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Communicating Qualitative Research Analysis

In Chapter 9 of the text, Creswell (2014) discusses Qualitative Procedures. He suggests ten aspects that distinguish qualitative research writing. Considering the salient aspects of qualitative writing as depicted in Example 9.1 in your text;

Identify three of the most salient aspects of the ten distinguishing characteristics of qualitative writing.
Discuss why these aspects were selected.
Describe how the selected aspects relate to the evaluation and interpretation of criminal justice data and research findings.
Explain why researchers would consider qualitative methods an artistic expression of formalized methodology.

Sample Solution

vey and can incite related topics with a broader perspective. Finally, the most important objectives are to base the business decisions on unbiased information and compare results for providing a well-based conclusion for your target survey population. One of the most common real life examples is that governments make considerable use of surveys to get informed of the conditions of their populations in terms of employment and unemployment, income and expenditure, housing conditions, education, nutrition, health, travel patterns, and many other subjects. They also conduct surveys of organisations such as manufacturers, retail outlets, farms, schools, and hospitals. Local governments equally make use of surveys for local planning purposes. Generally, surveys are also used in many other sciences such as sociology, political science, education and public health, [see 3, Kalton 1983] This report will include a description of statistical techniques that are associated with a survey sampling, typical outputs generated by each of them and some explanations on how to interpret those outputs. Last but not least, some real life examples will be addressed and a critical evaluation of the topic will be analysed. How to select a good sample size To begin with, there are several ways to choose a sample size. First of all, it should be bore in mind that the experience of the conductor plays a major role in the determination of a sample size when there are items readily available or convenient to collect. However, there are more scientific ways to estimate a sample size. For instance, the experimenter could use a target for the power of the statistical test to be applied once the same is collected or he/she could use a confidence level which determines how accurate a result will turn out with lower chances of error. The requirement of a good sample is that the estimation should be based on these scientific forms and the means. One of those ways is using the standard error of the sample mean, that achievement with the corresponding formula: σ/√n , where n is the sample size and the σ2 the corresponding variance In addition to this, we express the 95% of the confidence interval with the form: (x̅-2σ/√n, x̅+2σ/√n), where x̅ is the sample mean with a Normal Distribution and defined using the Central Limit Theorem. Therefore, if we wish to have a confidence interval that is W units in width, we should calculate: n = 16σ2/W2. This means that the smaller in range we need the interval to be then the bigger the size of the sample. For exam
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