CODING TEXT USING MICROSOFT WORDCODING TEXT USING MICROSOFT WORD

CODING TEXT USING MICROSOFT WORD
CODING TEXT USING MICROSOFT WORD
Not all data that you will be using in your analysis will be
numeric in nature. Some of it will be textual data. And so what I
would like to show you in this video is how to use microsoft
Word to code textual data. You might use this if you were
coding transcripts. It could also be used to code a paper that
you were reviewing or a book, or really any kind of textual
information. And by coding, what I'm referring to is the act of
going through a text document, looking for snippets of text that
are relevant to the research you're doing and assigning them a
code of your choosing some term that will help you to identify
that text later. In the case of what we're doing here, I am going
to show you a transcript that Oxford University has posted on
the web of a student that they interviewed. And for purposes of
this demonstration, I am interested in her biographical
information. And so I'm going to be coding primarily for
anything she tells us about her biography. So the first thing I'm
going to do is I'm going to double-click on our coding Microsoft
Word template. This is a Macro Enabled template. The way I
have my security settings set up in Microsoft Word, it warns me
anytime that I tried to open a document where macros are
allowed. Macros are small computer programs that are imbedded
within Microsoft Word, Microsoft Excel documents. These
programs can be used for nefarious purposes, like infecting your
computer with the virus. And so some workplaces will have the
settings by default in Microsoft Word sets so that you cannot
open a document that contains a macro. However, macros often
contain programs that are very helpful, such as the one we're
going to use today. The important thing is before you actually
open and run a macro on your computer, you need to consider
where you got it from. Do you trust the source or do you have

the knowledge of how to write macros that would allow you to
evaluate the program and make sure that it is not doing
something you don't want it to do, such as infect your computer
with the virus. In this case, I have reviewed this macro and
actually have made some changes to it. As I do know that it is a
safe macros, I'm going to enable it. If for some reason you were
in a school setting where macros were disabled by default, you
can click on the File tab, go to Options on the Trust Center.
Down here at the bottom, you can click Trust Center Settings
and here will be your options for macros. I do not recommend
disable without notification because that will just never allow
you to open one and will never tell you why. So I always use
disable with notification, which gives you the option of
enabling it. I don't recommend enable all macros either because
this never gives you a warning. And any macro that you might
run across with load and run without your permission. So to me,
this is the most useful setting because it gives you the choice,
but doesn't just do it automatically. So you click that one and
you click Okay, and Okay again, and it'll bring you back to the
document. Returning to our example, we have a transcript from
Oxford University and we want to code this. This is a PDF file.
It could also be another Microsoft Word document. It could be a
text document that contained absolutely no formatting of any
kind. If you press Ctrl A, it will highlight the entire text. And
then if you do Control C, that will copy the text. I could just as
easily have right-clicked on the document, click and select it
all, and then right-click again and done copy. Either one would
work. Then go back to our document and go to Paste. I prefer
paste special paste text only because this will get rid of any
special formatting that might have been in the PDF file. And it
will look a lot better and be a lot easier to work with. Okay,
Again, we're interested primarily in how we can look for the
biography of this woman. So as we go through the text, we will
see that she's lived her whole life and Australia with her
parents. So if you highlight that and go to the Review tab and
say new comment. And I'm going to give this a code of bio.

This is a code completely of my choosing. Codes should be
meaningful to you because you're the one that's going to be
using them. So bio is just a way of categorizing the texts that
we're looking at. She was born in Tasmania. Again, that's a bio.
But let's say that I was also interested in recording information
about her birth. I can highlight this again, create a second
comment and call it birth. But you want to make sure that you
only put one category in each comment. So you do not want to
put bio and birth in the same comment. You want the code them
separately. And as we continue to scroll down, we're going to
see that she went to school in Japan. And so we will code this
one with bio as well. But I'm going to also code this for
schooling. Finally, we will notice as we go through this that she
went to school in Tokyo. Okay. This is just a very short
example. You will note that so far I have put in three codes,
bio, schooling and birth. And what I would like to do is pull
those out into a separate document. So if we go to the View tab,
go to Macros, few macros. And it's going to show us by default
all of the macros in the system. So if we save this before we go
to that, and we say here's our transcript. And then we go to
View Macros. It will show us the macro that is associated with
our transcript document. And if we simply run this macro, it
will say, do you want to extract all comments to a new
document? Yes, we do. And it will create for us a document of
new document. Notice it no longer has transcript at the top. It
has document to that contains the page and line number where
the text appears. The text itself, the code, the person who coded
the text, and the date that it was done. We can then save this. If
we want to coded text and we have it in a separate file, you'll
notice that it gives you the location, the page, and the line
number. If we go back over to the transcript, the line numbers
aren't necessarily there. If you go to Page Layout, you will see
under Page Setup an option for line numbers. And if you go to
restart each page, it will actually put in a line number for you.
So now, if we go to our coded text, we will see that on page
two, line 6, we should see that this person lived their whole life

in that city with their parents in Tasmania. So page to line 6.
We go back to the transcript. We go to page two, lines six. And
you can see, I lived here my whole life with my parents. And
it's the starting line number because this carried over onto line
7, but it gives you the starting position on page two. And so you
can actually find that particular piece of coded text in context.
This also gives you the code that you used. And again, the
coder, if two or three people were working on coding this
document, each might see something different. You might want
to go back and be able to discuss it with that person. And so it
tells you who the coder is and the date that you did it. This puts
it into a Word document for you, which is often fine. But let's
say that you wanted to do something more elaborate with this.
You'll see that this table has a little icon in the top left corner.
If you right-click on that, it will select the entire table and give
you the option to copy it. You then can go to Microsoft Excel
and you can paste it. And this will paste your Microsoft Word
documents table into Excel. If you highlight this by clicking the
arrow in the top corner, stretch your, your rows and your
columns out a little bit. Then come back and double-click on
these lines. It will automatically adjust each column and row 2,
the width of the text that's in those lines. And so it makes a
little more readable. We don't have much here to really worry
with. But if we were coding a large quantity of text, maybe
from several documents, then this could be a really useful thing
to do. Because now we can actually go in and on the Data tab in
Excel. We can use Excel's filter command to actually go
through and say we only want to look at the bio. And it will
filter out our text, just bio. Another thing we could do is we can
actually sort on the code. And it will group them all so that all
of my bio codes are together. This is fine for small -scale
research, like you might do in a class, or even a small project
that a researcher might do. I do not recommend this for large-
scale research. Things such as noticed an atlas TI are programs
that are available commercially that do a much better job of this
for large research projects. And so I only encourage this for

smaller projects. But for most of the things that you're going to
do in a graduate class, this is probably perfectly adequate.
QUALITATIVE DATA ANALYSIS-CODING & DEVELOPING
THEMES
QUALITATIVE DATA ANALYSIS-CODING & DEVELOPING
THEMES
Coding should really only be done when the researcher is fully
familiar with the data that he or she has gathered. But coding is
actually quite straightforward in that it's about labeling sections
or passages of text with a code word or code words. Encoding is
about identifying within the text. Interesting or salient features
of the data relate to the research questions or research
objectives. Now coating can be done at a fairly basic level, what
we call a manifest level, whereby you are looking at the words
that are in front of you and coding based on the words that are,
have been transcribed, for example. More latent level coding is
why researchers are using their own judgments. And I'm views
and perhaps reading between the lines of what's been said
within the data. Now that is obviously a more complex process
than simply coding. At a manifest level. That should
practicalities of coding is really from my experience, is using
highlighter pens, colored pens, and post-it notes. It's actually a
very tactile experience and it's about getting more and more
familiar with the data that's in front of view. The idea is to go
through the entire datasets and code that material. And you can
have multiple codes for the same segment of text as you'll see
from the next example. This is a practical example of coding.
This is come from my data. Now, the actual content of what's in
front is irrelevant. Rather, I want to show you what coding
looks like in reality. So this is an extract from a transcript as
part of one of my research studies. Now the process of coding,
as I've mentioned, is about highlighting interesting or salient
features of the data and providing that data with a code. So you

can see here where I've highlighted parts of the texts that are of
interest to my research questions. And on the right-hand side in
the margin, I provided a code that represents features or
meaning within that text. So this is what you're coding process
should look like. Shove a long list of, of codes down the right-
hand side of your transcript that relate to particular segments or
passages of text within your transcript. The actual code that you
use, I'd suggest keep them brief and succinct. So for example, I
have here a code that's called low sickness, right? And you can
see how that relates to the passage of text that's been
highlighted. So try and keep your code's relatively short and
succinct because that will help as you move through the
qualitative data analysis process. You should now see in front
of you a long list of codes that relate to the data that you've
collected is about refocusing and refining your analysis by
sorting your codes into some sort of order, onto some sort of
grouping. So it's about thinking how your codes can be merged
together and combine to form an overarching thematic category.
So here's an example, again from my own research about how I
derived the theme banger. Now, this related to some research
that I did in prison. And bang opposite term that relates to
prisoners being locked up in prison cell. Now the famed bang up
with derived from the initial coding process, which you can see
here on the left-hand side. So within the codes that I derived,
there were a number that related to the process of prisoners
being locked up in that prison cell. And you can see that been
locked up time slowing down in the prison cell, worrying whilst
in the prison cell, boredom in the prison cell. All of those
clearly relate to being locked up and banged up. So I felt that as
a result of those codes, I could group them together into this
overall thematic category, which was called Bangla, which was
really describing the loss of control that prisoners had washed
them in a prison cell. So just to clarify, the initial coding
process, derive the number of codes related to the experience of
being locked in a prison cell. I then went through a process of
grouping together those codes, which are similar in nature and

derived a theme bandgap, which encapsulated. All of those
codes. So if you can imagine the process of grouping together
codes to create broad thematic categories, you can then start to
consider how those themes themselves my interrelate and how
themes may have different levels of hierarchies. So another way
to think about themes and how they interlink and perhaps gray
hierarchies and odors of thematic categories is to look at what
jennifer, I tried Sterling cause thematic networks. Now I tried
Sterling refers to basic themes, organizing themes and global
themes. And again, I've used my data to try to illustrate what
that looks like. So you remember the theme that was developed
early in this presentation called backup and how that relates to
prisoners been behind the prison cell and feeling kind of lack of
control. Within my data. There were the themes that relate it to
the sense of prisoners losing control. I won't go into detail
about each of these themes. But as an example, prisoners felt as
though they were being treated as children. And that had a very
disempowering effect. So I created a thing called feeling
infantilized. Now these themes are that tried Sterling calls and
basic themes have something in common which I felt was the
process of losing control. Now, losing control is what jennifer, I
tried Sterling cause an organizing theme. So the organizing
theme links together the basic themes. You can take this a step
further and think about global themes and how they also
interlink with organizing themes. So for my data, you can say I
had several organizing themes that interlinked to create one
global theme, which in this instance was called control. So
thematic network may look something like this. Now again, this
was for my own research and constituted a lot of qualitative
data. But you can see how basic themes, organizing themes and
the central global thing, interlink and relate. And that's the
purpose of the thematic network to show those
interrelationships between thematic areas. I think it's useful to
share. What I see is some potential pitfalls that new researches
experimented with. Qualitative research often face. The first
one, which I see quite a lot, especially in student work, is

endless quotations that I use. Pose, thematic idea. Now, simply
listing quotes, undress. Somatic heading is not thematic
analysis. Thematic analysis, of course, uses quotations to
support the interpretation of the researcher. In my view, they
should be used very sparingly. And instead, there should be
more of an analytical commentary on the things that the
research has developed. The second I'd make is that the data
collection questions that you may use from interviews and focus
groups are not themes, they are just questions. So the process of
moving beyond simply the raw data that is gathered through the
interview and a focus group to create thematic categories does
take a lot of work. And often I see students trying to cut the
corners of qualitative data analysis by simply using the data
collection questions as heading for which they then discuss the
answers to those questions. That's a very poor presentation of
qualitative data analysis. The final point is that your analysis
must be grounded in the original dataset. So you must be
absolutely confident that the themes and ideas that you develop
can be linked back to the original raw data. And that's really
important because it shows a level of trustworthiness in the way
that the data has been analyzed.
FUNDAMENTALS OF QUALITATIVE RESEARCH
METHODS: INTERVIEWS
This module explores a major qualitative study design in-depth
interviews. Just to remind us an overview of the modules, our
goal is to enhance our capacity to conceptualize, design, and
conduct qualitative research in the health sciences. There are
six modules in the series. The first is what is qualitative
research? The second focuses on developing an effective
qualitative research question. The third, fourth address major
qualitative study designs, interviews, and focus groups. The
fifth module is an overview of the qualitative data analysis
principles and practices. And the last address is scientific rigor
in qualitative research. This module examines in-depth
interviews as a tool and qualitative study design. So there are a

number of qualitative study designs from various traditions.
Approaches include in-depth interviews. Or the purpose of them
is to explore individual experiences and perceptions in rich
detail. The second major approach is focus groups. These
generate unique insights into shared experiences and social
norms through group discussion, we'll address those in the next
module. Observations can be participant observations are non
participant observations where we're learning about behaviors
and interactions in natural settings. We're studying the cultural
aspects of a setting or a particular context. And the last major
qualitative study design is document review. This is the purpose
of these studies and this method is to identify patterns of
communication, describing characteristics of organizations or
processes based on in-depth and systematic review of
documents related to the program or policy of interest. In this
module, we'll examine in depth interviews. I like this phrase by
Lofland. I think it characterizes really the essence of with an in-
depth interview is, and that is a guided conversation. So this
image helps us understand that in an in-depth interview, we may
not always know the path that the interview is going to take.
And in fact, that's a strength of the method. At the same time as
the interviewer, we need to keep offense or some jersey barriers
along the edge of the interview so that the respondent doesn't
veer off in a direction that's really two tangential. There are a
number of ways in which in-depth interviews can illuminate
various focal topics. And so we can think about using them.
Again when we're interested in understanding individual
perspectives and experiences. When we're addressing sensitive
topics, it may be that our question of interest has some
particular stigma to it, or for some reason maybe sensitive. And
we may find that the intimacy and trust and rapport that can be
established in an in-depth interview as an asset in addressing a
sensitive topic. We can also use in-depth interviews when there
are concerns about fear of reprisal. So for instance, our team
has done work in looking at different innovative models of care
for frail older adults who are on Medicaid, then getting their

services through a Medicaid program. And you might imagine
that speaking, I say in a focus group setting, might, might be
anxiety provoking for the clients and those individuals
receiving those services. And so the, again, privacy of an in-
depth interview might help address concerns about fear of
reprisal. And we can think about interviews, of course, when
structured survey approaches don't work, when the topic that
we're interested in doesn't lend itself nicely to check boxes
enforced choice options on a survey instrument. So let's talk a
little bit about sampling for interviews. The aim and it's
sampling design for an interview study is to identify key
informants. Key and formance is a term that refers to
individuals who have knowledge or experience with the
phenomenon of interest and they're willing to speak about it.
The goal and the sampling approach is breadth. Attaining a
broad range of perspectives, a whole across a spectrum. It's not
representativeness. So we're not concerned with taking a
random sample. Every fifth person on administrative claims list.
The size, the sample size varies depending on the complexity of
inquiry and it can't be decided in advance. The sample size in
qualitative studies and an in-depth interviews in particular, is
determined by the principle of theoretical saturation.
Theoretical saturation is the point at which no new concepts
emerge from the data. And so as we're collecting data, we're
hearing no new ideas that emerged from, from that
conversation. And then we know that the sample is complete. So
it is not possible to identify a sample size in advance. Few
minutes on data collection, what does an interview guide look
like? We think of an interview guide as a framework for the
interviewer. It's not a structured script etch didn't tablet that
must be followed in a standard way every time. But rather a
framework for the interviewer to use in facilitating the
conversation. Interview guides contain a list of main questions
and then probes. So specific probes that help the individual
understand the intent of the question. Questions are open and
non-directive. This harkens back to the principle of qualitative

methods being exploratory in nature, non-directional. The
interviewer may diverged to pursue an emergent idea in detail.
So if we think of that path through the marsh, the interview was
encouraged to diverge or move away from the interview guide
in order to follow a lead that the respondent may offer up in his
or her comments. The interviewer may reword questions, drop
or add questions and change the sequence of questions. So for
those of us who are quantitatively oriented or trained, this may
feel a bit uncomfortable. You know, it's very different than a
structured standardized survey instrument in which interrater
reliability must be computed and individual interviewers must
be trained in order to administer the survey data in the same
way every time. This is really much more organic process. So
let's look at an example from the literature. This is a study our
team here at Yale did looking at top performing hospitals and
care of patients who have heart attacks. And we were interested
in understanding what the most successful hospitals were doing
in order to have better outcomes in their care for patients with
heart attacks. And so the design was to include high performing
hospitals and low-performing hospitals. Hospitals that did well
and not so well on their outcomes for patients with heart
attacks. And to go to those hospitals and have in-depth
interviews with the key and formance at each hospital. And key
informants you remember are people who are close to the
phenomenon of interest. So in this instance, it was the key staff
in these hospitals who were most directly involved care of
patients with heart attacks. So we'll look at the interview guide
from this study. So this is the first question and there's a series
of questions and we'll review the question itself and then reflect
a bit on the purpose of each question. So this is the opening
question to the interview guide. You can see very broad. Let's
start by having you describe what you do here. The purpose of
this question is to provide a comfortable nonthreatening way
into the interview. We also can locate the person in the
organization from his or her own perspective. They're
describing to you what, what they do within that organization.

And we can also gain a sense of their role in the larger process
of providing care to patients with AMI. So it's really very
helpful opening question to both set the stage and to give the
interviewer some sense of, of the respondent. So second
question, what happens to a patient with AMI, Who comes here?
Can you walk me through that process? The purpose of this
question is to elicit a description of the hospital processes for
AMI care. So we're starting to get to the specific area of
interest. We want to know what's happening within that
hospital, within the hospital walls as they're caring for patients
with AMI. And so they'll begin to describe that process to us.
This question also gives the interviewer the opportunity to
explore a broad range of factors that the interviewee considers
relevant to AMI patient care in this setting, meaning we're
turning it over to the respondent. What happens to the patient.
And can you walk me through that process as they're describing
elements of the process, the interviewer then has the
opportunity to explore, to listen carefully and diverge or
explore a specific comment or reflection offered by the
respondent. Third question in this guide half, there have been
efforts to improve the care of patients with AMI here, again,
very broad and open. The purpose of this question is to explore
the hospital quality improvement efforts broadly conceived,
alright, so this doesn't script to the individual and encourage the
individual responded to talk only about formal quality
improvement initiatives, for instance. But rather wide open
door. There might be follow-up probes that we could ask ask the
respondent starts speaking. We might want to know, well, what
got that started? How does the organization recognize problems
or opportunities? Can you describe things that needed ironing
out along the way? These kinds of probes can be used to
encourage the respondent to keep following a path of
commentary. Next question focuses on post hospital discharge.
And the question, again, very broad. Now let's hear about what
happens to the patient after they leave the hospital. Who do they
see? And how does that work? Again, you see how openness is.

Here we're encouraging respondents to talk about all aspects of
discharge for AMI patients. So what happens to them when they
leave the hospital? The things that happened within the hospital
and in various post discharge settings. Here this last question,
has the process always work this way? And if it's changed, can
you tell me about when that happened and how it went? For the
purpose of this question is trying to get a sense for the
dynamics with you within the institution. How well change is
received and initiated, and what kinds of things they do within
the organization in terms of processes for implementing
improvements there. So let's review together some basic types
of probes that the interviewer can use during the conversation in
order to elicit more information or to get clarification from the
respondent. Then there are range of these techniques available
to interviewers. From being silent, being quiet, Eating slowly
and listening and just encouraging through to asking various
kinds of questions, clarification questions. Now you said the
word x. Can you describe what you meant by that? And these
probes should be used at the discretion of the interviewer in
order to generate richer detail from the respondent as it's
appropriate. So conducting interview, what is it like when you
get out in the field? You've got your interview guide and you're
ready to begin collecting data. So beginning the interview, good
rapport is imperative. Clearly you're sitting in a one-on-one
interaction. You're going to be asking the respondent about
topic that likely has great meaning for him or her. And you're
there as the researcher. Establishing rapport happens in the very
first few moments of interaction. And so attention to rapport is
really imperative. Participants will only talk candidly if they
feel comfortable in the space where, where they are. If they
trust the interviewer, they feel that the interviewer is from a
legitimate organization, that they're genuinely interested in
what the respondent has to say. They'll protect, provide
confidentiality, and that the interviewer is there really to listen
to them and not to judge them. So careful attention to all of
these dynamics in the very first seconds of the interaction is

really, really very important without good rapport or with some
tension in the, in the dynamic or some discomfort on part of the
interviewer. It's not likely that they will in fact share the degree
of information that you're hoping for. So I want to review a
play, some audio tape to give you an illustration of what a live
interviewer interview sounds like. And this is an excerpt from
an interview, the very beginning, the opening of an interview,
where the interviewer is introducing the study and its goals to
the respondent. So let's listen. I'm here today. Basically, they
tried to me a lot of people to talk about the kind of care that's
provided for MI patients. And we're coming because we're
trying to understand the differences between places that achieve
different levels of performance. And I'm really glad a meeting
with you because actually interventional pillow would have a
pretty good idea what the reality is. I want to tell you that the
way we're organized as I'm recording because it keeps me so I
can actually talk to you instead of having to take notes. We
transcribe this. We then go through them and try to bring out
themes and go, we can learn from what's going on. We don't
ever identify the person if you said things and even to the point
that we don't identify the site, if we ever use it, we mostly use
information to help put together a picture about what's going
on. But I want to assure you that your name will never be
associated with this. And we do this because we want people to
be candidate. It's important for people to be honest, otherwise,
we're not going to learn anything. And you can imagine I was
talking to a yellow chair of medicine. He wants to know if he
says anything candidly that it's not going to be links. And so we
take very seriously our responsibility to protect the identities
and so forth. Okay. So what did you hear there? Number of
things that the interviewer was doing in those very first
moments of the interaction. In order to encourage the
respondent to feel comfortable in the space, to be clear about
why the participant was chosen, and to describe the procedures
and the privacy issues related to, related to the study. So let's
listen to one more excerpt from an interview. In this exchange,

you'll hear three voices. There's the respondent, there's a
primary interviewer, and there's a secondary interviewer, a male
voice, who's being trained to do qualitative data collection. He's
a cardiologist who was on our team and had not done qualitative
interviewing before. And so we paired him with a senior
researcher on our team. So you'll hear the dialogue between the
three of them. So let's listen. She pluses and minuses to this.
Am I keeping within 90 minutes? It's been quite a challenge. I
mean, you have the same protocol and your institution how a
union he's wearing his researcher had today. Then I will take to
assemble. We can maybe talk offline email, but what do very
well. So what did you hear in that exchange? A few things were
going on. You heard the respondent answering a question, but
first, initiating a question to the interviewer, how are things
going at your institution? And you hear the senior researcher
interrupting to say he's wearing is researcher hat today. This
redirecting is really very critical in our work. We often have
research interviewers out in the field to also have clinical
expertise. And so they may have a clinical hat or an
administrator hat as well as the researcher hat. And in the
context of the interview, it's very important to sort of have your
researcher lens on and to be sure that the respondent sees you in
that way. The second thing that happened in that exchange was
the male interviewer offers to answer the questions later. This is
really very important. When a respondent asks a question and
you don't want to be perceived as being invasive or, or non-
responsive. And so offering to address questions after the
interview lets the respondent know that you're, you're willing to
to be candid and have that exchange, but later in the
conversation. And then focusing at the topic at hand saying, you
know, we're mindful of your time. We've got limited time here.
This shows respect for the interviewer and also puts bounds
around the interview. So in that brief exchange, they
accomplished a few different things. So several things we want
to avoid when we're doing qualitative data collection through
interview techniques. The first is influencing respondents by

asking leading questions or conveying one's own view. This
seems obvious, maybe and very straightforward. It's much more
difficult in practice because we may have leading questions or
convey our view implicitly or explicitly through our
interactions with the respondent. And so we want always to be
thinking about very broad, wide open, non-judgmental kinds of
questions, encouraging the responded to both the positive and
negative sorts of statements. And so we want to hear all of the
things that are going well. We also want to hear some of the
things that are not going so well. So inviting the respondent to
provide a balanced view. Moving too quickly from one topic to
the next. This is very tricky and the only way to really master a
sensitivity to this is to, is to do interviews. But the interviewer
is in a tricky spot where you want to leave enough time for the
respondent to express fully their thoughts. And sometimes
people need to pause a moment. And so you don't want to
truncate a line of commentary prematurely. At the same time,
you don't want them to sort of linger too long. And so the
tendency maybe for the interviewer to simply jump to the next
topic and we want to be mindful of that potential lost
opportunities. Don't want to interrupt the informant. Here's
sometimes we do in our own excitement, maybe speak over or
asked a probing question or come right back on top of a
comment because we're in the momentum of the interview and
we're starting to get excited. So we need to exercise a size,
some restraint not to interrupt the informant. Tips for a good
interview where there were some things that you can do that
will ensure a positive interaction and yield very rich narrative
data. First, knowing your interview guide and the potential
probes, well, this is really very critical. And the interview
guides, this is one reason. It's useful if they're simply five to
seven broad questions. After doing a couple of interviews, those
will be embedded in your mind. It's not very good for an
interaction if the interviewer is looking down, reading our
paper, sort of stumbling or feeling forced. Really critical part of
this is knowing the the informed consent statements that you're

very comfortable and casual in your communication of the
introduction, the purpose of the study and confidentiality
assurances so that the interview feels like a comfortable
interaction from the beginning. Rehearse that introduction.
Beware of power differentials in the room. This happens when
we send large teams of people with various credentials,
background, expertise to the field, there are always power
differentials that underlie these dynamics and being aware of
those insensitive. Those can be really very important to creating
a safe space for open dialogue. Put on your qualitative
researcher hat. So again, don't bring the kind of clinical
knowledge or programmatic knowledge or policy knowledge to
the table. But rather, you're open, inquisitive, non-judgmental
researcher hat, and be sure that the respondent perceives you in
that role, speaking judiciously. So being careful with those
probes, while it's helpful to have those potential probes, content
probe. So the stylistic probes we reviewed, briefly, it's
important to speak judiciously not to use those very, very freely
because that has the strong potential to lead the respondent in a
specific direction. And then lastly, be comfortable with silence.
And so pause. Listen. Let the respond and compose themselves,
bring their thoughts to order, and then speak again. And so him
being comfortable with silence. The 7 second pause is
something that I think all of us struggle with. I know that I do,
but it's very important in an interview dynamic.
DATA CODING
process used in data analysis to develop codes from the
collected data. And quantitative research. The data is either
obtained from various documents, observations, interviews, or
questionnaires. The purpose of data coding is to bring out the
essence and meaning of the data collected by the researcher.
Decoding. This process should only be attempted or gun when
the researchers fully familiar with the data he or she has
collected. Coding is about labeling section of the texts. There
can be multiple codes for the segment of the data. Codes are

used to identifying interesting points or features in the data.
Coding and organizing literature. Every researcher code their
work in different ways. According to Ryan Bell and hardly,
coding is the starting point for most forms of qualitative data
analysis. Steps to consider. For data coding. Hold your data as
soon as possible. This will enhance your understanding of the
data as well as with theoretical standpoint. Further, this process
will alleviate cluster and the feeling of being swamped by
collected data. You should start by reading, reading again, and
then read again. And then coax suggested that the first time you
read thoroughly and tried to make sense of the texts. This also
applies to any audio or visual effects. The second time you look
at the texts, I start to highlight what seems to be essential
themes or pattern annotate alongside to indicate why you think
these themes are patterns are important. The third time, read
and check your annotations and highlights. And actually soil.
Have you missed anything? Do you, do your justification makes
sense? What linkages do you begin to see in your code? Review
your codes as it relates to the transcript. For connection with
total the codes. Is there evidence where participants believe that
one code or one thing tends to associate with are caused by
something else here. So hold those convection. Consider more
general, their general theoretical ideas in relation to the code
that outline the connection between concepts and theories you
are creating. Develop the linkage. We're making a revert to the
data for confirmation. Any information that slices the data
should be coded in different ways. Keep coded in perspective
and do not equate it with analysis, annotated alongside to
indicate the significance of the code. Keep in mind, each code
needs to be identified by its location in the transcript. Each
code will be considered as to whether it links to another code.
And each code should also be compared to other documents.
Texts, you're looking to ensure that each time you see the same
word or phrases, they are all assign the same code. There are a
number of issues with coding that might raise their heads and
that integrating might make apparent. These include the fact

that no two researcher would ever called precisely the fight, is
because coding is mainly subjective and based on a person's
worldview, just as no one knowledge will be exactly the same as
another or anyone else. Their understanding knowledge are also
diverse. There's also the issue of time. It takes time to complete
a research project. And over time, the researcher's
understanding, knowledge and data may change. Thus coating
may also change. This is the reason for each code given at the
time of coding must be kept up to date so they can be checked
against the new codes. Coding software. There are different
types of software that can help if you prefer not to code by
hand. One of the most well-known software for coding is
NVivo. It is a software that support mixed methods as well as
qualitative research. You can use it to analyze interviews and
focus groups, audios, and some survey work, as well as social
media and videos, such as YouTube. And Vivo, handles many
types of that. Including word, PDFs, pictures that a tables,
spreadsheets, audio files, video, including new to social media
data, and webpages. It can interchange data with other
application such as Word, Excel, SPSS, Survey Monkey, and
note, an Evernote. It also handle several languages as well as
English, French, German, Spanish, Portuguese, simplified
Chinese, and has a separate Japanese interface. Your
conclusions, query results, models, and charts can also be
exported or simply copy and paste into reports and
presentations. Quoting quantitative data. Though it might seem
easy to do, do not under estimate the rigor that is embedded in
this process. Remember to code as soon as you ascertain the
transcribed data. This will alleviate much criticism, such as the
possibility of losing context of what is said by your participant
or fragmented data through your narrative. The coding process
is of great significance to qualitative research. As it sets the
stage for data analysis.

Governor Sarah Palin Endorses Ted Cruz for U.S.
Senate
Publication info: Targeted News Service ; Washington, D.C.
[Washington, D.C]. 10 May 2012.
ProQuest document link
FULL TEXT
Sen.-elect Ted Cruz, R-Texas, issued the following news
release:
Just four days before the start of early voting in the Texas
Senate primary, the Ted Cruz campaign announced the
endorsement of Governor Sarah Palin and her husband Todd
Palin.
In response to a letter from Ted Cruz, Governor Sarah Palin
wrote: "We're proud to join conservatives in Texas and
throughout the nation in supporting your campaign to become
the next Senator from the Lone Star State."
"Your conservative principles, passionate defense of our
Constitution and our free market system come at a time

when these cornerstones of our freedom and prosperity are
under attack," Governor Palin added. "Our shared goal
isn't just to change the majority in control of the Senate, but to
assure principled conservatives like you are there to
fight for us."
Ted Cruz responded, "Governor Palin has been an inspiration to
conservatives across Texas and across the Nation.
She is principled and passionate and never afraid to speak truth
to establishment power. I am humbled and
honored to have Governor Palin's support as we fight to restore
fiscal sanity to the circus that is Washington. With
Governor Palin's support, and the support of tens of thousands
of conservatives from all across Texas, we will turn
our country around, rein in out-of-control spending and debt in
Washington, and restore the Constitution."
To date, the Cruz campaign has received donations from over
19,000 individuals, from over 843 Texas cities, 225
Texas counties, and all 50 States. The average donation is under
$200.
In addition, the campaign has earned endorsements from many
of the top conservative leaders in Texas and
nationally, including: Tea Party Express, Senator Jim DeMint,

Senator Rand Paul, Dr. James Dobson, Cathie Adams,
George P. Bush, Gun Owners of America, Family Research
Council Action PAC, FreedomWorks, Texas Home
School Coalition PAC, Kelly Shackelford, David Barton, Peggy
Venable, Young Conservatives of Texas, over 200
Texas Republican women leaders, and many more.
TNS MJ88-121119-4112825 StaffFurigay
DETAILS
People: Cruz, Ted
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LINKS
Get It At Liberty
Terms and Conditions Contact ProQuest

Publication title: Targeted News Service; Washington, D.C.
Publication year: 2012
Publication date: May 10, 2012
Dateline: AUSTIN, Texas
Publisher: Targeted News Service
Place of publication: Washington, D.C.
Country of publication: United States, Washington, D.C.
Publication subject: Public Administration
Source type: Wire Feed
Language of publication: English
Document type: WIRE FEED
ProQuest document ID: 1169215929
Document URL: htt
ps://go.openathens.net/redirector/liberty.edu?url=https://www.p
roquest.com/wire-
feeds/governor-sarah-palin-endorses-ted-cruz-u-s-
senate/docview/1169215929/se-
2?accountid=12085
Copyright: Copyright © Targeted News Service. All Rights

Reserved.
Last updated: 2021-01-14
Database: ProQuest Central
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1LIBU_INST:Services??url_ver=Z39.88-
2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&
sid=ProQ:ProQ:pqrl&atitle=Governor%20Sarah%20Palin%20En
dorses%20Ted%20Cruz%20for%20U.S.%20Senate&title=Target
ed%20News%20Service&issn=&date=2012-05-
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http://about.proquest.com/go/pqissupportcontactGovernor Sarah
Palin Endorses Ted Cruz for U.S. Senate
Criteria Ratings Points
Focus and
Purpose
20 to >18.0 pts
Advanced
Engaging and full
development of a clear
description appropriate to
coding.
18 to >16.0 pts

Proficient
Competent and
well-developed codes;
codes represent sound
and adequate
understanding of the
assigned topic.
16 to >0.0 pts
Developing
Mostly simplistic and
unfocused ideas; little or
no sense of purpose or
control of the coding.
0 pts
Not
Present
20 pts
Codes
(Ideas),
Support and
Development
(Evidence)
20 to >18.0 pts
Advanced
Consistent evidence with

originality and depth of the
codes; codes work together
as a unified whole; main
points are sufficiently
supported (with evidence);
support is valid and specific.
Citations from the Learn
material from the assigned
module are appropriate and
thoughtful.
18 to >16.0 pts
Proficient
Codes (ideas)
supported sufficiently;
support is sound, valid,
and logical. Citations
from the Learn material
from the assigned
module are adequate.
16 to >0.0 pts
Developing
Insufficient, non-specific,
and/or irrelevant support.
Citations from the Learn
material from the
assigned module are
lacking.
0 pts

Not
Present
20 pts
Organization 13 to >12.0 pts
Advanced
Organization is sequential
and appropriate to
assignment; sections are well
developed and appropriately
divided. Ideas linked with
smooth and effective and
effective transitions.
12 to >10.0 pts
Proficient
Competent organization,
without sophistication.
Competent paragraph
structure; lacking in
effective transitions.
10 to >0.0 pts
Developing
Organization, while
attempted, was
unsuccessful.
Paragraphs were simple
and disconnected. No

evident transitions or
planned sequence.
0 pts
Not
Present
13 pts
Mechanics
and
Presentation
12 to >11.0 pts
Advanced
Assignment is virtually free of
punctuation, spelling,
capitalization errors;
appropriate APA format and
presentation for assignment.
Each sentence structured
effectively, powerfully; rich,
well-chosen variety of
sentence styles and length.
11 to >9.0 pts
Proficient
Assignment contains
only occasional
and/or capitalization

errors. Few APA
formatting errors. Most
errors likely careless.
Effective and varied
sentences; errors (if
any) due to lack of
careful proofreading;
syntax.
9 to >0.0 pts
Developing
Assignment contains
many errors of
and/or capitalization.
Errors interfere with
meaning in places. APA
formatting incorrect in
most places. Sentence
shows errors of structure;
little or no variety; no
grasp of sentence flow.
0 pts
Not
Present
12 pts
Coding Qualitative Data Grading Rubric |
CJUS750_B02_202240

Criteria Ratings Points
Page Length 10 to >9.0 pts
Advanced
3-5 double-spaced pages of
content (not counting the title
page or references).
9 to >7.0 pts
Proficient
1 page more or less
than required length.
7 to >0.0 pts
Developing
More than 1 page more
or less than required
length.
0 pts
Not
Present
10 pts
Total Points: 75
Coding Qualitative Data Grading Rubric |

CJUS750_B02_202240
COUR
CJUS 750Coding Qualitative Data Assignment Instructions
DUE: by 10am Tuesday September 27,2022 NO LATE
WORK!!!!
Instructions
Return to the
Discussion Thread: Coding Qualitative Data. With
interview transcripts in hand, create a code book for interviews.
Look at the ways people coded their respective interviews. See
if there is agreement on major and minor codes. Discuss the
different kinds of stories each coding scheme might tell. Cut
and sort by major and minor codes looking for patterns,
relationships, further categorizations. Make note of analytical
findings. Hold onto these clumps of coded data for a future
exercise.
Assignment Specifics:
· Student will write 3-5 page paper.
· Citations from any of the required reading/presentations from
the assigned module.
· APA format.
· Abstract, keywords, body of the paper which include
introduction, Bible perspectives, conclusion (3-5 pages),
references
King James Bible. (1970). The Holy Bible. Camden, New
Jersey. Thomas Nelson, Inc.
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