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BCA

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1-B 2-C 3-A

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Activity 3 Research Strategies Examples in Journal Articles (3)

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case studies

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surveys

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experiments

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expriment

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Activity 1 incomplete research strategies notes(1) (1)

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Activity 1 incomplete research strategies notes(1) (1)

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Activity 2 Suggested answers for lesson 9.1

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Activity 2 Suggested answers for lesson 9.1

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3.When dealing with some large groups, using Cluster sampling, he can roughly analyze the differences between these large groups and draw conclusions without going to break them down, because that would waste a lot of time, while all he wants to know is the happiness of employees in different companies.

4.Stratified sampling, because his target population is different, although all have criminal experience, but we have different criminal attributes, so the results that can be obtained will be biased, need to go to the breakdown of the work experience of each criminal reason people can get

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research 2：volunteer sampling，because it is cheap and easy，and i think the people who like playing games will more likely to participate.

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systematic sampling

Systematic sampling can avoid the substitution of subjective factors.

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Stratified Sampling

Because there are two groups to investigate, but each company has a large number of employees. And there are many different positions in each company。

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information collected is more comprehensive, but it costs more

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save time in preparation, but collect more random information

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can save money by controlling several small areas but people in the same small area tend to have the same answers

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2.Strong pertinence

3.wide range

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example answer for activity 1  lesson 9.1

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example answer for activity 1  lesson 9.1

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strategy 1: Volunteer Sampling

people volunteer themselves

cheap / easy but can be biased

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We introduced this in Section 5.11 and the issues we discuss here that impact on semi-structured and in-depth interviews are related to: • • • • • reliability/dependability; forms of bias; cultural differences; generalisability/transferability; validity/credibility.

p447

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A conscientious person is very careful. They think carefully about how their actions or words will affect others.

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Conscientious people's behavior is often driven by their personal goals, and while exhausting, this goal-oriented behavior can be highly rewarding. In addition, conscientious people may be slower to make choices.

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Brown’s addiction criteria,

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1.E 2.C 3.B 4.D 5.F 6.A

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activities4: 1-E 2-C 3-B 4-D 5-F 6-A

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1.the relationship between distance learning and student mental wellbeing
investigated barriers and enablers to mental wellbeing and study success that students experienced in distance learning.
2. Sixteen distance learning students and five tutors were interviewed using narrative enquiry
3.. Taken together, cultivating environments and communities that are supportive of mental health and wellbeing is crucial

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1. Topic: Different smartphone usages affect people's life in many ways, to relate on mental and psychopathology problems.
He wants to find out:
Two specific smartphone usage types ( process use and social use ) for associations with depression and anxiety;and in accounting for relationships between anxiety/depression and problematic smartphone use.

2. questionnaires

3. Taken together, cultivating environments and communities that are supportive of mental health and wellbeing is crucial

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1.topic :The role of accommodation environments in student mental health and wellbeing . To explore the role of accommodation environments in first year student mental health and wellbeing.
2.interviews
3.. Taken together, cultivating environments and communities that are supportive of mental health and wellbeing is crucial

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1. ARC is an activity that discuss ideas with others after reading journal articals.
2. 3-4
3. 4, week8,9,19
4.mock: week11&12
5.find, read, and take notes on an academic journal article based on an agreed topic and including one data collection technique focused on in class
7.20min,Summary,Contextual References, Making Connections, Listener Engagement, Group Discussion Question

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1. Small group discussions about academic journal articles you have read。
2.3-4 people, Each group member will find, read and take notes on an academic journal article based on an agreed topic and including one data collection technique focused on in class.
3. four;Weeks 8, 9 & 10
4.Week 11 or 12
5.group member will find, read and take notes on an academic journal article based on an agreed topic。
6.discussion topic should be connected to an issue / idea / concept that you are currently studying in a subject-based module
7. 20 minutes 1.Summary2.Contextual References3.Making Connections4.Listener Engagement*5.Group Discussion Question

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1.small group to dicuss academic jounal article
2. 3-4 students in a group
3.4 disscusions
4. 40%
6. Summary ,Contextual References, Making Connections
listener Engagement* adnd Group Discussion Question
7.20mins

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6.3 Pre-class learning 1_ What are ARCs_

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Activity 3 Summary table_ content analysis _ discourse analysis (2)

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Activity 3 Summary table_ content analysis _ discourse analysis (2)

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Activity 3 Summary table_ content analysis _ discourse analysis (2)

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Activity 3 Summary table_ content analysis _ discourse analysis (2)

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Activity 3 Summary table_ content analysis _ discourse analysis (2)

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Activity 3 Summary table_ content analysis _ discourse analysis (2)

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Activity 3 Summary table_ content analysis _ discourse analysis (2)

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Activity 3 Summary table_ content analysis _ discourse analysis (2)

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1. the sample of different family mealtime conversations in England.
2.Data was already collected from a book (secondary).
3. Firstly, write down recorded conversation.
Secondly, add symbols to transcript.
Thirdly, looking for language patterns.

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A-content analysis
quantitative
B-discourse analysis
qualitative

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Research A:
After gaining consent to access existing Facebook photos, the researcher should find and compare profile photos of male and female British teenagers
Research B:
Use, compare and analyse existing transcripts of English family mealtime conversations
Make recordings of four family dinner conversations, and then analyse the recordings to find similarities and differences in uses of food-related language

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A-questionnaries
B-interview