Applied Qualitative Data Analysis After the Ontological Turn

In this article we demonstrate the use and usefulness of new materialism as an analytic lens in applied qualitative inquiry. Intended as a possible entry point to applied inquiry after the ontological turn, we draw on Barad’s agential realism to analyze three existing transcripts of focus groups conducted with healthcare workers, traditional birth attendants, and mothers to explore the postnatal care referral behavior of traditional birth attendants in Nigeria. We describe elements of our data analysis process including deep reading, summoning of the inquiry, delaying the inquiry, attuning to glowing data, and writing. We explore how the research phenomenon enacted agential cuts that distinguished participants (healthcare workers, traditional birth attendants, and mothers) and relayed their participation in the focus group. We show how the inclusion of the mothers’ babies and the transcripts themselves made available some understandings at the possible exclusion of others. Our Baradian, new materialist analysis shows the inextricability of interview materials (things) and language (discourse) and demonstrates that all applied research is bounded and affected by its material conditions. As a point of entry, we hope our illustration sensitizes applied qualitative researchers to how research decisions, research materials, and research cultures produce what can be known and lived within and beyond the research encounter

The introduction of the TMPG fails charge for U.S. Treasury securities

The TMPG fails charge for U.S. Treasury securities provides that a buyer of Treasury securities can claim monetary compensation from the seller if the seller fails to deliver the securities on a timely basis. The charge was introduced in May 2009 and replaced an existing market convention of simply postponing—without any explicit penalty and at an unchanged invoice price—a seller’s obligation to deliver Treasury securities if the seller fails to deliver the securities on a scheduled settlement date. This article explains how a proliferation of settlement fails following the insolvency of Lehman Brothers Holdings Inc. in September 2008 led the Treasury Market Practices Group (TMPG)—a group of market professionals committed to supporting the integrity and efficiency of the U.S. Treasury market—to promote a change in the existing market convention. The change—the introduction of the fails charge—was significant because it mitigated an important dysfunctionality in the secondary market for U.S. Treasury securities and because it stands as an example of the value of cooperation between the public and private sectors in responding to altered market conditions in a flexible, timely, and innovative fashion.Treasury bonds ; Government securities ; Clearing of securities ; Secondary markets

Teachers' Values and Expectations of Technology in Northern Territory Primary Schools

Educational outcomes are particularly poor for the 43 percent of Australia‟s Northern Territory students who are Indigenous, many of whom lag significantly behind their non-Indigenous peers (see ACARA, 2011.) The heavy investment by many NT schools in computers, interactive whiteboards and other educational technologies can be seen in part as an attempt to ameliorate their inherent disadvantage, thus equalising the learning opportunities in remote locations. Technology is a response to the need to better engage students and improve educational outcomes. This research examined motivational, pedagogical and systemic factors that affect the way technology is used in the classroom. Expectancy-value theory was used as a framework to organise and understand motivations when attempting to integrate technology into their teaching and how their expectation of the technology influenced their pedagogical goals. This research investigated what factors impact teachers‟ perceptions of ICT integration in their classes by looking at skills, practices, attitudes and ability to confidently integrate technology as a teaching tool. Data were gathered through observations of technology-based lessons and semi-structured interviews with teachers in Australia‟s Northern Territory schools. Results showed teachers placed high value on using technology for education; however, expectancy of its success was frequently diminished when teachers perceived barriers beyond their immediate control such as the lack of human resources to support the technology, and a lack of effective professional development resulting in teachers lacking confidence to successfully deliver a technology based lesson

Comience aquí, o aquí, no aquí: Introduções para repensar a política e a metodologia educativa em uma era pós-verdad

This special issue takes up urgent questions about how we education scholars might think and do policy and methodology in what has come to be known as the post-truth era. The authors in this special issue grapple with questions about the roles and responsibilities of educational researchers in an era in which research and policy have lost their moorings in T/truth. Collectively they reconceptualize educational research and policy in light of post-truths, anti-science sentiment, and the global rise of right-wing populism. At the same time we editors wonder whether post-truth is given a bad rap. Could post-truth have something productive to offer? What does post-truth open up for educational research and policy? Or, is the real issue of this special issue a collective despair of our own insignificance and obsolescence in the wake of post-truth. Whatever we editors and authors aimed to do, this special issue will not be heard by post-truth adherents and partisans. Perhaps its only contribution is encouragement to stay with the troubles of a post-truth era, even as we despair the consequences of our research and policy creations.Este número especial plantea preguntas urgentes sobre cómo los académicos de la educación pueden pensar y hacer políticas y metodologías en una era posverdad. Los autores se enfrentan a preguntas sobre los roles y responsabilidades de los investigadores educativos en un momento en que la investigación y la política han perdido sus amarres en V/verdad. En conjunto, reconceptualizan la investigación y la política educativa a la luz de las posverdades, el sentimiento anticientífico y el auge mundial del populismo de derecha. Los editores también se preguntan si a la posverdad se le da una mala reputación. ¿Podría la posverdad tener algo productivo que ofrecer? ¿Qué abre la posverdad a la investigación y la política educativa? O bien, ¿es el problema real de este número especial una desesperación colectiva de nuestra propia insignificancia y obsolescencia después de la posverdad? Independientemente de lo que nosotros (los editores y autores) pretendamos hacer, este número especial no será escuchado por los partidarios y partidarios de la posverdad. Quizás su única contribución sea un estímulo para permanecer con los problemas de una era posverdad, incluso cuando nos desesperamos por las consecuencias de nuestras investigaciones y creaciones de políticas.Esta dossiê especial levanta questões urgentes sobre como os estudiosos da educação podem pensar e fazer políticas e metodologias em uma era pós-verdade. Os autores se deparam com questões sobre os papéis e responsabilidades dos pesquisadores educacionais em um momento em que a pesquisa e a política perderam seus laços na verdade. Juntos, eles reconceitualizam a pesquisa e a política educacional à luz das verdades posteriores, do sentimento anti-científico e da ascensão mundial do populismo de direita. Os editores também se perguntam se a verdade posterior recebe uma má reputação. A pós-verdade poderia ter algo produtivo para oferecer? O que abre a verdade depois da pesquisa e da política educacional? Ou o verdadeiro problema desta questão especial é um desespero coletivo de nossa própria insignificância e obsolescência depois da verdade posterior? Independentemente do que nós (editores e autores) pretendemos fazer, esta edição especial não será ouvida pelos apoiadores e apoiadores da verdade posterior. Talvez sua única contribuição seja um incentivo para permanecer com os problemas de uma era pós-verdade, mesmo quando nos desesperamos com as conseqüências de nossa pesquisa e elaboração de políticas

Critical Resistance Analysis: Men’s Stories of Masculinity in Higher Education

This exemplar is provided by Dr Jennifer Wolgemuth, from the College of Education, University of South Florida and illustrates an approach to conducting Critical Resistance Analysis (CRA). This analysis identifies the subjects (e.g. man/woman, White/Black) people construct when they talk about who they are. A CRA examines how these subjects are constructed – the discourses that make them possible – and the extent to which they are resisted. The data in this exemplar comes from a narrative and transformative interview study conducted in 2006. The study explored how male graduate students talked about being men in their graduate programs, with particular reference to their teaching responsibilities. The dataset consists of an interview with Clark – a male graduate student in Media Studies

Giorgio Agamben and the Abandonment Paradigm: A New Form of Student Diversion in Public Higher Education

This article proposes a new paradigm to understand recent government policies that pose new barriers to student participation and divert students out of public higher education. We explain how the classic diversion paradigm, exemplified by Clark (1960) and Brint and Karabel (1989), is unable to account for this new form of student diversion. We also show how Agamben’s conceptualization of the “state of exception” and “the camp” offers a foundation for a new “abandonment paradigm” that explains the significance of policies diverting students out of public higher education and onto a threshold where their lives are increasingly uncertain and precarious

核磁気共鳴法による細胞内タンパク質の観測及び手法開発

京都大学0048新制・課程博士博士(工学)甲第19003号工博第4045号新制||工||1622(附属図書館)31954京都大学大学院工学研究科分子工学専攻(主査)教授 白川 昌宏, 教授 佐藤 啓文, 教授 梶 弘典学位規則第4条第1項該当Doctor of Philosophy (Engineering)Kyoto UniversityDGA