A500.7.3.RB_WrightKyle

According to the text quantitative research aims to answer the question of why. (Mamia) “Quantitative Research is considered to have as its main purpose the quantification of data. This allows generalizations of results from a sample to an entire population of interest and the measurement of the incidence of various views and opinions in a given sample. Yet, quantitative research is not infrequently followed by qualitative research which then aims to explore select findings further.” (Qualitative and Quantitative Research, 2015)

In other words quantitative research is the quantification or quantifying of research data. It takes the major ideas and uses mathematical and numerical data collection and analysis in the research methods to produce verifiable numbers.

For example if you are quantitatively researching poverty in the state of Texas, you need a sampling based on your parameters that provide you with actual number of people in the state of Texas that fall below some economic level, say earn less than $40,000 per year. This will give you numbers which you can then compare to total number of people within the state or even compare to other states.

It is like I am comparing why certain personnel are promoted in the Air Force, using my own experience and results, from E1 Airman Basic through E4 Senior Airman each one is promoted based on time in service and time in grade as long as they no negative quality indicators, basically it is an experience and waiting for time. Then from E5 Staff Sergeant through E7 Master Sergeant, up until the last year, the factors included time in grade, time in service, medals, performance points, and testing ability, while it is still a quantitative review and promotion there are additional factors. Then you look at E8 and E9 and while all the other factors are still considered the board is a subjective influence which I would call qualitative, because it involves individuals reviewing your records to see how you have performed and not just what the numbers are behind the performance.

Image 1: SNCO Stratification Table

Image 2: SNCO Board Score Sheet

 

References

Mamia, T. (n.d.). Quantitative Research Methods. Retrieved from https://erau.instructure.com/courses/19283/files/2155661/download?wrap=1

Qualitative and Quantitative Research. (2015). Retrieved from Atlast Qualitative Data Analysis: http://atlasti.com/quantitative-vs-qualitative-research/

A500.6.3.RB_WrightKyle

According to Hoepfl “Qualitative research can be broadly defined as any kind of research that produces findings not arrived at by means of statistical procedures or other means of quantification." (Hoepfl, 1997, p. 1) In other words qualitative also know as naturalistic research, it refers a way of conducting, and conceiving research. In qualitative research, the researcher is the instrument or the tool for designing, collecting, and analyzing research. Qualitative research, in contrast to quantitative research, generally does not translate aspects of the world into numbers to be analyzed mathematically. Instead, it analyzes the world through the lenses the researcher brings to bear on the data.

Qualitative Versus Quantitative

 “The line between qualitative and quantitative research is not hard and fast, and both forms of research build on the contributions of the other. Researchers in education and other fields often conduct mixed methods research, thoughtfully and carefully combining the two to answer questions using multiple strategies.” (Kuttner & Threlkeld) “Quantitative researchers seek causal determination, prediction, and generalization of findings, qualitative researchers seek instead illumination, understanding, and extrapolation to similar situations.” (Hoepfl, 1997, p. 1)

So from my understanding qualitative research is based on subjective facts from the prospective of the researcher basically a quality based research, compared to quantitative research which I would classify as a quantity based research.

(Hoepfl, 1997)

Use of a Qualitative Research

“The qualitative methods are appropriate in situations where one needs to first identify the variables that might later be tested quantitatively, or where the researcher has determined that quantitative measures cannot adequately describe or interpret a situation.” (Hoepfl, 1997, p. 2)  In other words qualitative research would be used to establish perameters and  variables in an open, natural environment. The findings and conclusions of the qualitative research could then be futher researched and test in a controlled environment under a theory of quantitative research.  The major difference is the setting, qualitative is quality research in the subjects natural environment, where as quantitative is based in number in a controlled of lab type environment.

References

Hoepfl, M. C. (1997, Fall). Choosing Qualitative Research: A Primer for Technology Education Researchers. Journal of Technology Education, 9(1). Retrieved Sept 19, 2015, from http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html

Kuttner, P., & Threlkeld, A. (n.d.). Foundations of Qualitative Research in Education. Retrieved from Harvard.edu: http://isites.harvard.edu/icb/icb.do?keyword=qualitative&pageid=icb.page340273

A500.5.3.RB_WrightKyle

So what is Critical Thinking?

According to Nosich critical thinking involves three parts: asking questions, trying to answer those questions by reasoning them out, and believing the results of our reasoning. (Nosich, 2012, p. 5)  In other words critical thinking is purposeful and focused thinking on a given idea.  For example, is my paper is correctly formatted in APA style, you would first makes sure you understand APA formatting by studying the available text on APA style, then you would read through your paper focusing on quotes and ideas that you pulled from other sources, validating that each one had the correct reference annotation, then you would build your reference list at the end of your paper being careful to format each reference accordingly.  Critical thinking is like being a private investigator of your thoughts and continuing to ask yourself why or how to the fifth, six, or even tenth degree.

 

Critical thinking has eight elements of reasoning plus context and alternatives: assumptions, concepts, conclusions/interpretations, implications and consequences, information, point of view, purpose, and question at issue. (Nosich, 2012, p. 49)  “The elements of critical thinking are the basic building blocks of thinking, essential dimensions whenever and wherever it occurs.” (Crenshaw, Hale, & Harper, 2011, p. 15)  In other words the elements of critical thinking are the foundation upon which critical thinking is built. In this case the question at issue is what is critical thinking? And we are thinking about critical thinking in the context of a brief literary review personal knowledge acquired throughout the past few weeks of this course.  The purpose of critical thinking is to focus on the subject to find a clearer and more correct classification of the subject. The assumptions of critical thinking are that critical thinking leads to better informed decision making. The concepts of critical thinking are through critical thinking you can have a better life because my decisions are better therefore my way of life will be better. The conclusions and interpretations associated with critical thinking are, critical thinking will provide better answers and more logical solution to your questions. The implications and consequences of critical thinking are mostly the cost is of time and effort to seek out logical and focused solutions and to gather the information from reliable trustworthy sources, however the major consequences involves not using critical thinking and results in poor decision making. From my point of view critical thinking is worth the time and effort it takes to think in a critical manner, and all too often when we do not take the time or spend the effort to think critically we end up spending more time and effort re-accomplishing a task or project that could have been accomplished the first time around with a little critical thought.

 

Critical thinking also has standards which include but are not limited to: clearness, accuracy, importance and relevance, sufficiency, depth, breadth, and precision. (Nosich, 2012, p. 133) Standards of critical thinking are like sifters that remove all of the chaff that would get in the way of clear accurate thinking. While Nosich only list a few standards there are many more standards and “the context in which standards are relevant in a given situation.” (Crenshaw, Hale, & Harper, 2011, p. 16)

In conclusion critical thinking is thinking that is clear, concise, focused and reflective. It is not quick to make decisions, nor is it the easy way out. It takes time and effort, and it ask many questions, however, the end result of a well thought-out, well reflected critical thinking solution to a problem or issue can be a force multiplier and payoff exponentially. 

 

References

Crenshaw, P., Hale, E., & Harper, S. L. (2011). Producing intellectual labor in the classroom: The utilization of A critical thinking model to help students take command of their thinking. Journal of College Teaching and Learning, 8(7), 13-26. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/882841167?accountid=27203

Nosich, G. M. (2012). Learning to Think Things Through: a guide to critical thinking across the curriculum (Fourth Edition ed.). Boston, MA: Pearson Education, Inc.

A500.4.3.RB_WrightKyle

Ballet Slippers or Adorable?

In the  TED video by Sheena Iyengar on the art of choosing. Dr. Iyengar assumes that Americans believe the following when it comes to making choices: Make your own choices, More options leads to better choices, and Never say no to choice.

 

Do you agree with Dr. Iyengar?

 

In reflecting on Dr. Iyengar's assumptions in Ballet Slippers or Adorable was talking to my wife, Robin,  who was a cosmetologist years ago and recalls having a similar situation with two colors of nail polish barely there and cotton candy which she used for French manicures. She recall it taking customers 15 to 20 minutes to choose between the two colors so she stop giving the customer the choice in similar shade of the same color. As to Dr. Iyengar's assumption that Americans believe, you should make your own choices, that more options lead to better choices, and never say no to choices, I would have to agree that the majority of American believe these statements. I would even take it a step further and say that most Americans believe that not only should you make your own choices, but you entitled to make your choices, years ago I would have also said that Americans believe that you are responsible for the consequences of those choices but that belief seems to be something that has been left in the past. While I was talking to Robin she mentioned working at the prisons as a guard, she work at the Robertson correctional facility and the Sweet Water juvenile correctional facility, one of the differences she noticed was the number of altercations the juvenile correctional facility had because the residents had choices such as what they wanted to watch were as the adult correction facility did not, their only choice for watching television was channel nine.

 

What is the implication of her comments on leadership?

 

In concluding I agree with Dr. Iyengar's assumptions that Americans believe they must have choices, I also think Dr. Iyengar was correct in the assessment she alluded to that too many choice can be problematic.  As a military member that has spent eight of the last eleven years stationed in Japan I can tell you from experience that part of the culture shock in coming back to the states is the number of choices for simple things like milk.

 

References

Iyengar, S., Dr. (n.d.). Retrieved Sep 5, 2015, from http://www.ted.com/talks/lang/eng/sheena_iyengar_on_the_art_of_choosing.html

Nosich, G. M. (2011). Learning To Think Things Through: A Guide To Critical Thinking Across The Curriculum (4th ed.). Boston: Pearson HE, Inc.

Wright, R. (2015, Sep 5). (K. Wright, Interviewer)