Action Research skills on two women choosing pink nail polish for her. Iyengar asked two women to decide a nail polish color for her. Because she is blind, she asks for them to describe the differences of the colors to her. The women do a poor job, essentially using descriptive synonyms to  note meaningless differences within Iyengar's choices. Just as with the Walmart and Sprite soda options, to the commercialized consumer, there are obvious differences. However, without the labeling, we would be "blind" (as Iyengar actually is) to the differences, which are essentially absent to begin with.




Iyengar's comments on leadership note that sometimes companies take advantage of our assumption that choice is good, and with more choice, we will be able to make the best decisions for ourselves. Why? Because the leaders of these companies who give us all the choice we desire simultaneously market to us that we should not desire the most economically just buy, but the buy that most aptly displays freedom of choice; that is freedom defined as "the power to determine action without restraint." 
Instead of buying food that is healthy, we buy food that is marketed within pop culture. There are no commercials about apples, or home-cooked meals; there are dozens of commercials played during one hour of prime-time television which market fast food, chips, and heat-and-eat meals like Hamburger Helper or On-Cor. Even water, a nearly-free resource that runs out of the tap in most American homes, is packaged as if there is difference in quality between bottled and free-flowing. This mantra of unlimited choice can be unhealthy; restraint, or willpower, is a virtue. Perhaps American can leave from our Russian counterparts, who have blinders to the facade of choice we've come to appreciate. Iyengar notes a test in which Russians were told to choose between seven different types of soda:
"'How many choices are these?' Again and again, they perceived these seven different sodas, not as seven choices, but as one choice: soda or no soda. When I put out juice and water in addition to these seven sodas, now they perceived it as only three choices -- juice, water and soda. Compare this to the die-hard devotion of many Americans, not just to a particular flavor of soda, but to a particular brand."
Imagine if we were less inundated in media persuasion over choosing the  "most popular" product, and just bought the Walmart-brand lemon-lime soda instead of the Sprite. If we took the labels off, would the volume of the two products be the same? Yes; they both come in a 12-ounce option. They both come in a lime green plastic casing. They have the same ingredients (NEITHER CONTAINS REAL LEMON OR LIME, BTW) The Walmart brand, however, is cheaper; Walmart's brand also provides 10 extra calories per 12 oz than Sprite.
I have yet to see a Walmart commercial on their soda, but the brand loyalty to Sprite would not make a media push for this particular item reasonable; it presents a conflict of interest and does not promote the goals of marketing: to ensure profitability. 

References

MyFitnessPal. Nutrition Facts Soda, Sprite - Soda, Sprite. Accessed at  http://www.myfitnesspal.com/food/calories/149735399



MyFitnessPal. Nutrition Facts Walmart Great Value - Twist Up Lemon Lime Soda. Accessed at      http://www.myfitnesspal.com/food/calories/walmart-great-value-twist-up-lemon-lime-soda-109763519#
University of Missouri–Kansas City School of Law.  Exploring Constitutional Conflicts, Article V: Amending the  Constitution, Accessed by http://law2.umkc.edu/faculty/projects/ftrials/conlaw/articleV.htm

Explore the Hunt Library

ERAU's two physical campuses both have unique library systems which I have begun to explore through my recent educational pursuits. Hazy Library upon the darling Prescott campus, allows for an opportunity for me to seek programming space, local news resources and a venti caramel macchiato when I encourage myself to walk across campus. The Hunt Library on Daytona Beach's campus, however, still alludes me.

Unfortunately, I cannot fly to Hunt Library to walk around Daytona Beach myself; I do not have the money for that right now. However, the Hunt Library website provides a YouTube video (which is hilarious) about the resources the Library offers. Like the Prescott equivalent, the Hunt Library seems to have a good variety of places for students to gather and study quietly independently, or to utilize  study rooms and computer labs to study together in groups. It has a variety of magazines, periodicals and newspapers from the area to nationally recognized outlets. it also has a great display of model airplanes.

As I explore the website for Hunt Library, I notice it has a plethora of resources for use by the public. During regular office hours (EST) I can ask questions for research to a live librarian. I have used this type of resource in the past and it is extremely helpful in figuring out where to begin what pursuing information of all types. It is more helpful to me to type my questions to a librarian than to call, as it gives me a history of what we discussed and the librarian can add links directly to our conversation, which I can refer to later. There is a journal collection, and the site provides "New eBooks This Week" which has more than 10 new books available weekly. Although most of these offerings are focused on engineering and space science, I found one that highlighted personal interests: 

Extremism in America

Subjects: Radicalism United States. - Social movements United States. - Ideology United States. - Right and left (Political science) United States.

How is the scholarly information you found in the library different from the typical information you find when you Google a leadership concept?


 The HathiTrust Digital Library is another interesting addition to Hunt. The site describes itself as "provid[ing] long-term preservation and access services for public domain and in copyright content from a variety of sources". Google does not always more scholarly journals to the forefront of their information; another way to think of Google is how we think of education as a pursuit. The harder something is to find, whether it be information or acquiring a technical degrees, the more valuable it tends to be!

I found a course available on the site called "Evaluating Sources." The goal of the program is to "provide students with a module which would reinforce the concepts of choosing credible and reliable sources." This relates directly to the developing the strengths needed to be successful in this course. Critical thinking study notes that being able to find and utilize quality academic resources allows for higher defense in logically concluding arguments and research problems.

References

Evaluating Sources. Retrieved at http://library.erau.edu/help/evaluating-sources/

HuntLibrary (2012). Let's take a trip to...the Hunt Library! Retrieved at http://library.erau.edu/about/tour.html. Linked from https://www.youtube.com/watch?v=p5h3Ph4bl74#t=96

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