Preface |
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xvii | |
Acknowledgments |
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xxi | |
About the Authors |
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xxiii | |
Introduction |
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xxv | |
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PART I READ ME FIRST: OVERVIEW OF QUALITATIVE RESEARCH |
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1 | (86) |
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Chapter 1 Clinical Research: A Qualitative Trail Map |
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Within a Mixed-Methods World |
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3 | (1) |
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3 | (1) |
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A Mixed-Methods Research Approach |
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4 | (2) |
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6 | (3) |
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Worldviews, Paradigms, and Theory |
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9 | (6) |
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Choosing a Research Style and Methods |
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15 | (1) |
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Qualitative Methods: A Map, Sampling, and Design Overview |
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16 | (1) |
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17 | (5) |
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22 | (3) |
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25 | (4) |
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From Whence It Came: Qualitative Research Traditions |
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29 | (6) |
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35 | (1) |
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35 | (2) |
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Chapter 2 Creating Collaborative Space and Research Teams |
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37 | (18) |
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37 | (2) |
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A Typology of Cross-Disciplinary Research |
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39 | (2) |
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A Collaborative Team Story |
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41 | (2) |
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Creating Collaborative Space and Research Teams |
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43 | (1) |
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Developing Collaborative Research Relationships |
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43 | (4) |
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Barriers to Collaborative Process |
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47 | (2) |
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Clearing the Flow for Collaborative Conversations |
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49 | (4) |
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53 | (1) |
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53 | (2) |
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55 | (20) |
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55 | (3) |
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Tools for Doing and Teaching Reflexivity |
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58 | (2) |
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Traps of Perception and Understanding |
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60 | (3) |
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63 | (4) |
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Reflexivity Before the Fieldwork Begins |
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67 | (1) |
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Reflexivity During Data Collection |
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68 | (1) |
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Reflexivity During Analysis and Interpretation |
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69 | (1) |
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Reflexivity During Dissemination |
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70 | (2) |
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72 | (1) |
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73 | (2) |
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Chapter 4 Research Design: Start With the Stories |
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75 | (12) |
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75 | (1) |
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76 | (1) |
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Anomalies and Research Questions |
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77 | (1) |
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How Are Healing Relationships Developed and Maintained in Primary Care? |
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78 | (2) |
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What Are Patient Preferences Regarding the Role of the Primary Care Physician in Their Extended Cancer Follow-Up Care? |
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80 | (1) |
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How Do Exemplar Primary Care Practices Deliver Care for Cancer Survivors Like Mrs. Brown? |
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80 | (2) |
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What Are the Experiences of Early Implementers of Primary Care-Focused Cancer Survivorship Delivery Models? |
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82 | (1) |
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What Are Practices Experiences When Participating in a Quality Improvement Intervention? |
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83 | (1) |
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84 | (1) |
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85 | (2) |
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PART II DISCOVERY: DATA COLLECTION STRATEGIES |
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87 | (94) |
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Chapter 5 Depth Interviews |
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89 | (22) |
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89 | (2) |
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Partnership, Communicative Performance, and Conversational Journey |
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91 | (1) |
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92 | (1) |
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Preparing for the Journey: The Literature and Beyond |
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93 | (2) |
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Designing: Selecting the Actors and Creating the Script |
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95 | (4) |
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Preparing: Staging the Scene |
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99 | (1) |
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Interviewing: Let the Improvisation Begin |
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100 | (4) |
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Debriefing: Capturing Context |
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104 | (1) |
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Transcribing: The Final Script |
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105 | (1) |
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A Plethora of Primary Care Examples |
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106 | (1) |
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106 | (2) |
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Consent and Ethical Considerations |
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108 | (1) |
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109 | (1) |
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109 | (2) |
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Chapter 6 Group Interviews and Focus Groups |
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111 | (20) |
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111 | (2) |
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The Larger Genre of Group Interviews |
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113 | (3) |
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116 | (1) |
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What Types of Questions Are Best for Focus Groups? |
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117 | (1) |
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118 | (2) |
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Recruitment of Participants |
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120 | (1) |
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121 | (1) |
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121 | (1) |
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122 | (1) |
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The Role of the Moderator |
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122 | (1) |
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Developing the Interview Guide |
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123 | (1) |
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Recording and Other Logistics |
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124 | (1) |
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124 | (1) |
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125 | (1) |
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Analysis and Interpretation Is Tricky |
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125 | (2) |
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Reporting Focus Group Findings |
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127 | (1) |
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Consent and Ethical Considerations |
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128 | (1) |
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129 | (1) |
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129 | (2) |
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131 | (26) |
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131 | (1) |
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Why Participant Observation? |
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132 | (2) |
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A Primer on Participant Observation |
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134 | (1) |
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135 | (1) |
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Into the Field and Gaining Entry |
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136 | (1) |
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137 | (1) |
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137 | (2) |
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The Mechanics of Observation |
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139 | (3) |
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The Participation Continuum |
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142 | (1) |
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143 | (1) |
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Fieldnotes: A Dialogue With Self |
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144 | (1) |
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What: The Content of Fieldnotes |
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144 | (2) |
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How: The Form of Fieldnotes |
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146 | (3) |
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When: The Process of Writing Fieldnotes |
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149 | (3) |
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Technologies for Recording and Managing Fieldnotes |
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152 | (1) |
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Individual Versus Team Research |
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153 | (1) |
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Some Tips on Training and Skill Building |
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154 | (1) |
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Informed Consent and Ethics |
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155 | (1) |
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156 | (1) |
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156 | (1) |
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Chapter 8 Key Informant Interviews |
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157 | (14) |
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157 | (1) |
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What Are Key Informant Interviews? |
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158 | (1) |
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159 | (1) |
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160 | (1) |
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How to Select Key Informants? |
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161 | (1) |
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Learning From Key Informants |
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162 | (1) |
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163 | (1) |
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164 | (1) |
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164 | (1) |
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164 | (1) |
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Applications in Primary Care |
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165 | (1) |
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Key Informants Within an Ethnographic Study |
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165 | (1) |
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Key Informants in Case Study Research |
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166 | (1) |
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Key Informants as Sole Source of Data |
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167 | (1) |
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Key Informant to Enhance a Depth Interview Guide |
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168 | (1) |
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Limitations of Key Informant Interviews |
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168 | (2) |
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170 | (1) |
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170 | (1) |
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Chapter 9 Material Artifacts |
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171 | (10) |
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171 | (2) |
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Analyzing and Interpreting Television Commercials |
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173 | (1) |
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174 | (1) |
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Collecting and Analyzing Online Artifacts |
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175 | (2) |
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Collecting Documents in a Case Study |
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177 | (2) |
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179 | (1) |
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179 | (2) |
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PART III ANALYSIS AND INTERPRETATION STRATEGIES |
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181 | (82) |
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Chapter 10 The Dance of Interpretation and Frustrations of Sisyphus |
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183 | (18) |
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183 | (1) |
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183 | (1) |
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184 | (1) |
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185 | (1) |
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186 | (1) |
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187 | (2) |
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189 | (2) |
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191 | (1) |
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Corroborating/Legitimating |
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191 | (1) |
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192 | (1) |
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193 | (2) |
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195 | (1) |
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Principles, Pitfalls, and Pearls |
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196 | (3) |
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199 | (2) |
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Chapter 11 Editing Organizing Style of Analysis |
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201 | (14) |
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201 | (2) |
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Stepping Through the Process |
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203 | (1) |
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Step 1 Text Segment Identification and Making Comments |
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204 | (1) |
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Step 2 Expansion of Comments |
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205 | (1) |
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Step 3 Comparison of Expanded Comments |
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206 | (1) |
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207 | (1) |
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Step 5 Comparison of Interview Themes |
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207 | (2) |
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209 | (1) |
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Three Focus Groups Is a Piece of Cake |
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209 | (1) |
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Editing Also Possible With Many More Interviews |
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210 | (1) |
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Dancing With Your Data: Immersion Before Editing |
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210 | (1) |
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More Dancing Using All Three Styles: Editing, Template, and Immersion |
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211 | (1) |
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Using an Editing Organizing Style Within a Large Dataset |
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212 | (2) |
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214 | (1) |
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214 | (1) |
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Chapter 12 Template Organizing Style of Analysis |
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215 | (22) |
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215 | (1) |
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The Dance and Use of Codes in Template and Editing Styles |
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216 | (2) |
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Examples of Template Organizing Style |
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218 | (1) |
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Using an A Priori Codebook |
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218 | (2) |
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Creating and Using an Evolving Codebook |
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220 | (1) |
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Using a Post Hoc Confirmatory Codebook |
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221 | (1) |
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The Mechanics of a Template Organizing Style |
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221 | (1) |
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Approaches for Developing a Codebook or Code Manual |
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222 | (2) |
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224 | (6) |
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230 | (2) |
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232 | (1) |
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Connecting and Corroborating/Legitimating |
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233 | (3) |
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236 | (1) |
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236 | (1) |
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Chapter 13 Immersion/Crystallization Organizing Style of Analysis |
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237 | (16) |
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237 | (3) |
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240 | (1) |
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The Core Process of Immersion/Crystallization |
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241 | (1) |
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Initial Engagement With the Topic and Reflexivity |
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241 | (1) |
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Crystallization During Gathering Process |
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242 | (1) |
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Immersion and Crystallization of Insights During Interpretive Process |
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243 | (4) |
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Corroboration/Legitimation and Alternative Interpretations |
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247 | (1) |
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248 | (1) |
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Immersion/Crystallization Variations, Influences, and Pitfalls |
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249 | (1) |
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Variations and Influences |
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249 | (1) |
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249 | (2) |
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251 | (1) |
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251 | (2) |
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Chapter 14 Computers and Data Management |
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253 | (10) |
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253 | (2) |
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255 | (1) |
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A Brief Summary of Five Common CAQDAS Programs |
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256 | (1) |
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257 | (2) |
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259 | (2) |
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261 | (1) |
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261 | (2) |
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PART IV SPECIAL APPLICATIONS |
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263 | (64) |
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265 | (22) |
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265 | (1) |
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266 | (2) |
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Preparing for the Journey |
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268 | (1) |
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269 | (1) |
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270 | (1) |
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270 | (2) |
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Sampling: Finding a Place |
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272 | (2) |
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274 | (1) |
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274 | (5) |
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Gathering Additional Data |
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279 | (1) |
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Processing and Managing Data |
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279 | (3) |
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Comparative Case Analysis Strategies |
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282 | (1) |
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Spelunking: The Dark Side |
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282 | (1) |
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Crawling Toward Light: Turns and Decisions |
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283 | (1) |
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284 | (2) |
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286 | (1) |
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286 | (1) |
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Chapter 16 Qualitative Methods in Intervention Studies |
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287 | (16) |
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287 | (2) |
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Using Qualitative Assessments to Tailor Interventions |
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289 | (2) |
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Conducting Process Evaluations During Interventions |
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291 | (3) |
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Conducting Independent Evaluations of Research Initiatives/Programs |
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294 | (4) |
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Qualitative Input on Intervention Design and on a Learning Evaluation |
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298 | (2) |
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300 | (1) |
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301 | (2) |
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Chapter 17 Qualitative Methods in Participatory Healthcare Research |
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303 | (24) |
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303 | (1) |
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Participatory Research: Typical Forms, Assumptions, and Issues |
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304 | (3) |
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Participatory Research in Health Care |
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307 | (1) |
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307 | (2) |
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Doing Participatory Research: Four Examples |
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309 | (1) |
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Designing a Knowledge Workshop in Participatory Action Research |
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310 | (3) |
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Boot Camp Translation in a PBRN Using a CBPR Framework |
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313 | (4) |
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Using Online Community Salons With Community Organizations |
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317 | (3) |
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Using Photovoice in Participatory Research |
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320 | (3) |
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323 | (1) |
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323 | (1) |
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324 | (2) |
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326 | (1) |
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326 | (1) |
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PART V THE REST OF THE STORY |
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327 | (52) |
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Chapter 18 Doing Good Qualitative Research |
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329 | (12) |
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329 | (3) |
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Seven Essentials for Good Qualitative Research |
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332 | (1) |
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333 | (1) |
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Information-Rich Sampling |
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334 | (1) |
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335 | (1) |
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336 | (1) |
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337 | (1) |
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337 | (1) |
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338 | (1) |
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Rules Are Written for the Novice |
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338 | (2) |
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340 | (1) |
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340 | (1) |
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Chapter 19 Getting Funded and Getting Published |
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341 | (26) |
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341 | (1) |
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342 | (2) |
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Writing the Cancer Survivor Care Application |
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344 | (2) |
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Significance: Start With the Story |
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346 | (1) |
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Investigators: Promoting Yourself and Your Team |
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347 | (2) |
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Innovation: What's New and Unique Here? |
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349 | (1) |
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Approach: Avoid Jargon and Give Details |
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349 | (4) |
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Environment: No Place Like Home |
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353 | (1) |
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Some Final Thoughts on Getting Funded |
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353 | (1) |
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354 | (1) |
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Finding the Right Journal |
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355 | (2) |
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What Should Be in Your Journal Article |
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357 | (2) |
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359 | (1) |
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359 | (1) |
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Information Rich Sampling |
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360 | (1) |
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361 | (1) |
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362 | (1) |
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Accounting for Incongruous Evidence |
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362 | (1) |
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Reflexivity: Self and Group |
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363 | (1) |
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364 | (2) |
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366 | (1) |
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366 | (1) |
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Chapter 20 The Future of Qualitative Methods in a Mixed-Methods World |
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367 | (12) |
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367 | (2) |
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369 | (2) |
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Keeping Up With Accelerating Change |
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371 | (1) |
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Technology, the Locations of Social Space, and Politics |
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371 | (2) |
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Climate Change, Ecology, and Health |
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373 | (1) |
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Ways of Knowing, Research Design, and Knowledge Democracy |
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373 | (1) |
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Mixed-Methods Imperative and Real Integration |
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373 | (1) |
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Changing the Evidence: Round Tables, Solidarity Research, and Knowledge Democracy |
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374 | (3) |
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377 | (1) |
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377 | (2) |
References |
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379 | (30) |
Index |
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409 | |