Compare and contrast qualitative and quantitative research.

Discussion: Compare and contrast qualitative and quantitative research. Describe which research approach would best fit your research interests. Mention at least two ethical considerations from Creswell and cite when appropriate. Please be sure to address each component of this discussion: 1) comparison of qualitiave and quantitative research designs, 2) describe which design would best fit your research, and 3) identify and describe two ethical considerations for the design that best fits your research.

Comprehensive Early Reading Strategies And Instructional Goals

Student: Kale Age: 6.7 Grade: 1

Kale has just transferred to a new school from another state. It is the middle of the school year and Kale’s new teacher is concerned about his reading skills, particularly his decoding and sight words. His school records have not arrived from his old school, but his parents said that his previous teacher had asked to meet with them, but they were unsure if it was about reading. They thought it may have been about behavior. His primary spoken language is French. English is Kale’s second language. His parents struggle with speaking English and need an interpreter during meetings. It is unclear what prompted the move, but it appears it was sudden and not planned. Kale is an only child and there does not appear to be any family or friends in the area. Kale’s parents are currently unemployed.

Kale completed some assessments for his new teacher, who noted some skill deficits. Most of Kale’s peers recognize sight words like “and,” “has,” “is,” “a,” “the,” “was,” “to,” “have,” and “said.” Kale has difficulty when he encounters these words. Kale’s oral reading is slow and labored. He often says the wrong letter sound guesses at words or waits until a peer says the word for him. Kale is unable to answer simple comprehension questions (e.g., main idea, main characters) after he has listened to a passage read aloud, as well. His teacher has scheduled a meeting with Kale’s parents to discuss the assessments.

The teacher developed the following instructional goals for Kale:

  1. Given a letter or letter combination, Kale will say the corresponding sound, accurately, three out of four trials.
  2. Given a brief reading passage on his instructional level, Kale will read the passage and be able to retell the main ideas, three out of four trials.
  3. Given a CVC (consonant-vowel-consonant) word prompt, Kale will be able to say the word “slowly” (sounding it out) and then say it “fast” (reading as a whole word), accurately and automatically.
  4. After listening to a story, Kale will recall three or four sequenced events.
  5. Shown sight words, Kale will state the word automatically.

In 250-500 words, complete the following:

  • Sequence each of Kale’s instructional goals described in the case scenario in the order you would address them with him.
  • For each instructional goal, select an early reading strategy to use from Part 1 and explain why or how it will assist Kale in achieving the instructional goal.
  • Comprehension strategies
  • Graphic organizers
  • Independent practice
  • Model-lead-test
  • Peer tutoring
  • Repeated reading
  • Explain how you would involve Kale’s parents. Develop an activity from one of the early reading strategies that Kale’s parents can use at home.
  • Consider the effects of having moved to a new place, learning English as a second language from parents not proficient in English, and any cognitive processing problems that should be formally assessed. Explain how these issues should be considered to further assist Kale.

Support your summaries with 2-3 scholarly resources.

Philosophy Terms And Details

1. Explain (a) or (b) using between 200 and 300 words. Give as much detail as you can, including the relevant background knowledge. a. The Original Indispensability Argument and its problems b. The Enhanced Indispensability Argument and its problems 2. Explain (a) using between 200 and 350 words. Give as much detail as you can, including the relevant background knowledge. a. Reintroduction 3. Explain (c) using between 200 and 300 words. Give as much detail as you can, including the relevant background knowledge. c. Constructive empiricism 4. 1. Answer (a) or (b) using between 200 and 300 words. Give as much detail as you can, including the relevant background knowledge. a. How do mathematical models represent the world? b. Why is the applicability of mathematics in science important to the mathematical realism debate?

  • 3. Van Fraassen’s constructive empiricism

    Van Fraassen’s constructive empiricism is one of the most discussed current alternatives to scientific realism. Contrary to positivists, Van Fraassen does believe that scientific theories must be taken literally. In that sense, he rejects the positivist reinterpretations of scientific statements, according to which talk of unobservablesis only a convenient abbreviation of complicated talk about observables. For the positivists, in principle,everything scientists say about unobservable reality can be expressed, without any kind of loss whatsoever, into statements referring only to observables. But Van Fraassen disagrees. He thinks that scientific statements regarding unobservables are meaningful. If a theory says that ‘electrons are not planets’ then the theory is asserting the existence of both electrons and planets. And if the theory happens to be true, both electrons and planets would exist. But here is the twist in Van Fraassen’s story. According to him, “there is no need to believe good theories to be true, nor to believe ipso facto that the entities they postulate are real” (1065). He defines Constructive Empiricism like this:

    “Science aims to give us theories which are empirically adequate; and acceptance of a theory involves a beliefonly that it isempirically adequate” (1065)

    A theory is empirically adequate “if what it says about the observable things and eventsin the world is true –exactly if it ‘saves the phenomena’” (1065). Contrast this with what he takes to be the correct definition of Scientific Realism:

    “Science aims to give us, in its theories, a literally true story of what the world is like; and acceptance of a scientific theory involves the belief that it is true” (1062)

    The first thing to note is that both definitions focus on the aims of science, and not on its actual accomplishments. According to the constructive empiricist picture, science does posit unobservables, but its aim is only to be correct about its observational claims. Against this, the scientific realist picture says that the aim of science is to be actually correct in their claims about unobservables. By focusing merely on the aims of science, Van Fraassen in a way lowers the stakes of this debate. It is no longer about whether or not current scientific theories are correct regarding the unobservable part of the world, but about what is supposed to be the main goal of these theories. Now, whether or not this is a good way of framing the debate is debatable. Most realistsbelieve, I think, that science gets at least part of the unobservable world right. (Van Fraassen’s reply, as we saw in week 6, is that there is no noncircular way to verify the truth of claims about unobservables. But as we saw, the same happens with claims regarding observables!)

    Now, something can be observable and yet unobserved. ‘Stones are hard’ aims to be true about both observed stonesand those that haven’t been. That statement, however, is not about ‘unobservables’, in the sense of objects that cannot be observed in principle by any human. ‘Stones are hard’ refers to the observable object stone and the observable property of being hard. It’s not about observations made at one point in time. Accepting a theory means accepting what it says about the observable part of the world, past, present, and future. Observable, on Van Fraassen’s view, is what we get in unaided acts of perception (1067).

    “The human organism” says Van Fraassen, “is, from the point of view of physics, a certain kind of measuring apparatus. As such, it has certain inherent limitations… It is these limitations to which the ‘able’ in ‘observable’ refers—our limitations, qua human beings” (1070).

    But with respect to the unobservable reality, an accepted theory may as well be false. It really doesn’t matter for the understanding of science. In that sense, constructive empiricism advocates agnosticism regarding the theory’s claims about the unobservable reality.

    In terms of our discussion regarding scientific inference, we can say that Van Fraassen accepts ‘horizontal inferences’, or if you want ‘inferences that remain at the surface’, that is, inductive inferences from observable cases to observable cases. But he doesn’t accept ‘vertical inferences’, ‘inferences that go deeper than the surface’, that is, abductive inferences which conclusions refer to the unobservable causes of the phenomena.

    Many realists have contested this distinctionas arbitrary. Why believingin induction, despite Hume, but not believing in abduction? There are many things that are unobserved but observable in Van Fraassen’s lights, like the core of the Earth, but it seems that our understanding of it is purely theoretical and also based on abductive inferences. There’s no reason to reject these inferences in those cases, but then if that’s true there wouldn’t be any reason to rejecting these inferences in other cases as well. The laws of nature go well beyond evidence, just like abduction does. Why would we prefer one over the other is not clear, despite Van Fraassen’s argument.

    One important pragmatic aspect of Van Fraassen’s view, is that although accepting a theory only means accepting that the theory is empirically adequate, one can still use the whole machinery the theory puts at one’s disposal, which includes the unobservable structures and processes. Van Fraassen is not advocating for a change in the practice of science. His point is rather that if the theory works and accommodates past, present and future empirical evidence, then we don’t need to worry about whether the theory is true. ‘Why is the theory so successful?’ is not an interesting question. Perhaps this theory is successful because all other unsuccessful theories died out and were abandoned (this is a kind of ‘survival of the fittest’ argument). The reason our theories are successful is that we reject those that aren’t. A meta-scientific explanation regarding why they are successful is out of order, on Van Fraassen’s view. This has been contested by many philosophers who think that explaining the success of scienceis one of the most interesting tasks of philosophy of science, and there’s no reason to abandon it.

    A final remark with respect to Van Fraassen’s criticism of the overlap argument. We saw that the overlap argument proposes some sort of instrument calibration. For example, we can verify the magnification powers of a microscope by applying it to observable objects first. Once we do that, there is no reason not to trust it when applied to things that would be unobservable to the naked eye, like proteins. Van Fraassen’s reliance on human capacities of observation seems arbitrary, because if we accept what we see through our spectacles, there’s no in-principle reason not to accept what we see through a microscope. Against this, Van Fraassen says that that is debatable, because the term observable is just vague, but there are clear cases of unobservableentities, like so-called unobservables in principle, and the overlap argument does not extend to them. As I mentioned before, it doesn’t seem that the overlap argument itself can deal with this objection, which doesn’t mean that antirealism wins, because as we will see, there are many more arguments defending this view.

Marketing Services And Customer Experience

Question 1 (2500 words)

1.Analysis – models can help to categorize issues

2.selection of theory- can be any study unit

3.Recommendations – make recommendations to resolve all the issues you identify  – detailed recommendations  -one recommendations may solve more than any problem

4.Demonstrate critical thinking by identifying potential risks/ challenges associated with recommendations

Service culture is the key of the case study*

Question 2 (700 words)

1.apply theory with personal experience

2.describe the encounter as succinct as possible focus on

3.evaluating the experience and analyzing why it was good or bad  use one framework to do this

4.critique the framework in the context of your encounter. what strengths and limitation does it have

5.can you suggest an improvements to the framework?

Definitions, classifications, and trends Marketing Services and the Customer Experience Study unit 1

Size of the service sector

66% of world GDP

74% of GDP in developed countries

51% of GDP in developing countries

(World Bank, 2017)

Share of economic output in UK

(Office for National Statistics, 2018)

1948

2016

% of GDPServices Manufacturing Construction Agriculture 46 42 6 6

 

% of GDP

79%

Services Manufacturing Construction Agriculture 79 14 6 1

 

 

Examples of service industries

Supply (retail, energy, transport)

Entertainment

Government and non-profit

Personal and maintenance

Tourism, Hospitality, Recreation

Healthcare

Communication and Information

Education and knowledge

Financial and insurance

What are services?

The production of an essentially intangible benefit, either in its own right or as a significant element of a tangible product, which through some form of exchange, satisfies an identified need

(Palmer, 2014)

What are services?

 

Services are deeds, processes, and performances…

economic activities whose output is not a physical product, is generally consumed at the time it is produced, and provides added value in forms (such as amusement, comfort, convenience) that are essentially intangible

(Wilson et al., 2016)

What are services?

Products of economic activity that you can’t drop on your foot, ranging from hairdressing to websites

 

(The Economist, 2013)

Product-service continuum

Tangible

Intangible

Tangible dominant

(service as add-on)

Intangible dominant

(product as add-on)

(Oliva and Kallenberg, 2003)

 

Distinction between the marketing of a service where service is the core product and where service is an add-on to a physical product

Servitization

With increasingly similar products, service becomes the differentiating factor and source of competitive advantage

 

 

 

 

 

 

 

 

 

Competing through service provision requires culture change

 

 

Physical product

Process-oriented service

Standardized services

Customized services

Transactional services

Relational services

 

 

 

(Kowalkowski et al., 2015)

New business models

Shift in lifestyle: car ownership forecast to decrease in developed economies (McKinsey, 2017)

Automotive manufacturers introducing service element to replace reduced revenues from manufacturing

Mercedes (and others) investing in shared mobility services

Open service innovation

Exchanging information and ideas with competitors and/or customers (i.e. external knowledge) to develop new services

(Myhren et al., 2018)

Ocado selling its automated warehouse technology, which uses robots and AI to fulfil online grocery orders, to supermarkets

Artificial Intelligence

AI increasingly used in services: robots and virtual bots in, for example, hospitality, healthcare, and call centres for mechanical and analytical tasks

 

 

 

 

Mechanical intelligence

Analytical

intelligence

Intuitive (creative)

intelligence

Empathetic

intelligence

 

Send scripted response after service failure

Analyse nature of failures

Understand contexts

Empathise and calm the customer

(Huang and Rust, 2018)

S-Commerce

Bricks and mortar commerce

Electronic

commerce

Social

Commerce

Social media used to promote online transactions

(Yusuf et al., 2018)

Molecular model

Many offerings are a combination of tangible and intangible:

 

cinema

visit

 

food and

drink

 

atmosphere

 

ticket purchase

and seat

reservation

 

method

of

delivery

 

building and

seating

 

the film –

entertainment

 

Screen size,

sound clarity

Classifying services

People as recipients Possessions as recipients
Tangible actions High-involvement personal services Goods maintenance services
Intangible actions Services for the mind Intangible asset maintenance services

(Palmer, 2014)

Classification criteria

Low or high customization
Low or high customer participation
Low or high level of service provider judgement
One-time episodes or long-term relationship/contract
Utilitarian or hedonic service
Wide or narrow demand fluctuations
Capacity constrained or flexible
Customer to organization or organization to customer or remote interaction

Based on Lovelock (1983)

Supplementary services

Core Service

 

Payment

 

Consultation

 

 

 

 

Hospitality

Safekeeping

Billing

Order-taking

Information

Exceptions

Facilitating

Enhancing

Lovelock (1995)

Empirically validated by Frow et al. (2014). Their revised model amalgamates billing with payment, and introduces a new supplementary service: sustainability and social responsibility.

References

Frow, P., Ngo, L., and Payne, A. (2014) Diagnosing the supplementary services model. Journal of Marketing Management. 30 (1-2) 138-171.

Huang, M. and Rust, R. (2018) Artificial intelligence in service. Journal of Service Research. 2 (2) 155-172.

Kowalkowski, C., Windahl, C., Kinstrom, D., and Gebauer, H. (2015) What service transition? Industrial Marketing Management. 45 (February) 59-69.

Lovelock, C. (1983) Classifying services to gain strategic marketing insights. Journal of Marketing. 47 (summer), pp. 9-20.

Lovelock, C. (1995) Competing on service: Technology and teamwork in supplementary services. Strategy and Leadership. 32 (4) 32-47.

McKinsey (2017) Shared mobility. Available from: https://www.mckinsey.com/industries/automotive-and-assembly/our-insights/how-shared-mobility-will-change-the-automotive-industry

Myhren, P., Witell, L., Gustafsson, A. and Gebauer, H. (2018) Incremental and radical service innovation. Journal of Services Marketing. 32 (2) 101-112.

Oliva, O. and Kallenberg, R. (2003) Managing the transition from products to services. International Journal of Service Industry Management. 14 (2) 160-172.

ONS (2018) Economy. Available from: https://www.ons.gov.uk/economy

Palmer, A. (2014) Principles of Services Marketing. 7th edition. Maidenhead: McGraw-Hill.

The Economist (2013) Economics A to Z. London: The Economist.

Wilson, A., Zeithaml, V., Bitner M.J., and Gremler, D. (2016) Services Marketing. 3rd ed. Maidenhead: McGraw Hill.

World Bank (2017) World Development Indicators. Available from: http://wdi.worldbank.org/table/4.2.

Yusuf, A., Hussin, A. and Busalim, A. (2018) Consumer purchase intentions in social commerce. Journal of Services Marketing. 32 (4) 493-504.