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(Redirected from Qualitative)
All research ultimately has a qualitative grounding. Donald Campbell
English: Close-up of Archangel Saint Michael weighing souls, altarpiece of the Last Judgement, room Saint-Louis, Hospices de Beaune, France. Français : Détail de l'Archange Saint-Michel pesant les âmes, polyptyque du Jugement dernier, salle Saint-Louis, Hospices de Beaune, France. Painting by Rogier van der Weyden (1399/1400-1464). Photograph by Jebulon
1.1 Definitions for qualitative research
1.2 Common features of qualitative research
1.3 Strengths of qualitative research
1.4 Criticism made to qualitative research
1.5 Why choose a qualitative approach?
2 Assumptions and beliefs underpinning research practice
2.1 Ontology
2.2 Epistemology or theory of knowledge
4 Major research paradigm theoretical perspectives
4.1 Positivist/empiricist paradigm
4.2 Critical realist Paradigm (post-positivism)
4.3 Constructivist/interpretative paradigm
4.4 Critical Theory
4.5 Transformative emancipatory paradigm
4.6 Pragmatism
4.7 Mixed methods and paradigms
5 Validity in qualitative research
5.1 Other useful concepts and ideas which are important when considering validity
5.1.1 Possible validity checks at different stages of research:
5.1.1.1 At level of data collection
5.1.1.2 At level of analysis - how to demonstrate that your interpretation is valid
5.1.1.3 At level of discussion and conclusion
5.1.1.4 Validity of final work
5.1.2 Resources and references
6 Methodological frameworks
7 Generic Qualitative Inquiry
8 Methods
8.1 Methods for collecting data
8.1.1 Documents
8.1.1.1 Resources
8.1.2 Focus groups interview
8.1.2.1 Focus group and other research methods
8.1.2.1.1 =Focus groups and interviews=
8.1.2.1.2 =Focus groups and observation=
8.1.2.1.3 =Focus groups and surveys=
8.1.2.2 How many participants in a focus group?
8.1.2.3 Who should be selected?
8.1.2.4 How often do they meet and for how long?
8.1.2.5 How many groups?
8.1.2.6 Where to meet?
8.1.2.7 The focus groups moderator/facilitator:
8.1.2.8 The questions
8.1.2.9 Recording the focus group
8.1.2.10 Advantages of focus groups
8.1.2.11 Disadvantages/limitations of focus groups
8.1.2.12 Analysis of focus group data
8.1.2.13 Resources
8.1.3 Interviewing
8.2 Methods for analysing data
8.2.1 Conversation Analysis (CA)
8.2.1.1 Resources for CA
8.2.2 Content analysis
8.2.3 Discourse analysis
8.2.4 Frame analysis
8.2.4.1 References and resources
8.2.5 Narrative analysis
8.2.6 Thematic analysis
12 Footnotes
Introduction[edit | edit source]
Understanding the theories underlining research practice, and the basic assumptions underpinning these theories allow for an in-depth understanding of the research process. This is important to clearly position research carried out.
Ontological and epistemological positions are often not spelled out in research papers. They may not need to be spelled out, but need to be understood since they are at the basis of what is done, of the methods used.[1]
Definitions for qualitative research[edit | edit source]
Qualitative research developed in social and human sciences as a reaction to the view that human beings can be studied in the same way objects are studied (Minichiello & Kottler, 2010).
Qualitative research emerged from very different traditions, disciplines; as a result very diverse approaches to qualitative research developed. This makes understanding qualitative research often confusing.
There are also many definitions for qualitative research. One example is
Qualitative research is multimethod in focus, involving an interpretive, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret phenomena in terms of the meanings people bring to them. Qualitative research involves the studied use and collection of a variety of empirical materials – case study, personal experience, introspective, life story, interview, observational, historical, interactional and visual texts – that describe routine and problematic moments and meanings in individuals' lives. (Denzin & Lincoln 2004, p. 2)
Common features of qualitative research[edit | edit source]
Naturalistic – studies phenomena in their natural settings. People in their environment.
Interpretative – focuses on understanding the way people interpret and make sense of their experiences and the world in which they live. Acknowledges the many ways to acquire knowledge, which can be complementary
Strengths of qualitative research[edit | edit source]
Takes context into account
Allows for taking into account participants' categories of meaning – is about people's personal experiences – more adapted to needs of people studied
Allows in depth study
Can examine complex issues
Dynamic (can account for and adapt to change)
Can inductively generate a tentative but explanatory theory about a phenomenon
Criticism made to qualitative research[edit | edit source]
Bias caused by closeness between researcher and participant. The researcher can be seen to influence participants
Subjective and therefore unscientific
Knowledge produced might not be generalisable
It has little credibility with administrators because of prevailing scientific tradition, but also because the use of small samples does not easily allow for quantitative projections
Data analysis can be very time consuming
Why choose a qualitative approach?[edit | edit source]
Because the approach, the methodology reflects a certain view of the world
Because the research question best suits a qualitative approach
For pragmatic reasons (training available, supported by supervisor, discipline)
Assumptions and beliefs underpinning research practice[edit | edit source]
Often assumptions and beliefs are not declared in written research. People differ about whether they should or not be declared. In the end what you do should depend on your audience.
Ontology[edit | edit source]
Refers to assumptions about the nature of things, the nature of reality.
Epistemology or theory of knowledge[edit | edit source]
Epistemology is about the nature of knowledge and how knowledge is produced. Epistemology has to do with how we believe we might discover knowledge and what constitutes knowledge. How do we know the world? What is the relationship between the inquirer and the known?
Some people believe there is such a thing as objective knowledge, some believe that any knowledge is constructed (constructionism) and therefore largely subjective. This is the case of critical research which tends to view knowledge as produced to maintain the status quo and therefore aims to produce research that can lead to social change, by challenging that existing knowledge.
Objectivism is the epistemological view that things exist as meaningful independently of consciousness and experience, that they have truth and meaning residing in them as objects (objective truth and meaning therefore), and that careful (scientific?) research can attain that objective truth and meaning (Crotty, 1998, p 6).
Constructionism focuses on systems of representation, social practices, discourses, and the effects of ideology. Constructionists are concerned above all with the production and organisation of differences, and they therefore reject the idea that any essential or natural givens precede the process of social determination (Fuss, 1989, p 3).
Subjectivism accepts that some basic reality exists, but knowledge of it, as well as of constructed reality, is entirely subjective and a matter of perspective, personal experience. Subjectivism aims to produce knowledge that will lead to social change (Goodrich, 2011).
Subpages[edit | edit source]
Finding a focus
Major research paradigm theoretical perspectives[edit | edit source]
Any methodology is based on a philosophical position or theoretical perspective or paradigm which provides a context for the process and its logic and criteria, a lens through which research is seen. For Bryman (2004, p 453) a paradigm is 'a cluster of beliefs and dictates which for scientists in a particular discipline influence what should be studied, how research should be done, how results should be interpreted'.
The notion of paradigm is often linked to Kuhn (1962) who developed it for natural sciences. The concept was further developed for the social sciences by researchers like Guba and Lincoln, who distinguished three main paradigms: positivism, post-positivism and constructivism. Later they also added critical theory and participatory paradigms.
Positivist/empiricist paradigm[edit | edit source]
Assumes there is an objective reality (ontology)
Assumes people can know, explain describe this objective reality accurately (epistemology)
Objective reality is perceived as separate from our knowledge of it – we can compare our claims against this objective reality to come up with truth.
Methodology is often quantitative, and based on testing a hypothesis.
Critical realist Paradigm (post-positivism)[edit | edit source]
Assumes objective reality as an ideal one should try to reach (ontology)
Our ability to know this reality is imperfect, we can only know it from our own perspective. Objective reality can be separated from our knowledge of reality, but cannot be apprehended in a perfect way. (epistemology)
Methodology favours rigour in sampling and analysis to get as close as possible to 'objectivity' as an ideal. Often uses mixed methods, in natural settings, open ended so participants can provide their view. No testing of hypotheses, but allows knowledge to emerge.
Constructivist/interpretative paradigm[edit | edit source]
Assumes reality as we know it is socially constructed (Mertens, 2005, p.12) through the meanings and understandings developed socially and experimentally (relativism) (ontology).
Assumes that we cannot separate ourselves from what we know (subjectivist). No separation between researcher and object of research. Reality cannot be separated from our knowledge of it. Who we are and how we understand the world is a central part of how we understand ourselves, others and the world (epistemology).
No objective truth, but truth negotiated through dialogue.
Methodologies used are qualitative or mixed – what is important is that there is a dialogue between researchers and subjects who construct reality together (e.g. interviewing, observation, text analysis). Researcher tends to rely upon the "participants' views of the situation study" (Creswell, 2003, p.8).
Impact of researcher's own background and experiences is accepted and recognised.
No theory or hypothesis to start. Constructivists "generate or inductively develop a theory or pattern of meanings" (Creswell, 2003, p.9) throughout the research process.
Critical Theory[edit | edit source]
Reality has been shaped over time (society, politics, culture, economy, gender, ethnicity) to create structures that are seen as normal/real (ontology).
We cannot separate ourselves from our environment/what we research and this influences what we know (Subjectivist) (epistemology).
E.g. reality constructed through language.
For critical theorists the subjective-objective dualism is just a social construction as 'objective' practices have often been shown to be 'subjective.' The distinction is used as it benefits powerful, groups in power, status quo.
Methods used tend to be dialogic (conversation and reflection) used to challenge assumptions. They will for instance start with an assumption and ask people/data to question this. Aim is to change a situation.
This can include much of the feminist research which aims to emancipate women and improve their lives, by showing bias and inequity.
Transformative emancipatory paradigm[edit | edit source]
A more pragmatic form of critical theory – developed during the 80s and 90s to address issues of social justice and marginalised peoples (Creswell, 2003, p.9).
Research needs to have a political agenda as well as an agenda to reform, change the lives of the participants, the institutions, and the researcher (Creswell, 2003).
Methodologies used are qualitative and quantitative – favours a mixed approach to offer a broader understanding.
Pragmatism[edit | edit source]
Pragmatism has no loyalty to a system of philosophy or reality. Truth is what works at the time – no duality here between reality and the experience/knowledge of reality. For pragmatists we need to stop questioning the link between the two. Focus is on the outcome of the research. What counts is the 'research problem' and all approaches can be applied to understanding the problem (Creswell, 2003, p.11), as well as on consequences of the research.
Methodology used has to include methods that are most likely to answer research question. Concern is with what works. Methods chosen needs to meet needs of researchers and purposes of research. Strongly supports mixed methods.
Mixed methods and paradigms[edit | edit source]
Mixed methods refers to research mixing quantitative and qualitative research methods. The discussion on this page seems to equate the choice of a particular method with a particular epistemological position, thus making them impossible to co-exist. In practice 'aligning a particular epistemology and paradigm with a particular methodology is not necessarily straightforward or helpful' (Goodrick, 2011, p 11). Treating the two main approaches as totally separate, denying the possibilities for working back and forth between these two extremes is problematic according to Morgan (2007), who advocates a more pragmatic approach, examining 'what people can do with the knowledge they produce and not on abstract arguments about the possibility or impossibility of generalizability' (Morgan, 2007, p 72). Mixed methods can be used within any paradigm, but are favoured by some, pragmatism, emancipatory.
A methodology should be chosen for its capacity to address research objectives. The question that need to be asked is 'how much of our existing knowledge might be usable in a new set of circumstances, as well as what our warrant is for making any such claims' (Morgan, 2007, p 72). As a more pragmatic approach, mixed methods can be seen as a third research paradigm (Johnson and Onwuegbuzie, 2004), a middle position which is essentially outcome driven.
Validity in qualitative research[edit | edit source]
Questioning the possibility of a truth, a reality that can be measured has implications for how validity is conceived.
Validity in quantitative research (which assumes objective reality that can be measured) refers to:
internal validity, which depends on the strength of the relation between cause and effect
external validity, which refers to the possibility to generalize findings.
Validity is a complex issues in qualitative research. Traditional standards cannot easily be applied. If there is no truth or only one that cannot be reached, and knowledge is subjective, criteria for validity can only be very generic or/and subjective. Lincoln and Guba (1985)adapted empiricist criteria for qualitative research (See the link for a detailed description of these criteria).
internal validity translated as credibility
external validity as transferability. Generilisability is not easy in qualitative research. It requires strategic planning – research project needs to be framed accordingly and processes made visible to convince.
reliability became dependability
objectivity became confirmability
Later the concepts of authenticity and morality (Angen 2000) were also added as validity criteria:
Real purpose of the research is clear
Research serves participants
Gives voice to, empowers participants
Reciprocity : what do we give back to community?
Respect of relationship
Morality or ethical validity - recognition that the choices we make through the research process have political and ethical consideration
Is research helpful to target population?
Are there alternative explanations?
Did we really learn something?
Post structuralism considers the need for validity criteria itself as flawed
Other useful concepts and ideas which are important when considering validity[edit | edit source]
Standpoint position or epistemic privilege: refers to the idea that certain researchers are in an epistemologically advantageous position and therefore likely to generate less partial research. For instance women are in a better position to research women issues than men. Standpoint position is not unchallenged (see Kristina Rolin).
Validity as important to the research community
The pragmatic argument that validity should only apply to arguments or conclusions, not to research processes (Richards, 1997)
Reflexivity - if qualitative reserach is largely subjective, reflexivity is crucial in ensuring awareness of how subjectivity impacts on research.
Credibility - is the researcher credible to the community, can the work be justified to stakeholders)
Reliability: is there a clear process – does the research conform to methodological expectations
Possible validity checks at different stages of research:[edit | edit source]
At all stages it is important to consider
Relation between researcher(s) and participants
How to substantiate what is done
At level of data collection[edit | edit source]
Sampling strategy
Participants - researcher relationship. Researcher(s) need to take responsibility for the relationship established with participants, need to be relexive and transparent about this. Is distance between researcher and participants necessary, what does it guarantee? distance?
Carrying out research in a respectful manner
Prolonged engagement with participants (insures credibility)
Record keeping (standardization of fieldnotes, recording, transcribing)
Refer back to sources to let them read what is recorded
Collaborative work – cross checking
At level of analysis - how to demonstrate that your interpretation is valid[edit | edit source]
Methodological strategies for producing more credible or rigorous qualitative research
Awareness of choices made and taking responsibility for these choices
Triangulation: refers to the use of different methods to investigate the same phenomena – allows to judge efficacy or validity of methods and sources used. But triangulation implies a belief in objectivity and truth and may not always be useful or coherent with an approach undertaken. Different ways to measure may show things from a different angle
Check validity with participants – give epistemological privilege to others. Who judges validity? In some cases it is possible to go back to people who provided the information or to a similar group of people for feedback
Negative or deviant case analysis
Check alternative explanations
At level of discussion and conclusion[edit | edit source]
Clear demonstration of how conclusion, interpretation was achieved. What is interpretation based on? How has data been woven together? Steps taken need to be continuously noted and justified, nothing should be taken for granted, logic of progression has to be explained. Enough evidence should be provided for the audience to judge how convincing it is (Mason 2006).
Clearly indicate choices made
Assess biases
Self reflect
Validity of final work[edit | edit source]
Dissemination of results can reflect quality
Resources and references[edit | edit source]
Angen,M.J. (2000). 'Eveluating interpretative inquiry:reviweing the validity devate and opening the dialogue', Qual Health Research Vol 10/3, pp 378 - 395.
Lincoln, Y and Guba, E (1985) (2nd ed). Naturalistic Inquiry. Newsbury Park : Sage.
Mason, J. (2006) (2nd ed). Qualitative researching. Thousand Oaks: Sage.
Richards, L. (2009). Handling qualitative data: a practical guide.Thousand Oaks : Sage.
Rolin Kristina (2006). 'The Bias Paradox in Feminist Standpoint Epistemology', Episteme: A Journal of Social Epistemology 3.1 (2006) 125-136 available at link.
Web Centre for Social Research Methods (2006). (Qualitative validity)
Methodological frameworks[edit | edit source]
Is it necessary to apply a design framework? Not everyone does. Qualitative research is more than the application of a set of methods. Using a framework is not strictly necessary, many studies do not report on a framework (Goodrick, 2011). Some research is very pragmatic, and reports the aim of a study, the methods used, without discussing an underpinning framework. But a framework can help act as a road map to guide the research process (Goodrick, 2011) and can help focus and refine study. A framework will often direct how to use a method and avoid the contradictory use of methods. What differentiates a methodology from another is how you as a researcher think about the data, and how you then conceptualise, and think from the data (Richard and Morse, 2007, p 48). Different ways of doing things tend to reflect epistemological positions.
It can be hard to get a sense of possible qualitative research design frameworks, since over time they have been categorised in different ways and new frameworks were developed. Frameworks generally reflect research traditions which are not static.
Common design frameworks in qualitative research include ethnography, grounded theory, case study, phenomenology. Others are narratives, life history, discourse analysis, phenomenography…
Common design frameworks in quantitative research include experimental, quasi experimental or pre-experimental research.
Any framework chosen has to be appropriate to answer research question. There needs to be a logic informing the research design decision. Any decision needs to be part of a strategy developed to answer a research question. These strategies do not necessarily have to come from a framework. You may want to do a before and after comparison, comparing two places experiencing the same problem in a different context. But whatever is done, whatever choices are made, have to be explained.
Note also that multiple frameworks can be used, but this should probably be avoided if you are not very experienced (Goodrick, 2011).
Grounded theory
Generic Qualitative Inquiry[edit | edit source]
Sometimes, design frameworks are not appropriate. In those cases, researchers can consider a more generic qualitative inquiry approach.
Generic qualitative inquiry is not guided by an explicit set of philosophical assumptions as is the case in ethnography, grounded theory and phenomenology for instance. But it has to be valid and apply rules and methods recognised in qualitative research - exploratory research that seeks understanding and discovery.
Generic qualitative inquiry generally uses thematic analysis to analyse data.
Methods[edit | edit source]
Methods for collecting data[edit | edit source]
Documents[edit | edit source]
Can involve tapes, photographs, maps, documents, diaries, letters, websites, movies, photographs, objects. Public documents can be easily accessible and research them does not require ethics application; but it is still important to choose documents well.
•	Documents need to be evaluated in terms of authenticity, representativeness, meaning and credibility (Denscombe, 201, p 222)
•	Most documents have been generated for a specific purpose and are already the result of some form of interpretation
•	Keep in mind potential copyright issues
Banks. M. (2001). Visual methods in social research. London: Sage
Loizos, P. (2000). 'Video, film and photographs as research documents' in M.W. Bauer 7 G.
Gaskell (eds) Qualitative researching with Text, Image and Sound, London: Sage
Platt, J. (1981). 'Evidence and proof in documentary research', The Sociological Review 21/1, pp 31-66.
Scott, J. (1990). A matter of record. Cambridge: Polity Press
Focus groups interview[edit | edit source]
A focus groups is a planned sample of participants who are selected for who they are or their experience. Finding participants can be time consuming. This can be done by word of mouth, through the use of key informants, by advertising, or through existing social networks. Incentives, whether gift vouchers or presents, may need to be offered to encourage participation. The possible longer term benefit to groups the participant belongs too, may in some cases be seen as an incentive in itself. Focus groups can be defined as in-depth qualitative interviews or organised discussions held with a small number of carefully selected individuals brought together to discuss a particular topic, so a researcher can gain information about their views and experiences of a topic. Focus groups originated in marketing research and are now also widely used in social research. Focus groups allow a researcher to draw upon respondents' attitudes, feelings, beliefs, experiences and reactions. Focus groups •	Provide qualitative data •	Group discussion data •	Focus on process and on interaction (Saha, 2006)
Focus group and other research methods[edit | edit source]
Focus groups are used as a research method for research projects and can be combined with other methods such as individual interviews, participant observation, surveys (Saha, 2006). Focus groups can help explore or generate hypotheses, develop questions or concepts for questionnaires and interview guides (Gibbs, 1997)
=Focus groups and interviews=[edit | edit source]
Supplementary techniques can strengthen the total research project
Focus groups as starting point for constructing an interview schedule
Individual interviews can help construct focus groups
=Focus groups and observation=[edit | edit source]
A focus group interview can provide an initial exposure to the behaviours the researcher is about to observe (Saha, 2006)
=Focus groups and surveys=[edit | edit source]
A focus group interview can help generate the questions for a survey. Focus groups can also serve to explore aspects of the analysis of survey data (Saha, 2006)
How many participants in a focus group?[edit | edit source]
Gibbs (1997) recommends 6 to 10 participants, while Saha (2006) suggest 6-12 participants. Some conduct focus groups with as much as 15 participants, some with a little as 4 participants. These are not ideal figures.
Who should be selected?[edit | edit source]
Participants are usually homogenous - but if the group is too homogenous with regard to specific characteristics, diverse opinions and experiences may not be revealed.
Sometimes differentiate by gender. religion etc..
Ideally they should not know each other too well
Not in any kind of power relationship, participants need to feel comfortable with each other
How often do they meet and for how long?[edit | edit source]
Some studies only have one meeting with each group, other meet a group more than once. Focus group sessions usually last from one to two hours.
How many groups?[edit | edit source]
The general rule is that you set up sufficient number of groups to reach 'saturation'. For most projects this means 3 to 5 groups.
Where to meet?[edit | edit source]
Focus group meetings can be held in a variety of places, for example, people's homes, rented facilities, meeting rooms. Try to choose a neutral location to avoid either negative or positive associations with a particular site or building (Powell & Single 1996 cited in Gibbs 1997).
The focus groups moderator/facilitator:[edit | edit source]
Must have training practice
Must provide clear explanations of the purpose of the group
Must ensure participation is voluntary
Must set out ground rules for discussion
Must explain how long the discussion will last
Must explain how and why members were chosen
Must explain how the discussion will be recorded
May give summary at the end (keeps the group focussed on the topic)
Must be prepared to adjust style to fit group
Must not dominate the group (helps people feel at ease)
Ensures everyone participates (avoids giving personal opinions)
Moves things forward when the conversation is drifting
You may want to involve more than one moderator, but be clear as to who does what. It can be very useful to have someone taking notes and check the recording.
The questions[edit | edit source]
Open ended (never yes or no questions)
No leading questions (to avoid bias)
Carefully sequenced questions (less sensitive questions first)
Encourage discussion/interaction between participants
If necessary challenge participants
If necessary probe for details
Recording the focus group[edit | edit source]
Record seating arrangements: by video, tape, manually, using multiple methods.
Advantages of focus groups[edit | edit source]
Provides wide range of information on short time
Can explore unanticipated topics
Does not require complex sample
May benefit participants as it can be an opportunity to be involved in decision making processes
Disadvantages/limitations of focus groups[edit | edit source]
Participants express their own definitive individual view, in a specific context, within a specific culture. This has to be taken into account by researcher.
Focus groups can be difficult to assemble
Some people may find it hard to trust groups with sensitive or personal information/not fully anonymous
Neither random nor representative
The quality of data depends a lot on the moderator
Analysis of focus group data[edit | edit source]
Focus is on group discussion or interaction, so the process of arriving at consensus or lack of consensus is important
Identify themes in discussion
Use multiple sequential quotes rather than isolated quotes
Interpretation: what is the deviant case
Gibbs, Anita (1997), 'Focus Groups', Social Research Update, Issue 19 Winter 1997, Department of Sociology, University of Surrey, England. Available at the link.
Krueger, Richard A. (1994). Focus groups: a practical guide for applied research (2nd ed). Thousand Oaks, Calif.: Sage Publications, c1994. UC LIBRARY - H62.K72 1994
Morgan, David L. (1988). Focus groups as qualitative research.Newbury Park, Calif. : Sage Publications, c1988. In the library at H61.28.M67 1988
Morgan, David L. (1983). Successful focus groups: advancing the state of art. Newberry Park: Sage publications.
Saha, Larry (2006), Focus groups: interviewing and data analysis, Notes from a workshop provided on 31 January 2006 at part of the Inter-University Research Workshop Program (UC)
Stewart David W, Prem N. Shamdasani and Dennis W. Rook (2007), Focus groups: theory and practice, Thousand Oaks : SAGE Publications . Available at UC Library H61.28.S74 2007
Interviewing[edit | edit source]
Interviews are very useful for collecting data on individuals' personal histories, perspectives, and experiences. A qualitative research interview often examines factual and meaning levels. Interviews may also be useful as follow-up certain respondents to questionnaires.
Interviews can be unstructured with few prepared questions, semi-structured interview which follows an overall structure but allow for more some prompting and probing, or fully structured, with all questions pre-prepared.
Campion, M.A., Campion, J.E., & Hudson, J.P., Jr. "Structured Interviewing: A Note on Incremental Validty and Alternative Question Types", Journal of Applied Psychology, 79, 998-1002, 1994i
Foddy, Willam. Constructing Questions for Interviews, Cambridge University Press, 1993. UC Library HM48.F63 1993
Interviewing In Qualitative Research (Oxford Press)
Judd, C.M., Smith, E.R. & Kiddler, L.H. (1991). 'Questionnaires and interviews: asking questions effectively' (Ch. 11). In Research methods in social relations (6th ed.)(pp. 228-265). Holt, Rinehart and Winston.
Kvale, Steinar (1996). An Introduction to Qualitative Research Interviewing, Sage Publications.
McNamara, Carter, PhD. General Guidelines for Conducting Interviews, Minnesota, 1999 Mishler, Elliot G. (1986). Research interviewing: context and narrative. Cambridge, Mass.: Harvard University Press, 1986. UC Library HN29.M48 1986
Methods for analysing data[edit | edit source]
Conversation Analysis (CA)[edit | edit source]
Conversation analysis (CA) studies all kinds of conversations. It is based on the idea that talk makes things happen and that the conversation analyst has something to say about how (Antaki, 2002). CA focuses on what participants see and hear. CA analysis does not attempt to include what is hidden or what cannot be known (e.g. emotions). Conversation analysis generally uses video or audio recordings, which are transcribed and analysed.
Resources for CA[edit | edit source]
AIEMCA ( Australian Institute for Ethnomethodology and Conversation Analysis) website : http://aiemca.net/
Antaki Charles (1988) (ed). Analysing everyday explanation : a casebook of methods London : Newbury Park [Calif.] : Sage Publication. UC Library HM258.A72 1988
Antaki Charles (1994). Explaining and arguing : the social organization of accounts. London ; Thousand Oaks Calif. : Sage Publications. UC library P302.8.A58 1994
Antaki Charles (2002) An introductory tutorial in Conversation Analysis. Online at <http://www-staff.lboro.ac.uk/~ssca1/sitemenu.htm>. Accessed on 27 April 2011.
Antaki, Charles (2009). 'An introduction to Conversation Analysis' in Pertti Alasuutari, Leonard Bickman, Julia Brannen (eds.) The SAGE Handbook of Social Research Methods.
Hutchby, Ian (2008). Conversation analysis. Cambridge : Polity, 2008. UC Library P95.45.H88 2008
Hutchby, Ian and Wooffitt, Robin (2008). Conversation Analysis (2nd Edition). Cambridge: Polity Press. UC Library P95.45.H88 2008
Sacks, H (1992). Lectures on Conversation. Oxford: Basil Blackwell. UC Library P95.45.H37 1992
Sidnell, Jack (2009). Conversation analysis : comparative perspectives. Cambridge : Cambridge University Press. UC Library P95.45.C66 2009
Sidnell, Jack (2010). Conversation Analysis: An introduction. Chichester: Wiley-Blackwell. Schegloff, E A (1988) 'Goffman and the analysis of conversation'. In Drew P. and Wootton A. (eds) Erving Goffman: Exploring the Interaction Order. Cambridge Polity Press.
ten Have, P (1999). Doing Conversation Analysis. London: Sage Publications
ten Have online site available at http://www.paultenhave.nl/
Wooffitt, Robin (2005) Conversation Analysis and Discourse Analysis: a Comparative and Critical Introduction. London: Sage. UC Library P95.45.W66 2005
Content analysis[edit | edit source]
Analyses 'texts' (written, drawn, audio, visual). Tends to be quantitative, as it involves quantifying contents, but can be qualitative when it is interpretative and takes into account contexts.
Generally content analysis involves counting and coding (emergent or a priori) defined units of analysis (e.g. letters or words, paragraphs…). Holsti (1969, p 14) defines content analysis as, "any technique for making inferences by objectively and systematically identifying specified characteristics of messages" . Content analysis is widely used to analyse media as it can be very useful to systematically go through large data sets . It has been used to discover and describe the focus of individual, group, institutional, or social attention (Weber, 1990). Holsti (1969) sees three basic uses to content analysis
make inferences about the antecedents of a communication (e.g. infer who the author of a text is)
describe and make inferences about characteristics of a communication
make inferences about the effects of a communication.
Content analysis has been criticised for not capturing the context of a text, though more recently practitioners do take context into account e.g. Krippendorf
Berelson, B. (1952). Content analysis in communication research. Glencoe: Free Press. UC Library P93.B4 1971.
Holsti, Ole R. (1969). Content analysis for the social sciences and humanities . Reading, Mass., Addison-Wesley Pub. Co. Uc Library P93.H65 1969.
Krippendorff, Klaus (1980). Content analysis: an introduction to its methodology. Beverly Hills: Sage Publications. UC Library P93.K74 1980.
Krippendorff Klaus & Bock Mary Angela (eds0 (2009). The content analysis reader. Thousand Oaks : Sage Publications. UC Library P93.C65 2009.
Loughborough University (UK) Department of Social Sciences website about content analysis http://www.lboro.ac.uk/research/mmethods/resources/links/ca.html
Manning, Peter K. & Cullum-Swan, Betsy (1994). 'Narrative, content and semiotic analysis', in Denzin & Lincoln (eds) Handbook of Qualitative Research Thousand Oaks: Sage.
Neuendorf, Kimberly A.: The Content Analysis Guidebook Online (2002): http://academic.csuohio.edu/kneuendorf/content/
Stemler Steve (2001) An Overview of Content Analysis http://pareonline.net/getvn.asp?v=7&n=17 Weber, Robert Philip (1990) (2nd ed). Basic content analysis. Beverly Hills : Sage Publications. UC Library H61.W422 1985.
Discourse analysis[edit | edit source]
Refers to a set of methods and theories for investigating language in use and language in social contexts. Discourse analysis focuses on the implied meaning of a text, rather than on its explicit content (Denscombe, 2010, p 287). It is based on the idea that words and images do not just depict reality, but create and sustain reality. Analysis involves deconstructing data, to expose what it is generating.
Fairclough N. (2003). Analysing discourse: textual analysis for social research. New Yourk: Routledge.
Loughborough University Department of Social Sciences on Discourse Analysis for analysing media content
Phillips, N. & Hardy, C. (2002). Discourse analysis: investigating processes of social construction. Thousand Oaks, Ca: Sage publications.
Frame analysis[edit | edit source]
The concept is generally attributed to the work of Erving Goffman (1974). It is based on the idea that the way we react, perceive things depends on the way they are framed. Frames thus organise ideas, make sense of events for the reader, tell what is relevant and what is an issue is and by doing so make the world presented look natural, self evident.
Frame analysis aims to unpack this process by examining the major cognitive schemata used to interpret the world and communicate about it (or frames). Frames are 'constructed from and embodied in the keywords, metaphors, concepts, symbols, and visual images' (Entman, 1991).
References and resources[edit | edit source]
Entman, Robert (1991). "Farming US coverage of international news: contrasts in narratives of the KAL and Iran Air incidents, Journal of Communication 41 (4), 6-27.
Goffman, Erving (1974). Frame analysis: An essay on the organization of experience. New York : Harper & Row. UC Library HM291.G583 1974
Introduction to frame analysis, (see the link) Loughborough University Department of Social Sciences website on using frame analysis for analysing media content.
Menashe, C. L., & Siegel, M. (1998). 'The Power of a frame: An Analysis of newspaper Coverage of Tobacco Issues – United States, 1985-1996'. Journal of Health Communication, Volume 3, Issue 4, 307-325.
Winett, L. (1995). Advocate's guide to developing framing memos. Berkeley, CA: Berkeley Media Studies Group.
Narrative analysis[edit | edit source]
Relates to a story analysed for how stories construct the social world.
Labov, W. & Waltezky, J. (1997/1967). 'Narrative analysis: oral versions pf personal experience'. Journal of narrative and life history, 7 (1-4), 3-38.
Thematic analysis[edit | edit source]
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. Eprint | Publisher page
Angen, MJ. (2000). Evaluating interpretive inquiry: Reviewing the validity debate and opening the dialogue. Qualitative Health Research. 10(3) pp. 378-395.
Creswell, J.W. (2003. Research design: qualitative, quantitative and mixed method approaches, Thousand Oaks, CA: Sage.
Creswell, J.W. (2007. Qualitative inquiry and research design: choosing among five traditions, Thousand Oaks, CA: Sage.
Crotty, Michael (1998). The foundations of social research: meaning and perspective in the research process, St Leonards, NSW : Allen & Unwin , 1998.
Denzin, N & Lincoln, Y. (eds.)(1994). Handbook of Qualitative Research. Thousand Oaks: Sage.
Fuss, D. (1989. Essentially speaking: feminism, nature and difference, New York: Routledge
Goodrick, Delwyn (2011), Qualitative Research, Design, Analysis and Representation, unpublished notes from workshop presented in the context of ACSPRI 2011 (Canberra).
Guba, E. G & Lincoln, Y. S. (1994). "Competing paradigms in qualitative research." Pp.105-117 In Denzin and Lincoln (eds.) Handbook of Qualitative Research. .
Johnson, Burke R.& Onwuegbuzie Anthony J. (2004). 'Mixed Methods Research: A Research Paradigm Whose Time Has Come', Educational Researcher 33/14, pp 14-26.
Kuhn, Thomas (1970). The structure of scientific revolutions, Chicago: University of Chicago Press: .
Lincoln, Y. and Guba, E. (1985). Naturalistic inquiry. Newbury Park: Sage.
Mason, Jennifer (2006). Qualitative research (2nd ed). Thousand Oaks, London : Sage.
Maxwell, JA. (1992). Understanding validity in qualitative research. Harvard Educational Review. 62(3), pp. 279-300.
Mertens, Donna (2009). Transformative research and evaluation, New York: Guilford Press .
Minichiello, Victor & Kottler, Jeffrey A. (2010). Qualitative Journeys. Student and mentor experiences with research. Thousands oaks: Sage
Morgan, David L.(2007). 'Paradigms Lost and Pragmatism Regained : Methodological Implications of Combining Qualitative and Quantitative Methods'. Journal of Mixed Methods Research 1/1, pp 48 – 76
Richards, Lyn and Morse, Janice (2007). User's guide to qualitative methods (2nd ed) Thousand Oaks, London : Sage
Winter, Glyn (2000), 'A Comparative Discussion of the Notion of 'Validity' in Qualitative and Quantitative Research'. The Qualitative Report, Volume 4, Numbers 3 & 4, March, 2000, available at link
Qualitative research (Wikipedia)
Chenail, Ronald J. (2011). YouTube as a Qualitative Research Asset: Reviewing User Generated Videos as Learning Resources. The Qualitative Report Volume 16 Number 1
Choosing qualitative research: A primer for technology education researchers. Journal of Technology Education.
A methodology for conducting integrative mixed methods research and data analyses
Consolidated criteria for reporting qualitative research (Tong et al., 2007)
Checklist for interviews and focus groups (Google Sheets)
Footnotes[edit | edit source]
↑ There is a difference between methods and methodology. Methodology refers to an overarching research strategy or design, a plan of action, a process that can be used to try to understand the world. A methodology can be quantitative (tends to be oriented by objective epistemology) or qualitative (tends to be oriented by constructionist epistemology). Methodologies can be further subdivided according to different methodological frameworks or approaches to research. Common design frameworks in qualitative research are ethnography, grounded theory, case study, phenomenology, critical analysis, phenomenology, generic qualitative research. Common design frameworks in quantitative research are experimental, quasi experimental or pre-experimental. Methods refers to the procedures used to gather and analyse data related to a research question or hypothesis. Quantitative methods for instance include surveys, questionnaires, tests that measure, observation that is structured and measures something. Qualitative methods include interviews, focus groups, text analysis.
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Only one of the participants, Al Di Meola, could truly be called world-renowned, but several of the others—the Dutchman Stochelo Rosenberg was particularly mind-blowing—deserve to be. Helming the entire affair was Stephane Wrembel, a master of the genre best known for his contributions to two Woody Allen films: "Big Brother," heard in Vicky Cristina Barcelona, and "Bistro Fada," the main theme of Midnight in Paris.
Born in France in 1974 and educated at Berklee, Stephane Wrembel has emerged in New York over the past decade-plus as a tireless advocate of Gypsy jazz. He has published a book, Getting Into Gypsy Jazz Guitar (Mel Bay), toured the Django a Gogo Festival nationally and maintained a long-running weekly residency at the Brooklyn club Barbès. This year, just prior to the Carnegie bash, Wrembel also coordinated a weeklong music camp in his New Jersey hometown, where Di Meola, Rosenberg and several others taught and performed.
Wrembel decided early in his career that Django's music would serve as a springboard for expanding Gypsy jazz, and nearly all of his recordings have featured Wrembel's original music. But in April he released two new albums, The Django Experiment I and The Django Experiment II (on his own Water Is Life label), that mix his own tunes and Reinhardt classics seamlessly.
JazzTimes: What is the concept behind the Django a Gogo festival??
Stephane Wrembel: Every year I bring over guests from Europe and the U.S., a group of people that don't usually play together. The idea is to have a couple of masters of the genre and a couple of masters who play something else and can express themselves on Django's songs. The idea is to have someone like Al Di Meola coming into our world. Then my half-Django, half-New York vibe. It's a very special meeting of guitars.
How did you choose the musicians for the festival?
I'm a musician, so I think of the music; I don't think like a promoter. It's not good for my bank account, but I think of art first. I had a vision and I really wanted to bring it to Carnegie Hall, because it's the greatest hall in the world. [This particular show] has never been done before, and it's never gonna be done again.
Why do you think Django's music still resonates?
It's irrational. But I can tell you this: You've never had another musician in history that has festivals in his name, people grouped together playing his music all over the world, going to camps all over the world. He had something different. When people hear Django, something clicks in their minds and they are haunted. They have to play it. They get the guitar, they take the lessons. It's a crazy thing. The man is a genre unto himself.
You were classically trained on piano. Why did you switch to guitar?
I started guitar when I was 16 and I really wanted to play Pink Floyd.
Did you ever play in a rock band?
Oh, yeah! My band is a rock band [laughs]. It's disguised as jazz but it's really a rock band. I always loved the '70s rock, and it is in my playing for sure. Then when I was 19, I decided to become a professional musician and to extend my horizons. I grew up in Fontainebleau, which is the home of Django's music; Django was based there. Being from there I had the thought in my mind that I need to explore jazz, and jazz guitar to me was Django. So I went to the Django festivals, I met the Gypsys and it blew my mind. I said, "I've got to do this." So I spent the next six or seven years with the Gypsys to learn their craft, in the camps, in the traditional way. Then I went to Berklee and expanded my horizons even more because I was on a quest to learn more things. So I hung out with African players and Indian players and extended my vocabulary. Then I moved to New York when I was 29 and started playing and playing.
Was it difficult to learn how to play in the gypsy-jazz style?
It's different chords, different everything. But if you don't spend time with the Gypsies it's hard to get a good grip on it. Of course, technically it's really hard, but you can always learn the technique and still not sound like that. In Django's world, the environment is crucial. You can take a guy from Virginia who plays bluegrass and then you can take a guy from France who's listened to some records and has never been to the U.S., and it's not going to sound the same. But if you come to the U.S. and go to the festivals and hang with the guys for a few weeks or months, then you start to really get it. You need to be soaked in the environment as well as the technical thing.
How did you get started working with Woody Allen?
They contacted me and took one of my recordings for the movie [Vicky Cristina Barcelona], and then they called me a couple of years later and said, "We need someone to compose a Parisian French waltz that captures the soul of Paris." So I composed that waltz, "Bistro Fada," and sent it to them and they loved it right away. I was also in [another Allen film] Magic in the Moonlight, but the scene ended up being cut. But he's a great guy and it was an amazing experience.
So when are we going to see a Pink Foyd gypsy-jazz covers album from you?
Pink Floyd is my favorite band, but they did their thing so well that I'd never want to touch it.
Read Aidan Levy's review of Stephane Wrembel's album Oasis.


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Home Music University Musical Society Announces 2021-22 Live Season Performances
University Musical Society Announces 2021-22 Live Season Performances
After much time away, the University Musical Society has announced their programming for the 2021-22 live season! Digital programming will continue to be available throughout the season.
Image courtesy of University Musical Society.
After more than a year since its live, in-person concert, the University Musical Society (UMS) announces its 143rd season. The season will run from November 2021 through April 2022, making it a smaller season than usual.
The UMS will also continue its digital programming, including concerts and education events. These events will be held throughout the year, which will continue to be offered at no extra charge. However, due to a shorter planning period, digital events will be announced throughout the season.
In addition to presenting world-class performances, UMS will offer unique and engaging ways for audience members to connect with the artists on stage. UMS will have a robust offering of education and community engagement activities, which will be announced in the fall.
"Of the many things we've learned and come to understand in this past year, one is that in times of crisis, the arts remain vital to our existence as human beings," says UMS president Matthew VanBesien in a press release. "They are a constant in our lives and create joy and hope, even in times of despair, injustice, and loss. And while none of us ever imagined that we'd be looking forward to our 143rd season in the same way that we might celebrate a milestone anniversary, we are all looking forward to returning, to restarting, to reconnecting, and to rejoicing with our audiences and artists once again."
Upcoming Events from the University Musical Society
The 2021-22 season will include a suite of programs featuring Artists. This seasons lineup includes:
Five Programs Featuring New Commissions: Including new works by Clarice Assad, Bryce Dessner, Kyle Abraham, Tarek Yamani, Jessie Montgomery, and Joyce DiDonato
Season-Long Focus on Artists from the Arab World and Its Diaspora: Live and virtual programs by Tarek Yamani, National Arab Orchestra, Kabareh Cheikhats, Ali Chahrour, and more
New Creative Partnership with the Philadelphia Orchestra: Includes two concerts in Hill Auditorium and Educational Residency, plus New Musical Theatre Production of Fiddler on the Roof in Concert
Octavia E. Butler's Parable of the Sower in a New Opera by Toshi Reagon
Plus Free Digital Programming: A MoodSwing Reunion, HOME, Benjamin Grosvenor, Imani Winds & Catalyst Quartet, Ballet Folklórico de México, Caleb Teicher, and more
Return of Many Events Canceled Due to Pandemic: Ongoing virtual performances & other programming offered throughout the year
Season ticks will go on sale on Monday, May 17. Tickets to individual events will go on sale to the general public online, in person, and by phone on Tuesday, September 7. For more information about the upcoming shows, check out the UMS website.
881 N. University Ave., Ann Arbor. 734-764-2538. ums.org.
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HomeAwardsCloud Atlas (2012) vs. The Tree of Life (2011)
Cloud Atlas (2012) vs. The Tree of Life (2011)
October 25, 2012 Eric Volkman Awards, Drama, Fantasy
The Smackdown
We at the Smack like a sprawling, epic movie about Big Themes as much as anyone else. So in this edition we're throwing two big, brainy behemoths against each other in a ring-shaking Sumo contest.
In the challenger's corner, weighing in at a few thousand pounds and nearly three hours in length, is a film so big it needed three credited directors: Cloud Atlas, essentially six movies in one, covering a range of genres, time periods and motifs. Our reigning champ is The Tree of Life, a thick, mood piece by Terrence Malick about a middle-aged man's reflections on his upbringing and relationship with a tough, unhappy father. And, oh yeah, the origins of life and nature while we're at it.
This is going to be a big and important contest, ladies and gentlemen. No less than the meaning of existence and humanity's place in the world is at stake here. The ultimate question is, naturally, a two-parter: Is it possible to address such topics effectively onscreen, and if so, which of our contenders does it best?
Say this for Cloud Atlas — in terms of content, it really provides value for your ticket dollar. A full half-dozen, sort-of linked stories are unspooled for our viewing pleasure. We cross-cut between 1) various corners of the Pacific Ocean circa 1849, as a young lawyer (Jim Sturgess) is preyed upon by a quack doctor (Tom Hanks), who's trying to poison him so he can take the lawyer's money and treasure; 2) pre-World War II Britain, with a scheming and ambitious songwriter (Ben Whishaw) worming himself into the household of a famous composer (Jim Broadbent) in order to coat-tail to fame and riches; 3) 1973 San Francisco, where a crusading reporter (Halle Berry) digs for dirt on the activities of a local nuclear power plant; 4) Present-day England and a hapless publisher (Broadbent again), who goes on the run from gangsters but ends up incarcerated in a prison-like old folks' home where escape is seemingly impossible; 5) "Neo-Seoul," Korea sometime in the future, with a human clone used as a servant (Doona Bae), connecting with an underground political movement and discovering freedom; and 6) Hawaii, sometime further in the future, with a tribesman (Hanks, once more) struggling to keep his family alive in a Darwinian post-apocalyptic society while wondering what might lie atop that big mountain everyone in the tribe is afraid to venture to.
The movie is adapted from the popular book of the same name by David Mitchell, and its three screenwriter-directors include, fittingly, The Matrix creators Andy and Lana (formerly Larry) Wachowski, who handle the stories that are more distant from the present time, while Run, Lola, Run helmer Tom Tykwer directs the more contemporary tales. In order not to have a cast list that reads as long as the Bible, a manageable set of actors takes the main roles in each story.
The Defending Champion
The character at the roots of The Tree of Life, architect Jack O'Brien (Sean Penn) is a troubled man, despite his apparent outward success. He doesn't seem able to come to grips with his past, when he grew up in a suburban Texas household run by a stern, semi-abusive father (Brad Pitt). Compounding that was the passivity of his mother (Jessica Chastain) and the death of one of his two brothers. Adult Jack weaves in and out of memories of his boyhood days, which very often consist of him getting into trouble for stupid little-kid stunts, angering his touchy dad with yet another minor infraction, or a bad combination of both. In these fragments of reminiscence, we see glimpses of why Dad's always so irate; he's a guy who once dreamed of becoming a great musician or inventor, but ended up settling for a much more typical and limited existence.
This is a small story that essentially takes place in the lead character's brain, but writer/director Terrence Malick links it to Grand Themes. Interspersed among all the interspersing are scenes of powerful forces creating life – a human being conceived, volcanoes erupting, dinosaurs romping the prehistoric earth. Considering this kind of scope, Jack's concerns seem relatively minor; maybe he can realize this at some level and start to overcome his troubled memories.
The makers of both films try to reach their lofty goals by different means. Cloud Atlas goes for the traditional Expensive Movie approach, with huge set pieces, whiz-bang cinematography/visual effects and, despite the incessant cross-cutting between tales, generally conventional storytelling. This results in a very good-looking film that's easy to follow in spite of its breadth. As far as the stories are concerned, though, Tykwer/Wachowskis err on the side of exposition, taking a little too much time to unspool the six rather straightforward plots. This results in a draggy effort and an audience that ends up thinking yes, we should have bought the extra-large size coffee.
The Tree of Life is no fast-paced sitcom, but since it comes at us in a fragmented, non-linear way without much exposition at all, it's more interesting to watch. Almost nothing is spoon-fed to the viewer, leaving it up to us to discover the sources of Jack's discontent. It's a daring and unusual approach for a film in such wide release and featuring name talent. Although the conceit doesn't always work, since Malick as per habit tends to ramble visually – do we need so many sequences showing the kids chasing each other on the lawn, for instance? – this sideways approach is more distinctive and memorable.
Cloud Atlas, for all its vaulting ambition and sprawl, ultimately feels like a Hollywood movie. The themes explored are simplistic and preachy – slavery is bad! Freedom is humanity's only hope! Don't steal! Thank you, Doctor Obvious. We can get the same messages pounded into us by many, many lesser films, most of which don't require three hours of our time to absorb. Peering through the murky doings of The Tree of Life reveals a fairly simplistic message… or at least it seems to, since Malick loves to wallow in a vague, arty haze; get over your hang-ups because they're trivial compared to the immensity and wonder of existence. Well, duh. It's a movie that's not as deep as its maker thinks it is, but at least, compared to Cloud Atlas, it's fresh and it takes chances.
The Decision
We have to credit the Wachowski siblings, Tykwer and Malick for attempting to make entertainments that explore big themes difficult to stuff into the cramped space of a feature film. Both Cloud Atlas and The Tree of Life have ambition to spare and elements to admire but ultimately neither succeeds all that brilliantly in what it wants to do. One, however, edges out the other on style and for being a little more unconventional in trying to gain victory in our bout. That winner on points is The Tree of Life.
Tom Tykwer
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9 Comments on Cloud Atlas (2012) vs. The Tree of Life (2011)
John Quinain July 13, 2013 at 8:58 am
Dude, Cloud Atlas incredibly deep, with metaphors, references, and all that stuff everywhere.
crtosi January 13, 2013 at 6:42 am
Cloud Atlas may be obvious to you and to me, and to lots of other drops in the ocean, but not to the vast majority of the common folk.
Lots of people left the theater without making heads or tails of it.
People still "ewww" at two guys kissing, and it is the greatest majority.
Reincarnation, in which, BTW, I believe, is the glue that sticks the whole story together. If you don't get it, or believe it, you don't get any of it. And it is not only a Buddhist doctrine,it is a Spiritualist belief. Investigate Alan Kardec's work.
People who, during life, had to transgress in anyway, will understand.The great majority of people do go through life like zombies, unaware of sense of purpose.
The metaphors are unbelievable. A good example is the two guys at the china store.Too bad that the idiom (bull in a china store) will be missed by the non english speaking audiences, like other nuances, to make matters worse.
No dear friends, these stories and messages are NOT obvious to the illiterate and ignorant masses. Take a closer look.
Knowledge is a mirror.
Sem December 29, 2012 at 4:37 pm
Tree of Life was better.
Cloud Atlas is a Buddhist version of the same, it's a poor imitation IMHO.
Jennifer Monteiro January 4, 2014 at 11:51 pm
I would say it is more Kardecist than Buddist.
LogicBomb November 20, 2012 at 9:54 am
I haven't seen Cloud Atlas, but having seen Tree of Life I can safely say anything is better than it was.
Eric November 21, 2012 at 5:00 pm
It's not that bad. It's different, at least, and it tries to go deep, unlike the shallow-as-a-swimming-pool CLOUD ATLAS.
Bryce Zabel October 27, 2012 at 1:45 pm
I have kinda high hopes for Cloud Matrix, but I couldn't make it through all of Tree of Life. Could be a weird three hours. Maybe I'll get a nap.
Eric Volkman October 27, 2012 at 3:10 pm
CLOUD ATLAS is pretty to look at, yes, but for the full three hours you'll either need lots of caffeine and sugar, or a willing partner who can keep prodding you awake. Good luck, and be careful out there.
Bryce Zabel October 28, 2012 at 6:42 am
Ha! I just accidentally called it CLOUD MATRIX (above).
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David Guetta – Nothing But The Beat Ultimate (2012) (iTunes)
published: 07 Oct 2012 · rank: 449 Comments 0.
Nothing But the Beat, Нюансы издания, режиссеры рок-звезды, дискотеки и музыка, Everything is ()Official Site The most extensive and reliable registry of music artists and composers.
Nothing but the Beat 2.0: Repackaged (2011) (iTunes)
Check out the best of David Guetta & Sia on iTunes. The final release of their popular duet from the 2011 FIFA World Cup – Titanium. by David Guetta ft. Sia (Remix) — Duration: 05:19.
Download MP3 and Video from peГЎ сайт in DVD ripper. David Guetta Presents "Nothing But The Beat " an " Xcite " remix only available to iTunes. Artist biography, photos, video clips, and more.
Nothing But the Beat 2.0: Repackaged (2011) (iTunes) David Guetta. 1. You shoot me down, but I won't fall. " Titanium " ft. Sia. 2. You got me going, I can't stop. " Say my name. " ft. Sia. 3. I want to be.
Bend It Up – David Guetta ft. Sia (Music Video) – 2011 (David Guetta, Sia) – Duration: 3:45. David Guetta ft. Sia — Nothing but the Beat. In this music video, David Guetta joins forces with singer Sia on the worldwide #1 chart-topping smash, "Titanium".
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David Guetta ft. Sia – Nothing But the Beat Video Clip – Duration: 3:56. He shot to stardom upon the release of his critically acclaimed debut album, 2008's One Love. It was one of the year's best-selling albums and went quadruple platinum. The.
David Guetta ft. Sia – Nothing But the Beat (Official Video) – Duration: 3:56. David Guetta ft.
"I Can Only Imagine" (David Guetta featuring Iggy Azalea and Agnes. to 100% mid-speed effects used by Armin van Buuren, David Guetta, . 1:53. 1. Nothing Fails (Dubtronic No More Fear Remix) 6. api-279700167. (2013 release) 2. [NON-TRACK]. This 2-CD set of continuously beat-mixed remixes by Dario Xavier spans most of. Nothing Fails (Dubtronic No More Fear Remix) 6. 2012 release) NOTKM FNC (Dubtronic No More Fear Remix) 1.—
abstract: 'Building a visually realistic text-to-speech (TTS) system has been challenging. One reason is that the TTS system must consume multimodal and non-textual data for a good speaker-independent performance. We propose a novel technique that can overcome the above challenge by training the TTS system jointly with a speaker-adaptive multimodal denoiser. The technique is based on a self-supervised learning (SSL) framework. Specifically, we utilize the multimodal loss and speaker adaptation loss to supervise the proposed speaker-adaptive TTS model. In particular, the multimodal loss is computed as the mean of the adversarial loss and perceptual loss in the audio and visual domains, respectively. The speaker adaptation loss is computed from the Mel-Spectrogram (MSP) loss and a contrastive loss. The speaker-adaptive TTS model can exploit the multimodal and speaker adaptation losses to produce speech that is visually realistic while preserving the sound quality of the source audio. In addition, the proposed method can train the TTS system in a self-supervised manner, without any extra labeled data. Experimental results show that the proposed method can learn the speaker-adaptive TTS model with a significant improvement over the baseline speaker-independent TTS system.'
address: |
$^1$ School of Electrical Engineering and Computer Science, KTH Royal Institute of Technology, Stockholm, Sweden\
$^2$ Institute of Deep Learning and Intelligent Software, KTH Royal Institute of Technology, Stockholm, Sweden\
$^3$ School of Electrical Engineering, KTH Royal Institute of Technology, Stockholm, Sweden
-'mybib.bib'
title: |
http://uatoday.news/?p=37243
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Film Review: Tinker Tailor Soldier Spy (2011)
Cinema film reviews
By michael Hill / September 15, 2011
This film has been heaped with critical acclaim and the posters that seem to be up in every tube station, implore everyone to see this multiple 5 starred "film event of the year". But what did this blogger think of it? It's good, a tad too slow paced for my taste though it a fine example of intelligent filmmaking.
The movie follows Gary Oldman's character Smiley, as he tries to deduce which member of a team of spies working for the British government, is a double agent working for the Russians. This basic premise would not sound out of place in a high octane big Hollywood film spy thriller with Matt Damon or George Clooney, and no doubt plenty of gadgets. That could be a fun flick, though Tinker Tailor Soldier Spy, based on the novel of the same name by John le Carre is much more than that it is dramatic and intense.
And seeing as it is set in the 1970s the most impressive gadget at Oldman's disposal is a reel to reel recorder, this is the age of paper work and long hard thinking. The film has one of the best British casts assembled in recent years joining Oldman is Colin Firth, Tom Hardy, William Hurt, Mark Strong, Kathy Burke, Stephen Graham, and even Roger Lloyd-Pack (Trigger from Only Fools) and the new Sherlock Benedict Cumberbatch are in it as Smileys aides.
All of the actors give greats performances filled with emotion. I think the cast and their good work are essentially the main reason the film still feels cinematic as the plot could possibly be better suited to a TV series, like the original adaption of the book, which starred Alex Guinness as Smiley.
My main issue with the film is actually the marketing, the poster makes it look more like an action thriller whereas this is much more a sit down and talk this out dramatic thriller. So those expecting a good bit of gunplay will be sadly disappointed, the few scenes in the film were guns are on the screen, they are just being held in someone's hand.
This film will no doubt be heaped with nominations come award season, I'm guessing releasing the movie before award season is a way to combat the prevalence of illegal screeners of the film appearing online which no doubt have a serious impact on box office.
Those looking for a well made, slow-burning superbly acted British film need to look no further.
Crime, Thriller, Drama | UK, 2011 | 15 | 16th September 2011 (UK) | Cinema | Studiocanal | Dir. Tomas Alfredson | Benedict Cumberbatch, Colin Firth, Gary Oldman, Mark Strong, Tom Hardy, John Hurt
Tags: benedict cumberbatch, cold war, colin firth, gary oldman, John Hurt, Tinker Tailor Soldier Spy, tom hardy
Love is a crazy stupid thing in 4 New Clips For Crazy Stupid Love
The real reason you're going to see Drive – Ryan Gosling man crush


text:
package LinkFuture.Core.DBHelper.Model;

/**
 * Created by Cyokin
 * on 6/23/2015.
 */
public enum  DBTypeInfo {
    MySql("MySql"),
    MicrosoftSQLServer("Microsoft SQL Server"),
    PostgreSQL("PostgreSQL");

    private String name;
    DBTypeInfo(String name)
    {
        this.name = name;
    }
    @Override
    public String toString() {
        return this.name;
    }
}

redpajama_set_name: RedPajamaGithub


The benefit of 2 preventative maintenance visits per contract year. These visits consist of, but are not limited to, database metrics compilations and performance analysis.
The benefit of priority response times for remote and onsite support.
The benefit of accessing a complete documented history from the initial sales visit to the final installation including technical support issues we have resolved specifically for your system.
The benefit of accessing pre-recorded training and technical sessions which include repair history conversations you have had with our Technical Support Specialists. This tool is especially beneficial for new users joining your company.
Maintaining our well-known reputation of excellent service with building management access control, digital photo ID, digital CCTV surveillance (DCCTV), and fire and burglary applications, the IPS Professional Services Department strives to exceed our customers' expectations. Within our pool of Technical Support Specialists, you will find men and women with various specialties like electronics, network connectivity, database administration, and other IT related talents. We understand that every installation of our products are unique, so our Technicians keep their knowledge of our products and third-party products up-to-date to stay on top of the access control industry, and to insure that they can handle the unexpected.
Strong lines of communication between our Technical Support Specialists, and IPS's Sales and Marketing teams, help us maintain our level of excellence. This aids us in giving each of our customers a sense of a "personal touch". Every IPS customer is important to us. Whether your problem requires a simple phone call, or the rapid deployment of our Field Technicians, you will always have the secure feeling of knowing the situation is being handled in an accurate and expeditious manner.
Our Professional Service Department can be reached Monday through Friday between the hours of 8:30 AM and 5:00 PM. Call 866-449-3243 and select option 6.


text:
package squidpony.examples;

import squidpony.Thesaurus;

import static squidpony.Maker.makeList;

/**
 * Created by Tommy Ettinger on 5/23/2016.
 */
public class ThesaurusTest {
    public static void main(String[] args) {
        Thesaurus thesaurus = new Thesaurus("SquidLib!"), thesaurus2  = new Thesaurus("SquidLib!");
        thesaurus.addSynonyms(makeList("devil", "fiend", "demon", "horror", "abomination", "terror", "hellspawn"));
        thesaurus.addSynonyms(makeList("despoiler", "defiler", "blighter", "poisoner"));
        thesaurus2.addKnownCategories().addFakeWords();
        for (int i = 0; i < 12; i++) {
            //System.out.println(
            //        thesaurus.process("You fiend! You demon! You despoiler of creation; devil made flesh!"));
            //System.out.println(
            //        thesaurus2.process("The small state of Ru`gen` in the Empire`noun` of Fr`gen`, ruled by Duke`noun` So`mod`gen`."));
            System.out.println(
                    thesaurus2.process("Calm`adj` Org`noun`\n"+
                            "Fancy`adj` Fr`gen` Empire`noun`\n"+
                            "Ar`jp`gen` Militia`noun`\n"+
                            "Sinister`noun` Blade`noun`\n"+
                            "Sole`adj` Empire`noun`\n"+
                            "Bandit`nouns`\n"+
                            "Forest`adj` Org`noun` of Sw`gr`gen`\n"+
                            "People's Union`noun` of Ru`so`gen`\n"+
                            "Holy`adj` En`hi`gen` Empire`noun`\n"+
                            "Fancy`adj` Militia`noun`\n"+
                            "Rage`noun` of Gr`gen`\n"+
                            "En`jp`gen` Union`noun`\n"+
                            "Tech`adj` Guard`nouns`\n"+
                            "New Bandit`nouns` of So`mod`gen`\n"+
                            "Light`noun` of Smart`noun`")
            );
        }
    }
}


text:
Herodes Pollio, mais conhecido como Herodes de Cálcis, ou Herodes III, era neto de Herodes, o Grande, e irmão do rei Herodes Agripa I, e rei da Judeia.

Biografia
Filho de Aristóbulo IV, um dos filhos de Herodes, o Grande, com a princesa hasmoniana, Mariana, ambos mortos por ordem do rei. Desposou uma prima, também chamada Mariana e, ao enviuvar, contraiu núpcias com Berenice da Cilicia.

Em sua vida,  exerceu duas funções de relevo:
 o governo de Cálcis, na Síria (7 a.C. – 48 d.C.);
 o cargo de inspetor do Templo de Jerusalém, cabendo-lhe, inclusive, a responsabilidade de indicar o Sumo Sacerdote (Ananias, citado em Atos, foi indicado por ele).

Quando morreu, em 48, seus domínios foram incorporados ao reino de Herodes Agripa II.

Genealogia
 Pais:  Aristóbulo IV e Berenice
 Irmãos: Herodias, Herodes Agrippa I, Aristóbulo V, e Mariana
 Filhos com Mariana: Aristóbulo
 Filhos com Berenice da Cilícia: Bereniciano e Hircano

Reis da Judeia
Judeus do Império Romano

redpajama_set_name: RedPajamaWikipedia


text:
Shahrukh Khan to become the brand ambassador for "Turn Back Crime" campaign of Interpol
Bollywood megastar Shah Rukh Khan (SRK) has become the first Indian to become the ambassador of the International Criminal Police Organization (INTERPOL).
Interpol has signed SRK as the ambassador for its global "Turn Back Crime" campaign. The campaign will spread awareness in preventing crime in the society. SRK will lend his voice for the campaign to disseminate the message that society will benefit if the citizens will respect the law and fight against the crime.
SRK joined the club of actors who have been the ambassador for the campaign. These include Hollywood actor Jackie Chan, footballer Lionel Messi, F1 racing drivers Fernando Alonso and Kimi Raikkonen.
Turn Back Crime is a global campaign that highlights the dangers of organized crime and its effect on our day-to-day lives. Using a variety of media channels – including video, website and social networks – the campaign provides advice on how to stay safe and encourages the general public, businesses and governments to play a role in reducing the impact of crime. While many people are aware that criminal networks are behind the illicit trafficking of drugs, firearms, and even persons, they are often unaware of these networks' ties to other, seemingly unrelated offenses such as the counterfeiting of commercial goods, cybercrime, fraud, child exploitation, and corruption in sport.
Organized crime affects every one of us, it affects the global economy as well as puts even individuals at risk. Their health is endangered by poor quality counterfeit products; their financial safety is compromised by attempts to steal their personal data; and children face threats such as online grooming and abuse.
Topics: Current Affairs 2014 • Entertainment • IBPS • Socio-Economic


text:
A CYRUS SMILE
FLEDGLING fashionista and Disney teen star Miley Cyrus has been left red-faced after provocative photos of her, taken by veteran fashion photographer Annie Leibowitz for Vanity Fair, upset her conservative American fanbase. Cyrus has issued a statement attempting to distance herself from the shots, which show the 15-year-old apparently naked but for a satin sheet. "I took part in a photo shoot that was supposed to be 'artistic' and now, seeing the photographs and reading the story, I feel so embarrassed," the Hannah Montana star said. "I never intended for any of this to happen and I apologise to my fans, who I care so deeply about." Leibowitz, however, tells a different story. "I'm sorry that my portrait of Miley has been misinterpreted. Miley and I looked at fashion photographs together and we discussed the picture in that context before we shot it," she maintained. "The photograph is a simple, classic portrait, shot with very little make-up, and I think it is very beautiful." (April 29 2008, AM) Leisa Barnett
Miley Cyrus Posts A Powerful Message About Consent After Being Grabbed By A Fan
By Kerry McDermott
Why Zoë Kravitz Has Had A Lot To Smile About Lately
Why Miley Cyrus Attended Liam Hemsworth's Latest Premiere On His Behalf
By Susan Devaney
Miley Cyrus: She Is Coming Out
By Naomi Pike
Miss Vogue What's Up


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Cabbage Soup with Sauerkraut, White Beans, and Tiny Rye Croutons (adapted from Sassy Radish): Saute a minced clove or two of garlic in a soup pot over medium heat until fragrant, then add 3 c. shredded cabbage and saute until it begins to wilt. Add 8 c. vegetable broth or water, 2 c. chopped canned tomatoes, 2 c. drained sauerkraut, 2 bay leaves, a sprinkle of salt, and a few grinds of black pepper. Bring to a boil, then reduce heat and simmer for about an hour.
Add 2 medium boiling potatoes, peeled and diced, and 1 1/2 c. cooked white beans to the soup. Add salt and pepper to taste (how much salt you need will depend on whether your broth, tomatoes, and beans were already salted, so take those ingredients into consideration when deciding how much to start with). Continue to simmer the soup until the potatoes are tender but not falling apart, about 20 minutes more.
While the soup is simmering, slice a chunk of dark rye bread into little croutons (1/4″ or 1/3″ cubes). Sprinkle the croutons liberally with olive oil and salt and bake them on a rimmed cookie sheet at 400 until crisp, 10-15 minutes.
Serve soup garnished with croutons and, if you feel it necessary, little green specks.
Tiny rye croutons! I love it.
I love cabbage and sauerkraut! Looks flavorful and delicious Emmy!
Now this is a use of sauerkraut I never thought of, but that I can definitely get behind!
I have lots of cabbage and sauerkraut. We will definitely try this this week. Thank you for the idea!
Tell me! What other sauerkraut-in-soup combinations can you recommend? I have a gallon of sauerkraut and it's certainly soup weather! I'd love your recommendations.


Biff and whiff baker's fog and lu'sknikn pie social and milling frolic - these are just a few examples of the distinctive language of Cape Breton Island where a puck is a forceful blow and a Cape Breton pork pie is filled with dates not pork. The first regional dictionary devoted to the island's linguistic and cultural history the Dictionary of Cape Breton English is a fascinating record of the island's rich vocabulary. Dictionary entries include supporting quotations culled from the editors' extensive interviews with Cape Bretoners and considerable study of regional variation as well as definitions selected pronunciations parts of speech variant forms related words sources and notes giving the reader in-depth information on every aspect of Cape Breton culture. A substantial and long-awaited work of linguistic research that captures Cape Breton's social economic and cultural life through the island's language the Dictionary of Cape Breton English can be read with interest by Backlanders Bay byes and those from away alike.


Does God know the exact day and time when I'll die?
Because God knows everything (1 John 3:20)—even the number of hairs on your head (Matthew 10:29-30)—we can be sure that He knows exactly when, where, and how we will die. The Bible talks about a "book" in Psalm 139:16 that could be a reference to God's knowledge: "All the days ordained for me were written in your book before one of them came to be." God knows absolutely everything about us (Psalm 139:1-6). There is no secret action or thought that escapes His notice. He knows what we have done, what we're doing, and what we're going to do in the future. (Yes, He even knows about that thing you do.) God knows every second of our lives from the moment we were conceived to the split second our souls leave our bodies.
So does this mean your fate is sealed?
Do we have zero control over the day and time when we will die? Well, yes and no, depending on how you look at it.
From God's point of view, the answer is "yes" because He's omniscient, meaning He knows exactly when, where, and how anything will go down—including how we leave this earth. Nothing we can do will change what God already knows will happen.
On the flipside, the answer is "no" from our perspective because as far as our limited minds are concerned, we do have an impact on when, where, and how we die. We could choose to jump off a bridge in front of a train, thereby "choosing" the day and time we die. Obviously, a person who commits suicide would have lived longer had he not committed suicide. In the same way, if we decide to make dumb choices like put ourselves in dangerous situations, overdose on illicit drugs, or eat 100 Twinkies in under a minute, we've hurried our own death. The person who dies of lung cancer or a heart attack maybe wouldn't have died in the same way or at the same time if he had made different choices. So, yes, our own decisions have an undeniable impact on the manner, timing, and place of our death.
But! Our choices don't change the fact that God still knows what we're going to choose. Yeah, that blows my mind too.
Practically speaking, how does this affect your life?
Both regardless and because of the fact that God knows everything, we are to live each day for Him. After all, if He knows what's going to happen (and we don't), it might be a good idea to listen to Him. James 4:13-15 says, "Now listen, you who say, 'Today or tomorrow we will go to this or that city, spend a year there, carry on business and make money.' Why, you do not even know what will happen tomorrow. What is your life? You are a mist that appears for a little while and then vanishes. Instead, you ought to say, 'If it is the Lord's will, we will live and do this or that.'"
Make wise decisions about how you live your life and how you take care of yourself. God may know what we're going to choose, but it's still up to us to make those choices. Don't worry about the time and day of your death. It's not for us to know. Honestly, if I knew when I was going to die, I would probably be so focused on that date that I'd never get anything accomplished.
Not sure what's the best choice to make? Guess what? God does. Trust that He is in control and ask Him. He wants to help you!
Yes, Gods does know when you will die. After all, He's God, and He knows everything (1 John 3:20). But that doesn't mean He's going to tell you.


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It's gorgeous.Falls neat tailoring and is beautiful shiny. Festive strech dress!
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