#exploratory research paper Assignment Help

[dwayn]

Choosing The Best Online Research Paper Writer: A Comprehensive Guide

In the realm of academia, research papers stand as pillars of scholarly discourse and intellectual inquiry. Yet, the journey from conception to completion of a well-crafted research paper can be arduous, requiring meticulous planning, profound understanding of the subject matter, and exceptional writing skills. This is where online research paper writers come into play, offering invaluable assistance to students grappling with the demands of their academic pursuits. However, with the proliferation of research paper writing services on the internet, choosing the right one can be a daunting task. To navigate this terrain effectively, it is essential to understand the key factors that define a reputable and reliable service provider.

Reputation and Credibility:

When entrusting someone with the task of writing your research paper, it's imperative to verify the credibility and reputation of the service provider. Look for reviews, testimonials, and ratings from previous clients to gauge the quality of their work and their commitment to customer satisfaction. Additionally, check if the service has a track record of delivering original, plagiarism-free content within the stipulated deadlines.

Expertise and Qualifications:

A proficient research paper writer should possess a solid educational background, preferably with advanced degrees in relevant fields of study. Verify the qualifications and expertise of the writers associated with the service, ensuring they have the necessary subject knowledge and writing proficiency to handle your specific requirements. Some services may even allow you to communicate directly with the writers to assess their suitability for your project.

Customization and Flexibility:

Every research paper assignment is unique, with its own set of requirements, guidelines, and preferences. Look for a writing service that offers customized solutions tailored to your individual needs. This includes the flexibility to choose your preferred writing style, formatting guidelines, and any specific instructions provided by your academic institution or professor. A service that accommodates revisions and adjustments based on your feedback is also invaluable in ensuring the final paper meets your expectations.

Plagiarism Policies:

Plagiarism is a serious offense in academia and can have severe consequences for students, ranging from failing grades to expulsion. Therefore, it is crucial to choose a research paper writing service that prioritizes originality and adheres to strict anti-plagiarism policies. Make sure the service guarantees plagiarism-free content and provides plagiarism reports as proof of authenticity.

Affordability and Transparency:

While quality should never be compromised, affordability is also a significant consideration for students with limited budgets. Compare the pricing structures of different research paper writing services and ensure they offer transparent pricing with no hidden fees or charges. Look for discounts, promotional offers, and loyalty programs that can help reduce the overall cost without compromising on the quality of service.

Customer Support and Communication:

Effective communication is essential throughout the research paper writing process, from initial inquiry to final delivery. Choose a service that provides prompt and responsive customer support, preferably with multiple channels of communication such as live chat, email, and phone support. This ensures you can seek assistance or clarification whenever needed and stay updated on the progress of your paper.

Confidentiality and Security:

Privacy and confidentiality are paramount when seeking online academic assistance. Ensure the exploratory research paper Assignment Help has robust security measures in place to protect your personal information and guarantee anonymity. Check their privacy policy to understand how your data will be handled and whether they have stringent confidentiality protocols in place.

In conclusion, choosing the best online research paper writer requires careful consideration of several factors, including reputation, expertise, customization, plagiarism policies, affordability, communication, and confidentiality. By conducting thorough research and due diligence, you can select a reputable and reliable academic writing solution provider that meets your specific needs and ensures the successful completion of your research paper assignment. Remember, academic integrity should always remain a top priority, so choose wisely and invest in a service that upholds the highest standards of ethics and professionalism.

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Finding the Best Way to Write Your Assignment

When completing an assignment the first question that arises is How to write my assignment? exploration is essential since it enables you to compile a variety of data, concepts, and viewpoints that will enhance your work. Through examining various resources, including books, papers, and websites, as well as conversing with subject matter professionals, you can get significant knowledge and perspectives that will elevate your project. You'll be able to create more intelligent arguments and have a deeper comprehension of the subject as a result of this exploratory approach.

In addition, exploring different perspectives will help you to critically analyze the information you have gathered and develop a well-rounded argument in your assignment. This will not only demonstrate your expertise in the subject but also show that you have considered a variety of viewpoints before reaching your conclusions.

How to Make the Most of Exploration in Assignment Writing

Start early: Begin your exploration early in the assignment writing process so that you have enough time to gather information and develop your ideas. This will also give you time to reflect on the information you have gathered and refine your arguments.

Use a variety of sources: Explore a range of sources, including books, academic journals, websites, and expert interviews. This will give you a well-rounded perspective on the topic and help you to develop a comprehensive understanding.

Make notes: Take thorough notes on all the facts you learn from your research. This will assist you in structuring your ideas and thoughts and guarantee that your assignment contains all important information.

Engage with the material: Don't just passively read the information you gather. To show that you grasp the material, pose questions, make connections, and critically evaluate it. This will help you to develop a deeper understanding of the topic and create a more compelling assignment.

The Benefits of Exploration in Assignment Writing

By exploring different sources and gathering a variety of perspectives, you can enhance the quality of your assignment in several ways:

Increased knowledge: By exploring different sources, you will expand your knowledge of the topic and develop a deeper understanding of the subject matter.

Enhanced critical thinking: Exploration encourages critical thinking and analysis, allowing you to develop more insightful arguments and demonstrate your expertise in the field.

Stronger arguments: By considering a variety of viewpoints, you can develop more well-rounded arguments that are supported by evidence and diverse perspectives.

Write My Assignment: Trust the Experts

Do not be afraid to ask assignment experts in the UK for assistance if you are feeling overburdened with writing assignments. These professionals have the experience, expertise, authority, and trust needed to assist you in producing a high-quality assignment that meets your academic requirements. 

In conclusion, exploring different sources and gathering a variety of perspectives is the best way to solve the doubt about “writing my assignment”. By engaging in exploration, you can enrich your writing, develop a deeper understanding of the topic, and create a well-rounded assignment that demonstrates your expertise and critical thinking skills.

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Applying Factor Analysis to Real-World Data: A Guide for Data Analysis Assignment Help

Factor analysis is one of the powerful statistical techniques designed for uncovering the underlying relationships between variables in large datasets. By reducing the data dimensionality, it helps in simplifying the complex data structures into fewer factors and capturing most of the essential information. This guide is tailored for helping students in applying the factor analysis to the real-world data and offering a comprehensive overview of recent trends, practical tips, computational methods, as well as valuable references to the essential textbooks and the academic papers. Through this guide, students will definitely gain a deeper understanding of how to use factor analysis for revealing the hidden patterns as well as correlations in their data. By mastering of these techniques, the students can thus significantly enhance their analytical capabilities, which allows them to make well-informed, data-driven decisions as well as provide insightful recommendations that is based on their findings.

What is Factor Analysis?

Factor analysis is one of the most common types of analysis which reveals the relationships between observed variables. It explains the observed correlations between  a large number of variables in terms of a smaller number of unobserved variables, called factors. For example, by averaging the data or by keeping only the most significant coefficients pertaining to each variable. At the same time, it reveals the hidden constructs that form the unobserved components but impinge on the totality of the observable ones. It is an essential technique that applies in multiple fields such as psychology, finance, social sciences and even in marketing because it assists the researchers and analysts in determining the basic factors affecting the observed data. Therefore, by performing this analysis one can simplify the data analysis step, improve the models, and even get more understanding about the data process.

Types of Factor Analysis

Exploratory Factor Analysis (EFA): EFA is employed when the relationships among the variables are not well understood. This approach further allows the researchers to explore the possible underlying factor structures without any preconceived notions. It also helps in identifying the number as well as nature of the latent factors that can best represent the observed data. The EFA is particularly useful in the initial stages of research, where the goal is to uncover the new patterns as well as insights from the data.

Confirmatory Factor Analysis (CFA): CFA is primarily utilized to test the specific hypotheses or theories about the relationships among the variables. Unlike EFA, CFA also requires the researcher to specify a particular factor structure beforehand. This is then tested against the observed data. This method is further essential for validating the theoretical models and also confirming the fit of the data for a predefined structure. The CFA is often in use in the later stages of research, where the goal is to confirm or to refine the existing theories as well as models based on the empirical evidence.

Recent Trends in Factor Analysis

Factor analysis does continue to evolve, integrating the advancements in machine learning as well as computational statistics. These developments have expanded the capabilities and the applications of the factor analysis, thus making it a more versatile as well as powerful tool for data analysis. Some notable trends include:

Regularized Factor Analysis: In recent years, various techniques including LASSO that stands for the Least Absolute Shrinkage and Selection Operator and ridge regression are employed for the improved stability of models and their interpretation. Such methods are helpful especially when analyzing high dimensional datasets, which require careful analysis to avoid overfitting and complexity often associated with factor analysis. These techniques are useful in handling multicollinearity through regularization and ensure that the resultant factors are meaningful and also eradicate the problem.

Bayesian Factor Analysis: Bayesian methods in factor analysis enable the use of prior information and provide probabilistic estimates of the parameters and uncertainties involved in modeling. Understanding the data and the underlying factors can be facilitated by means of Bayesian factor analysis that, compared to classic factor analysis, offers a more flexible approach to modeling of latent variables is possible.

Non-Linear Factor Analysis: Regular factor analysis presumes that variables have linear associations, but with numerous practical datasets showcasing non-linear structures, it is a significant limitation. Techniques like Kernel PCA and auto encoder are used as an extension of this type of factor analysis to capture these non-linear relationships. While, Kernel PCA is a non-linear technique that uses kernel methods to map the data points into a higher dimensional space where linear techniques or the method of Principal Component Analysis can easily be applied. Autoencoders are a form of neural networks which in a way, extract features from the input data, but also learn coding of the data such that encoding and decoding introduces non-linear structures efficiently. These approaches enable the understanding of more complex and differentiated issues in different datasets scenarios.

Tips for Students

Understand the Assumptions: Factor analysis relies on certain assumptions like linearity, multivariate normality, and a sufficient sample size. Make sure your data meets these assumptions. If not, consider using different techniques.

Choose the Right Factor Extraction Method: There are various methods to extract factors, with Principal Component Analysis (PCA) and Maximum Likelihood Estimation (MLE) being the most common. Each method has its strengths and weaknesses. Pick the one that best fits your research goals.

Determine the Number of Factors: Deciding how many factors to keep is crucial. Use methods like scree plots, parallel analysis, or information criteria to find the optimal number of factors.

Interpret the Factors: Look at the factor loadings, which show the correlations between variables and factors. This helps you understand what each factor represents and how it relates to the original variables.

Consider Factor Rotation: Applying rotation methods like orthogonal (e.g., varimax) or oblique (e.g., promax) can make your factor structure easier to interpret. Rotation simplifies the factors by making the loadings clearer.

Validate Your Results: Check the stability and generalizability of your factor solution using techniques like cross-validation or split-half reliability. This ensures your results are reliable and applicable to other datasets.

Performing Factor Analysis in R: Step by Step Guide

Install and Load Necessary Packages:

Load Your Data:

Check Suitability of Data:

Perform Exploratory Factor Analysis:

Interpret the Results:

Check the factor loadings to understand which variables load highly on which factors.

Use the rotated factor loadings to make the factors more interpretable.

Data Analysis Assignment Help  

Are you facing problems with a factor analysis assignment or project? We are here to help! Our team of experienced data analysts and statisticians specializes in providing comprehensive data analysis assignment help to students like you.

Features:

Expert Guidance: Receive personalized assistance from seasoned data scientists and statisticians who can help you navigate complex factor analysis problems.

Software Proficiency: Get help with various statistical software, including R, SPSS, Eviews, SAS, JMP, STATA, and Minitab, ensuring you can complete your homework regardless of the platform you use.

Comprehensive Reports: We provide detailed reports with thorough explanations, supported by graphs and plots to help you understand the results clearly.

Clear Presentation: Our solutions are presented clearly, with all software outputs and codes included, making it easy for you to follow along and learn.

Originality Guaranteed: We deliver plagiarism-free and AI-free solutions tailored to your specific needs, ensuring originality and accuracy in every data analysis homework help.

Timely Delivery: We understand the importance of deadlines and ensure that your assignments are submitted on time, helping you meet your submission dates without stress.

Textbooks and Papers:  

"Factor Analysis: Statistical Methods and Practical Issues" by Rex Kline

"Applied Multivariate Statistical Analysis" by Richard A. Johnson and Dean W. Wichern

Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). "Evaluating the use of exploratory factor analysis in psychological research." Psychological Methods.

Costello, A. B., & Osborne, J. W. (2005). "Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis." Practical Assessment, Research, and Evaluation.

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Structuring Your Exploratory Essay: A Step-by-Step Approach

Exploratory essays (in contrast to others) don't require precise arguments or substantiating a claim via credible evidence. Rather, candidates must explore a topic and summarize it with believable conclusions. Such essays focus on a problem and suggest potential solutions. Students, at times, must include background information, how they tackled the topic, and correct information on the research method used. 

Experts state that exploratory essays require pupils to reflect on the most useful evidence when exploring the topic. The main objective is to establish an inquiry on the problem, investigate the topic context, and address feasible and realistic remedies. However, working on such assignments is always challenging- especially for those who've never written them. Luckily, All Essay Writer presents essay help online to such struggling apprentices.

These learners can secure assignment tutoring and guidance from the elite experts' panel and complete their papers before the deadline.

Below, We Present A Step-By-Step Approach to Its Structure to Help You Get Started!

First Is the Introduction

When crafting the introduction, you must do the following –

Establish topic context –Present background information to create a map for the paper.

Mention the significance –Explain the topic's significance to convince the readers to continue reading.

Present the topic questions and exploration –You must present 1-3 lines of what you intend to explore and the method.

Read More to learn about exploratory essay writing service!

Next Comes the Body

After setting the tone for the paper, move to the body. The structure for each paragraph is as follows –

Keep a stanza for all the sources utilized during the topic investigation and why, 

Another paragraph for data, information, and evidence found when using the sources.

And one more stanza to reflect on the source and data and why they are crucial to the argument.

You can even keep another stanza to address how specific resources altered your mindset on the topic coverage. 

You don't need to worry about the stanza limit; depending on the topic, you can have several body paragraphs.

Lastly, The Conclusion

In the conclusion, you must re-establish the research question indicated in the introduction and include potential solutions based on the shared sources in the body. 

Refrain from adding any new information. You can discuss extra questions (on the topic) that arose during your research phase.

Other Considerations

The length of the paper comprises 5 stanzas (at least). One can increase it depending on the topic coverage.

The writing style must adhere to the academic writing guidelines.

Ensure the writing is clear to understand, concise, and relevant to the topic.

Wrapping Up

Working on essays (of any genre) greatly improves one's academic writing style and overall confidence. It's the whole point of assigning such tasks to students. 

That said, doubts and confusion can always arise when crafting such papers. If you face any issues, contact a reliable essay writer from the website mentioned above for quality tutoring and solutions.

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Data analysis dissertation help

Data analysis dissertation help: - Data analysis: - The process of transforming, cleansing, and analysing unprocessed data to extract pertinent, usable information that aids in decision-making for businesses is known as data analysis. By offering helpful information and insights—which are frequently shown in the form of tables, graphs, charts, and images—the process helps lower the risks associated with making decisions.

Every time we make decisions in our daily lives, we may observe a fundamental instance of data analysis in action by considering the past or the future consequences of our choice. In essence, this is the process of doing a study on the past or the future and then coming to a conclusion. Data Analysis Types There are now six widely used forms of data analysis that are frequently used in the business and technological domains. Are.

• Analysing Descriptively In descriptive analysis, a dataset's primary characteristics are summed up and described. The primary objective is to arrange and exhibit the data in a significant manner, frequently employing metrics like average, median, mode, as well as standard deviation. It gives a summary for the data and facilitates the discovery of trends or patterns.

• Deductive Analysis Using sample data, inferential analysis seeks to draw conclusions or forecasts about the broader population. It entails using statistical methods including regression analysis, confidence intervals, and hypothesis testing. It facilitates extrapolating results from an experiment to a broader population.

• Analysing exploratory data (EDA) EDA is concerned with analysing and comprehending the data without making assumptions. To find patterns, linkages, and intriguing aspects, it makes use of data profiling tools, summary statistics, and visualizations. It aids in the creation of theories for additional research.

• Analysis of Diagnostics Understanding the cause-and-effect linkages in the data is the goal of diagnostic analysis. It looks at the elements or variables that lead to particular results or actions. Diagnostic analysis frequently makes use of methods like regression analysis, correlation analysis, and ANOVA (Analysis of Variance).

• Estimative Evaluation Predictive analysis is the process of forecasting or predicting future events based on past data. To find trends and create prediction models, it makes use of machine learning algorithms, statistical modelling approaches, and time series analysis. It is frequently applied to risk assessment, consumer behaviour forecasting, and sales forecasting.

• Script-Based Evaluation By making recommendations for decisions or actions based on the forecasts, prescriptive evaluation goes beyond predictive analysis. To produce meaningful insights and maximize results, it integrates historical data, algorithms for optimization, and business rules. It facilitates resource allocation and decision-making.

Data analysis dissertation help: - One service that helps students analyse their study data is dissertation data analysis aid. Many academic service providers, notably, workingment offer it. The service can assist students with organizing their findings and/or discussion chapter, interpreting their dataset, and editing their paper. Workingment is an excellent resource to start with if you need assistance with the data analysis for your dissertation. They provide practical help with data analysis from a knowledgeable coach who can walk you through every stage of the procedure. In addition, they offer a variety of other dissertation assistance services, such as software support and content assessment.

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[mebertolini]

Field Notes from 25 years of Teaching Writing

Think like a reader, writer, and teacher.

Fifty years ago this September, I stepped into a high school English class and attempted to teach writing. I am going to tell you a secret that I wish someone had told me 50 years ago when I was so afraid of making a mistake that I carried a pocket dictionary every time I walked into a classroom.  Here is the secret:  You already know more than you think you know.  So, take a deep breath, and concentrate on three main things:  You as a reader, you as a writer, and you as a teacher.

Be a reader.  

Start with yourself. Think about what you value in writing, any writing. Before you are a professional, you are a reader.  Write for about three minutes about what is important to you as a reader. If you are with others, discuss with a few people, and then share with a larger group.  You have just defined some writing goals for your students. You will need to have general writing goals and then particular writing goals for the class you are teaching and for the assignment you are giving. Goals for a first-year class can be more general than goals for a second or third year class, which is going to reflect readings and protocols in your discipline.  Your goals for your first assignment and your second or third papers, also, should be different because you want to increase the difficulty or complexity of your assignments.

None of these goals matter unless you communicate them.  Your students are not on the psychic hotline with you. It is unlikely they will magically sense what you consider important unless you communicate with them. When you convey this information—whether through speaking or writing—and the best approach is through speaking and writing, you are modeling good communication skills.  Writing is communication between one mind and another. Writing is the conduit, which makes the ideas of one mind transparent to another mind.  Whether what is in one of those minds is worth communicating or not is something, we will have to consider.

Be a reader is important when you are setting your goals, and it is important when you read your students’ papers as a reader. When I do not understand what a student has written. I write, “I don’t understand.” “I’ve lost the thread of the argument.” Or, “Do you have evidence to back up this point?” or “What is the point?” I always respond to papers as a reader. I also respond as a writer—“You might try so and so,” and as a teacher “Remember, we discussed xyz in class.” Nevertheless, responding as a reader comes first. Transparency and clarity in writing are two of my biggest goals.  My college acting teacher used to say, “If you are going to make a mistake, make it big enough for me to see it.”  How can I begin to help a student if I do know what the student understands?

Be a writer.  

You know you need to communicate your writing expectations, yes, but you also need to be aware of yourself as a writer—to think about your own process.  In order to teach writing, you need to think about how youwrite.  How you revise. How you move from an idea to publication. How might that process vary from project to project?  Think about your own writing process, and if you are with others, share your thoughts with them. What did you learn about yourself or the process of others?  When you think about your process, you are really thinking about how you manageyourself as a writer.  

How do you help your students have a process? You can talk to your students about your own process—how you manage yourself as a writer. How you break down your process. You can be honest, and admit that writing is messy and hard. Thank about what resources you have. Consider what resources your students have. Do you direct them to the Writing Center to the Library, to other support services?

Teaching your students to manage themselves, as writers, is one of the most important things you can do in helping them become better writers. Not always, but frequently, the paper your students hand you is a first draft—or not even that—what I call a discovery or exploratory draft. They are thinking, “What do I know about this subject?” Rather than thinking, “How do I communicate what I know to another person?” Consider how much time you give your students to write. Is it enough?   Do you budget a week for every 5-7 pages you assign? When I teach a writing course, my students write three drafts of every paper. Along the way, they receive feedback from their peers, peer writing tutors, and from me—a process that spans several weeks. This has worked beautifully, but it may not be realistic for you in your course.  So, I invented the 30-minute writing process, which I will unveil shortly.  

Be a teacher.  

Do you remember the old question, “What are the three most important things in real estate?” The answer, of course, is “Location. Location. Location.” Your location is your classroom, or your office or your desk. Whatever you do, face to face conveys importance. So, use the classroom, or your office to convey your expectations, to share writing management, to discuss the assignment. To say what it is your students need toknow to complete the assignment. Here is the 30-minute writing process: When I give out paper topics, I spend 15 minutes in class discussing the assignment.  I might have three or four possible prompts. I discuss each one, discuss how a student might approach each one, and discuss what the student needs to know to complete each one. Then I ask students to eliminate one right then, to draw a big X through that topic. I ask them to spend another 15 minutes of their own time that day or the next day looking at and thinking about the assignment, and choosing one.  Even if they never look at that assignment again until the night before the paper is due, it has been sloshing around in their brains for a bit, and they will write a better paper.

You have all heard by now of “Flipping the classroom.” It’s hot. It’s the new thing.  Teachers of writing smile “about the “flipped classroom” because we’ve always flipped the classroom.  We have always workshopped student work. We do not ask students just to comment on how they like a student paper, and we do not ask peers to fix semicolons. Instead, we workshop student work in a very directed way.  To write well, students need to read well and perceptively. This can happen in directed workshops, where students learn first to be readers and editors of each other’s work. I’m always frank with students about the benefits of the workshop—that they will, at first, learn more as a reader/editor of someone else’s work, then as a writer, but soon, they will learn to be perceptive readers of their own work. Maybe you do not have time for that. Maybe your class is too big. You can bring in examples of opening paragraphs from a previous class and discuss.  Or before your students hand in their own work, you can ask them to read their own papers silently in class—and make changes.

As a teacher, you should be asking yourself, why you are assigning a paper. What is the point? Is it to know if your students understand the content?  Is it to see if they can use concepts you have taught them on new content? Is it to apply theories to new situations? To recognize and understand the research knowledge in the field?   Is it to use key terms or theories in your disciple? If you cannot answer these questions, or if you are not conveying this—how can your students write well?  As a teacher, you have to answer these questions:  

What do your students have to know or understand before they write?

How well do your students understand your content?

How well have you taught them about this subject matter before they write?

Two experiences molded me as a teacher before I taught writing to college students. First, before Middlebury, I taught in suburban, rural, urban, and inner city high schools, and I attended a private high school—all, vastly different experiences.  When I taught English in a NYC high school, I taught 150-200 students a semester. When I began teaching at Middlebury, I knew my students had had vastly different educational experiences before they arrived at Middlebury. I have tried hard not to make assumptions about what they know or do not know, and I have sought to normalize what they knew or did not know. I often introduced a skill with the words, “As you may have already learned or not.”  

Second, for five years, I was “just” as a stay at home mom. Those five years taught me more about teaching than I learned from any book, or that I learned in the other 45 years of my teaching life. My two same gender children, from the same gene pool, learned completely differently. One remembered most what she saw.  The other remembered most what she heard.  One wanted to learn with me sitting next to her. The other wanted to try things on her own. Because students learn differently, I have tried to teach a variety of ways.  I create opportunities for students to listen, to read, to write, to speak, to act.  I encourage students to share things with others, and to try tasks own their own. I share important instructions in class, on paper, and online on a course website.  Always, I direct students to resources.  What you might change in the way you teach writing? Take a few minutes to write or think about this. For now, keep this information just for you.

Finally, what have I learned most in 25 or 50 years of teaching writing?  

Humility, Patience, and Faith

Humility: You cannot teach everything there is to teach about writing from one paper. You cannot even do it in one course.  You are one stop—one important stop— on a writer’s journey.  Many people set your student on this path, some well, some not so well, but you are not the only one.

Patience: not only with your students but, also, with yourself. Take the time to know what you expect, and spell that out.  Respect where your students are in their writing journeys.  Give your students good directions. Take the time to prepare your students. Give your students enough time to write well and to revise– week for every 5-7 pages, and throw a weekend in there.  Give your students support, and direct them to the Writing Center, Learning Resources, and the Library for more support.

Have Faith: pass your students on to the next stop in their writing journeys, and have faith that the next person on that journey will care as much about your students’ writing lives as you do.  

Mary Ellen Bertolini

[biopsychs]

Super exciting things happening (I'm getting so excited, it's overwhelming, and I really need to focus on all my papers due over the next few days)

- I'm going to be taking on a larger role in a study over the next year (which may very well turn into my honours). It's still in a work in progress but basically I'll be helping with a validity study on a test of verbal learning and memory and we're also planning to get normative measures. I get to do a lit review over the summer, so I'm super excited about that!

- I also confirmed I'll be taking on a larger role in another study next year focused on eye tracking and attention in relation to body image!

- Got trained up on a new study at the hospital. We'll be testing neglect patients for the study. Quick summary of hemispatial neglect bc I think it's super interesting: People who have a right hemisphere stroke may potentially suffer from egocentric neglect or allocentric neglect. Egocentric neglect means a person will have a lack of awareness for their left side, allocentric neglect means a person will ignore the left side of individual stimuli (but will attend to stimuli on both the left and right), and people can also have both types. For this study, we're doing paper and computerized versions of neglect measures. We're using an eyetracker for the computer tasks bc, while we can tell that people have neglect, we still don't really know what their eyes are doing, so this study could be really important for understanding neglect and informing new measures and treatment.

- All 3 of the studies I mentioned above are in the same lab and I've also been helping another grad student in the lab. The prof in charge of the lab is away on sabbatical this year but she's going to come back and see that I somehow involved myself in every single study in this lab (it was an accident I swear -- not that I'm complaining tho)

- I'm also jumped all over the place with my degree and decided I might actually do a minor in Biology (I just wished my uni offered more neuroscience classes ah). There's a science writing class that hasn't been offered for a few years so I'm hoping it will be offered next year!

- Worked for 5 hours (ugh) on my exploratory factor analysis assignment today with my friends, so I'll finish that tomorrow and then start a paper for memory and a paper for anthropology. I still can't settle on a topic for my anth paper so if anyone has ideas related to culture and mental health, let me know!

- When I was procrastinating today, I was exploring my uni's website and found a lab outside of my discipline that does research on TBI and it's so interesting. I got super excited to send the prof an email but I need to calm down before I commit to too much.

[whentherewerebicycles]

assignment structure

okay does this sound like way too much work or does it seem reasonable??? like if you were a student would this terrify you or seem reasonable:

weekly one-page exploratory thinking pieces that are graded on a satisfactory/incomplete basis. these are substantive writing assignments that require them to demonstrate real thinking/grappling with the material, but they are also low-stakes in that they can be informal, thinking-out-loud type writing. I’m not grading them on how polished or “correct” they are; the goal is just to help them develop a regular exploratory writing practice where they are working through the material in whatever way they find most useful or interesting. these will be due by or before class on Friday. students can skip one for any reason without penalty, and can use one of their tokens to skip another one. they also will have very light or no additional readings for Fridays since most will be writing their responses Thursday night.

weekly comments on one other student’s post—I’m thinking that each week they’ll will have a partner in their small group whose work they read and respond to; they’ll rotate through three partner pairs then have a week off. these will be due between Friday and Sunday of the week. the primary purpose of this assignment is to build stronger rapport within groups and to give students a chance to get additional feedback when I can’t respond; but it’s also a way of helping students tune into their own responses/reactions to their peers’ writing. basically I want them to be more mindful of their own reactions as they read—what works for them, what makes an argument compelling to them, what ideas jump out and why, what connections does their mind make, etc.

revision assignment for at least one thinking piece (C students don’t do any; B students do one; A students do two or write one more substantive/extended reworking of an earlier piece). can be completed at any point in the semester.

capstone project with several steps (proposal, research log, annotated bib type assignment, the project itself, and a reflection paper—with some peer workshop type stuff built in, and maybe an informal presentation of their research in small groups at the end). this will be paced over a period of about a month and a half, maybe? so there will be lots of scaffolding to build up to the final part.

[igot89bct-blog]

Assessment #2: Reflective journaling

The Creative Technologies experience I chose to apply the “Kolb cycle” to is the very first Introduction to Creative Technologies (ICT) project I was given, a vlog. The vlog was an individual activity where I had to describe my reasons behind my decision to become a Creative Technologist.

I was encouraged to creatively explain why I chose to study at University, why Auckland University of Technology in particular, what Creative Technologies is historically and what I envision this career path to be. Emphasis was also placed on my ideas in the vlog being original, critical, informed and broad.

 This activity is experientially significant as a teaching tool as it teaches students to analyse their own thinking and reasoning towards their choices, helping them define their goals and causes them to research what it takes to achieve them.

The activity helps students understand the ramifications of the choices they’ve taken. It helps them understand their predecessors in that field; and what existing expectations and paradigms are waiting in the industry.

 For myself, the vlog assignment was a steep learning curve. I had never edited before and had to learn how to use new editing software. I had never filmed before, yet alone on a smart phone and I had to learn how to record my voice as its own entity for the narration. The script had to be rewritten many times to express complicated reasoning behind the vlog’s purpose and compressing the various paths in my life to my current decision to study was also difficult.

The vocal recording and editing were particularly difficult as I soon found that pacing for filming and for my narrative reading was of great importance to the flow of the overall vlog. Projection and pronunciation were also unexpected difficulties in the editing and recording process.

Arguably, my difficulties arose due to my self-imposed limit of not wanting to be shown on camera. I had to face my own issues with self esteem and my own short comings as a creator and a person in order to complete the project. In a way, it was like a strange form of therapy – I had to face my own demons around low confidence to create a competent result.

It was a good creative exercise to work around this limit, however, the earlier discussed difficulties around narration and editing were birthed completely from this limit.

In the end, I did not film enough footage to fit with my narration and thus, had to be filmed anyway. The experience taught me to allow myself to be flexible with my limits and allow myself to be vulnerable on camera. It also taught me to approach my projects with a more unbiased view, to see my creations and myself as materials to achieve the desired outcome. It was more important for the points expressed in the narration to have a physical representation of my injury, it had more impact upon the viewer seeing the repercussions than just a disembodied voice speaking about the topic.

 While completing the project I learned about the technical aspects, but I struggled with the academic purpose of why this project was useful to students – why a vlog was our assignment instead of an essay, for instance. To enlighten myself, I researched vlogging and the benefits thoroughly.

In a study of veterans’ vlogging, it was postulated that a therapeutic narrative could be achieved from collective commentary given from any of the community online who have an interest in the subject matter, not just an expert’s opinion as a person would receive from professional therapy (Schuman, Lawrence and Pope, 2019).

The study reported that vloggers were more open to sharing personal information, their faces and even stigmatising conditions in contrast to text-blogs or real life interactions as further reasoning for the deep therapeutic nature of the bond between vlogger and audience. They further postulate that vloggers turned to social media (in this case, Youtube) to process feelings of alienation, grief and loss of self and relationships.

A survey stipulated that vlogs can be used in more ways than text or audioblogs, e.g. in online education, online gaming, product marketing and news reporting (Gao, Tian, Huang and Yang, 2010).

Molyneux, Gibson, Singer and O’Donnell argue that “Vloggers also view vlogs; therefore vloggers engage with videos on several levels – they are both the encoders and the decoders, both producers and members of the audience and the Youtube community”. They emphasise how vlogging is a social activity, encouraging people to view and participate in vlog creation (Molyneux, Gibson, Singer and O’Donnell, 2008).

Vloggers attempting to connect with strangers after a loss of a loved one has been found to happen quickly; months, weeks, even days after the death, and shows that vlogging in a 24/7 online world where someone is ‘always there’ is a comfort (Gibson, 2016).

Gibson emphasises the interactive nature of vlogging, shown by the empathy expressed in comments of the vlogs. These commenters act as a substitute support system despite co-presence to the vlogger’s grief being impossible. Gibson further purports that a support network can be garnered from online communities where real world support is lacking.

An exploration of vlogging explains how vlogging can be a useful tool for identity experimentation for people transitioning genders (Raun, 2015). Raun postulates that vlogging is a continually reforming and changing form of storytelling, with feedback coming from the creator as well as the viewers. He argues that this makes the narrative of the vlogs more non-linear and democratic than written autobiographies.

 After this research, I discovered various benefits to vlogging; it can be empathy from strangers to help with a healing, structured therapeutic narrative, that people are more open with themselves in a vlog than in a blog or in real life interactions, or that vlogging helped them process feelings that they could not in real life.

Vlogging can be more useful than text or audioblogs and connects people socially, through creativity and comforting support. It can help people figure out their identities, it’s as ever-changing as people themselves and can act as a way to monitor their progress, like a visual diary.

 References:

Gibson, M. (2016). Youtube and bereavement vlogging: Emotional exchange between strangers. Journal of Sociology 52(4), 631-645. https://journals-sagepub-com.ezproxy.aut.ac.nz/doi/pdf/10.1177/1440783315573613

Molyneux, H. Gibson, K. Singer, J. O’Donnell, S. (2008). New Visual Media and Gender: A Content, Visual and Audience Analysis of Youtube Vlogs. Conference Papers – International Communication Association Annual Meeting, 1-12. http://web.a.ebscohost.com.ezproxy.aut.ac.nz/ehost/pdfviewer/pdfviewer?vid=5&sid=258c6212-018e-44a9-aa72-65aa55798a79%40sessionmgr4009

Raun, T. (2015). Video blogging as a vehicle of transformation: Exploring the intersection between trans identity and information technology. International Journal of Cultural Studies 18(3), 365-378. https://journals-sagepub-com.ezproxy.aut.ac.nz/doi/pdf/10.1177/1367877913513696

Schuman, D. L. Lawrence, K. A. Pope, N. (2019). Broadcasting War Trauma: An Exploratory Netnography of Veterans’ Youtube Vlogs. Qualitative Health Research 29(3), 357-370. http://dx.doi.org.ezproxy.aut.ac.nz/10.1177/1049732318797623

Wen, G. Yonghong, T. Tiejun, H. Qiang, Y. (2010). Vlogging: A Survey of Videoblogging Technology on the Web. ACM Computing Surveys 42(4), 15:1 – 15:57. http://eds.b.ebscohost.com.ezproxy.aut.ac.nz/eds/pdfviewer/pdfviewer?vid=4&sid=edca290d-1305-4408-bc98-241a4bd5fbc0%40pdc-v-sessmgr05

[fastessaypapers]

My Top Ten Sociology Research Paper Topics: Get Inspired Now!

Image Source: Unsplash

Introduction

‍Sociology is a broad field of study, which means there are hundreds of potential topics for your research paper. Even so, narrowing down the list can be a challenge. What might seem like obvious Sociology Research Paper Topics to investigate at first glance may prove not to be as simple as you think once you start delving deeper. After all, many sociological studies tend to focus on more nuanced and intricate details rather than simply documenting what is at any given moment. This can make it difficult to determine exactly what kind of topic you should write about for your research paper. However, if you take a moment and give it some thought, many sociology topics would make for a great paper assignment.

Create your own shortlist of topics before starting your research.

It’s always helpful to have a topic in mind before you start conducting research, as it helps you to focus your efforts. Finding a topic that suits your interests and research interests is also likely to make the process more enjoyable. This is why it’s a good idea to have a short list of topics ready to go before you start your research. This way, once you start reading up on topics, you will have a better idea of where to focus your attention. If you don’t want to create a list of topics of your own, perhaps you could work with someone who is better acquainted with the field than you. If you’re in school, ask your teacher or professor to help you out. They will likely be able to suggest some great topics for your research paper that they have already read and analyzed in class.

Find information on the topic from different sources.

Once you have decided on a topic, it will be time to start looking for information about it. This is where things can get a bit tricky. You might not know exactly what kind of information you need to find about a certain topic, but there are many ways to find it out. You can also use the library or other resources available at your college or university if they carry books and journals that deal with sociology; check the internet; ask friends and family members who are already familiar with the subject; read through articles online; attend seminars or other events that discuss sociology; etcetera. You might also want to consider joining online sociological communities where people discuss their ideas and experiences regarding various topics related to sociology – this can also provide valuable input and advice on how best to approach your topic. With all these options available, it shouldn’t be too hard for you to find out just about anything that you need regarding your chosen topic area for your research paper assignment!

Your first step should be to read some background information on potential topics.

As you conduct your search, you will quickly notice that there is a lot of information available on various topics. However, not all of it will be relevant to your assignment. Instead of trying to read everything at once, start by reading some background information on potential topics. This will help you to narrow down the list of topics that would make for a good paper. It will also give you a better idea of how each topic might best be explored. This is particularly important when you are dealing with topics that have a more nuanced focus.

What is a qualitative topic?

The term "qualitative" in sociology refers to anything that is focused on exploring abstract concepts and ideas. As such, qualitative research often looks at things like people’s feelings, perceptions, and beliefs. It is largely exploratory and does not focus on quantifiable data. Topics that fall into this category could include any of the following: How do people in your community define happiness? What do people’s religious beliefs tell them about how they should live their lives? What roles do people’s ethnic and racial identities play in shaping their communities? What are people’s perceptions of crime and law enforcement? How do people feel about the idea of social progress?

What is a quantitative topic?

Quantitative topics focus on gathering data and using it to conclude. This type of research is often more focused on the present and on determining causality. Topics that fall into the category of quantitative research include any of the following: What are the current statistics regarding divorce rates in your country? What percentage of the population in your country is currently living below the poverty line? What is the current average life expectancy in your country? What percentage of the population has access to healthcare? How many people are currently unemployed in your country? What percentage of your country’s population is living in poverty? What percentage of your country’s population is living below the poverty line? What is qualitative research? Qualitative research looks at the world as it is and tries to understand how things work. This type of research examines the past, present, and future using a variety of methods. Topics that fall under this category include any of the following: What kind of music do people in your community like to listen to? What kinds of media do people in your community watch regularly? How are people spending their free time in your community? What kinds of goods and services are people in your community buying or consuming regularly? What languages are spoken by people in your community daily? How does gender shape how men and women live their lives in your community? How does language influence how men and women relate to each other in your community?

What is a mixed-method topic?

A mixed-method approach combines elements of qualitative and quantitative research. While it is not possible to have an entirely mixed-method topic (the two methods are fundamentally different approaches that cannot be combined), certain topics lend themselves well to a mixed-method approach. Topics that fall into the mixed-method category could include any of the following: Do people’s religious beliefs affect the way they vote? What do people’s feelings about social progress say about their feelings about the current state of the world? Do people’s feelings about the criminal justice system affect the way they interact with law enforcement? What do people’s perceptions of government services tell us about their feelings about bureaucracy?

How can you tell if a topic is qualitative or quantitative?

While it is helpful to understand the general differences between qualitative and quantitative research, it is also important to know how to tell which is which. This will help you to more easily focus your research efforts. To do this, start by asking yourself a few basic questions, such as: Does my topic involve collecting data or simply exploring people’s perceptions and feelings? Is it focused on quantifiable data or more abstract concepts and ideas? Does it involve trying to determine causality or simply exploring the state of a particular issue? Once you have a better idea of how your topic fits into the bigger picture, it will be easier to narrow down your list of potential topics.

Determining whether a topic will have a focus on Culture or Society.

One of the first things you should do when trying to determine a topic is to think about whether it will focus on culture or society. This will help you to better focus your efforts, as topics that are more focused on society are generally better suited to quantitative research while those that focus on culture are generally better suited to qualitative research. Once you have a better idea of which type of topic you are dealing with, you can better determine what methods would be best suited for exploring it.

Determining whether a topic will have a focus on Groups or Institutions.

Another way to tell which type of topic you are dealing with is to think about whether it will have a focus on groups or institutions. This will help you to better focus your efforts and determine which type of research approach would be best suited for exploring it. Once you have a better idea of which type of topic you are dealing with, you can then determine whether it would be better suited to qualitative or quantitative research.

Determining whether a topic will have a focus on Theories and Concepts or Processes.

Another way to tell which type of topic you are dealing with is to think about whether it will have a focus on theories and concepts or processes. This will help you to better focus your efforts and determine which type of research approach would be best suited for exploring it. Once you have a better idea of which type of topic you are dealing with, you can then determine whether it would be better suited to qualitative or quantitative research.

Some final thoughts

No matter which topic you ultimately choose to research, one thing is certain: it will be an interesting and beneficial experience. However, the more time and effort you put into choosing a topic and researching it, the better your paper will be. If you are serious about getting the best grade possible, you need to make sure you are fully prepared. This means you will need to select a topic that suits your interests and research interests, conduct thorough research, and write a strong paper. Relevant Computer Science Research Papers for 2021 Whom Can I Trust To Write A Quality Essay For Me: Number 1 Fast Essay Help Read the full article

[nanowrimo]

“In My End is My Beginning”: the Post-Camp Novel Effort

Now that the frenzy of Camp NaNoWriMo has passed, it’s time to figure out what’s next! That could be anything from taking a break from your manuscript to diving right into edits or revisions. Today, participant Susan Tait shares her plan for post-Camp noveling:

I feel stunned. In the afterglow of “I really did write 52,000 words in a month!” the post-Camp effort of organizing my writing feels like trying to unload hastily-packed boxes after moving to a new house. There’s all this stuff that got crammed in during the fury to finish.  

Advice was never-ending and contradictory, so I stopped reading it. It mostly amounted to this:

“Don’t edit while you write! Just get it out!”

“Edit while you write, or you’ll just have a big mess at the end.”

I think they’re both right. The novel’s gotten “out,” but what’s gotten out has more obvious problems than strengths: outline fragments, broken dialogue, zeroes filled in for o’s the week I switched keyboards (how did I forget to review my spelling and grammar more often?), a fantastic idea I remember having but can’t find, paragraphs that “seemed like a good idea at the time.” Acknowledgement for source quotes and research notes is so far behind that it feels like another book. Plus the dawning realization that some of my cardboard characters spitefully defied their assigned roles and did what they wanted to.

Now, in the aftermath, I could:

Put the whole binder in the drawer as evidence of effort, and write a short story that I resist titling, “And Now For Something Completely Different.”

Wax philosophical about what I learned, writing a personal development essay that will make it clear to me what I know now that I didn’t then.

Rewrite, revise, review. I can do the other two things any time. Perhaps a character with the worst character arc needs a short story to clear things up. Maybe a decision diagram on tracing paper superimposed on a generously sized timeline would show me where things went wrong—or if I’ve actually written some alternative history.

To my surprise, I like what I have enough to pursue polishing the messy draft that I started last month. To pick the advice that’s going to work for me, I need only remember one thing:

Maintain my engagement with my characters while re-engaging with my readers.

Some of my characters are based on real people, others completely invented. They all have a real relationship with me, something like the relationship of befriending people online that you never meet in real life. My characters make me look at how I engage with people and what I project onto them.

It doesn’t matter in what order I fix all the problems with my draft. What matters is that I start a process that will create a community larger than the sum of my novel’s parts: that place where characters and readers meet. The only way to build that is to start where I am, regarding my dirty draft as clean compost.

I adopted my writing motto (and the title of this post) from Mary, Queen of Scots: the end of the dirty draft is the beginning of a new chapter.

Recommended Links:

Looking at a fresh start for content that will integrate easily? Try L.E. DeLano’s suggestion in her recent Swoon post on why you should know what changed for you and your character last month.

I don’t write what I know; I write to find out what I don’t. Sounds like you? This Atlantic column on the value of fiction shores up exploratory writers.

This FAQ with award-winning novelist John Scalzi goes much wider than science fiction—terse, kind, and some of the comments are also pretty funny and helpful.

Susan’s first novel collapsed into a short story that she round-filed. It taught her enough to succeed at her second novel, which she wrote during NaNoWriMo 2017, and finished during the Now What? Months in February 2018. Fountain pen fiend, amateur painter, past winner of two Writer’s Digest competitions, and a certified scrum master, she lives in Oregon with her husband, son, and three cats. See more about her on LinkedIn.

Top image licensed under Creative Commons from Sandy/Chuck Harris on Flickr.

[digitalmarketingagencysworld]

How to Choose the Best Research paper Topic

To perform well in academics it is very important to go with the best research paper topic to present well-written content in university. It becomes crucial to pick the best topic for your research paper writing work when you wish for good marks in an academic year. As we all know, in academic writing section holds a great part of academic marks and any student can score good marks by submitting well-written content in the research paper writing work. However, you must choose the best research paper writing topic for your research paper writing work. You have to make sure that your topic must meet the research paper requirements. You may ask your professors and seniors for feedback if you get confused regarding choosing the best research paper topic for your research paper writing projects. You must choose that particular topic that is interesting to you and you may get focus on the topic without external force. The topic should be familiar to you and you have some idea about the topic. It may seem obvious but this will make the research process easy and engaging for you rather than searching for an anonyms topic that is complex and hard to understand.

While choosing the best research paper topic for your research paper writing work you should consider the scope of your topic. It becomes difficult to complete when your topic is broad and it consumes more time than expected.  Your topic should be according to the marks that will come forward with performing in academic writing tasks, if your topic is too narrow, then it becomes harder to research that topic.

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While choosing the best research paper topic for your research paper writing work background research provide research paper writing help to you, knowing about your topics’ background can only help you in developing more effective topic and therefore you should prefer that topic on which you may rely by doing background research for that topic. You must invest your time in doing background research for better results and flawlessly writing work.  By researching the background you will get to know many other important facts and data about the topic that will be helpful in your research paper writing work.

Brainstorm concepts also provide the best assignment writing services , as when you think about your topic your mind also runs for that particular topic. Thinking about the topic helps you brainstorm all of the words or concepts that you can relate to the topic and write over that topic without getting confused. Thus thinking about the topic and doing background research and brainstorming help you in performing well in the research paper writing work and help you in choosing the best research paper writing topic for your academic writing task.

It is always suggested to students to maintain a list of selected research paper writing topics that they found interesting and they can write over those topics with full interest. You should develop a research question for the topic to get content for the topic. Once you have come up with a topic and done some research background research, you may want to develop a research question or question that you are going to answer in your paper by doing more in-depth research.

At the end of the article, you should think about your approach to the topic of your research paper writing work, think about a basic approach that may help you further develop your topic. Use a historical angle by focusing on a particular period, use your expertise and choose the topic according to your intelligence and interest, after doing this start doing some exploratory in-depth research for your research paper writing work. This will provide the best research paper writing help for your academic task.

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[vickyrobinsonblog]

Nuiances of Document Support There’s no fixed style and design along with time, you might notice…

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[designjams]

Summary of Notes

What’s expected?

Requirements Filled in and signed cover page uploaded to Turnitin. Attendance. Final presentation uploaded to your Tumblr blog.

Learning Outcomes On successful completion of this paper students will be able to:  

1. Demonstrate knowledge of fundamental interaction design principles and concepts.  

2. Analyse digital user interface (UI) problems, then undertake user research and evaluation.  

3. Explore, experiment and analyse a range of creative ideas and concepts.  

4. Prototype, further analyse, refine and communicate concepts.  

5. Reflect on design processes and learning.

Siobhan’s Notes

Week 1.2

First assignment is a infographic of what you've learnt.

Taxonomy/diagram/infographic

Put it all together in the last week

Section 2

making - based on systems - grids, typography etc.

design system (music app)

do it with prototyping software

hand in design system, asset library, all the icons, all stages, plan for colours, typography, artwork

Taxonomy (general) is the practice and science of classification of things or concepts, including the principles that underlie such classification. Originally used only about biological classification, taxonomy has developed to be a synonym for classification (see Classification (general theory)).

Design for finding

Design for understanding

The hamburger menu, or the hamburger icon, is the button in websites and apps that typically opens up into a side menu or navigation drawer. It was created by interaction designer Norm Cox for the Xerox Star personal workstation in 1981 as an easy way to communicate to users that the button contained a list of items.

The Power of Design Jams (And How They Can Help Your Startup)

we work for findability.

classify things

basically organise our places of information - we are placemakers

we make online environments structured in such a way so that people understand

the understanding is driven from context, content and user.

Design for Understanding

Some organising principles that carry over to information environments from physical environments include: structure and order, rhythm, typologies and modularity and extensibility.

We experience information environments as places where we go to transact, learn and connect with other people, among many other activities.

How people make sense of where they are and what they can do there

Placemaking in the physical world and in information environments

Design for Finding.

Information needs are like fishing: sometimes people know exactly what they're looking for, but often they're casting a wider net.

Everything (exhaustive research)

A few Good things (exploratory seeking)

The right-thing (known item seeking)

Need it again (re-finding)

IA starts with people and the reason they use your product or service: they have an information need.

Three circles of information architecture

We need to understand the business goals behind the project and the resources available for design and implementation.

Context | Business goals, funding, politics, culture, technology, resources and constraints. We’re looking to understand goals, budgets, schedules, technology infrastructure, human resources, corporate culture, and politics.

Content | Document/data types, content objects, volume, existing structure. We’re looking to understand “the stuff in the information environment”.

Users | Audience, tasks, needs, information-seeking behaviour, experience. We’re looking to understand the people – real, living human beings – who will be using the information environment.

Finding and managing

The organisations and people who manage information are important, too. An information architecture must balance the needs of users with the goals of the business. Efficient content management and clear policies and procedures are essential.

Findability is a critical success factor for overall usability. If users can't find what they need through some combination of browsing, searching, and asking, then the system fails. But designing for the needs of the user isn't enough.

Structuring, organising and labelling.

Labelling means figuring out what to call those categories and the navigation structure elements that lead to them.

Organising involves grouping those components into meaningful and distinctive categories, creating the right contexts for users to understand the environment they are in and what they're looking at.

Structuring involves determining the appropriate levels of granularity for the information "atoms" in your product or service and deciding how to relate them to one another.

Information

We are concerned with information of all shapes and sizes: websites, documents, software applications, images, and more. We are also concerned with metadata: terms used to describe and represent content objects such as documents, people, processes, and organisations.

Knowledge managers develop tools, processes, and incentives to encourage people to share that stuff. Information exists in the messy middle. With information systems, there's often no single "right" answer to a given question.

We use the term "information" to distinguish information architecture from data and knowledge management. Data is facts and figure. Relational databases are highly structured and produce specific answers to specific questions. Knowledge is the stuff in people's head.

Information Architecture

The art and science of shaping information products and experiences to support usability, findability, and understanding.

The synthesis of organisation, labelling, search, and navigation systems within digital, physical, and cross-channel ecosystems.

The structural design of shared information environments.

It does this by asking the designer to think about problems through two important perspectives: that our products and services are perceived as places made of information, and that they function as ecosystems that can be designed for maximum effectiveness.

Information architecture is focused on making information findable and understandable. Because of this, it is uniquely well suited to address these issues.

This has had two important effects in our time: information is more abundant that ever before, and we have more ways of interacting with it than ever before.

Historically, information has shown a tendency to dematerialise, going from having one-to-one relationship with its containers to being completely detached from its containers.

Week 2.1

The Anatomy of Information Architecture

Organisation systems present the site’s information to us in a variety of ways, such as contect categories, or to specific audiences.

Navigation systems help users move through the content, such as with the custom organisation of the individual drop-down menus in the main navigation bar.

the only thing is sometimes organising info can hide info.

Search systems allow users to search the content; when the user starts typing in the site’s search bar, a list of suggestions is shown with potential matches for the user’s search term.

Labelling systems describe categories, options, and links in language that (hopefully) is meaningful to users; you will see examples throughout the page.

Top-Down Information Architecture

In top-down info architecture, the environment's designers posit a structure that aims to answer users' questions such as these.

The form that the environment takes – its content, page layout, etc. - is designed and produced to support this structure that has been centrally defined “from above”.

Categories are used to group pages and applications throughout the site.

Labels systematically stand for the site’s content.

Navigation systems and a search system can be used to move through the site

Questions users will ask from a top-down perspective.

Where am I? I know what I am looking for; how do I search for it? How do I get around this site? What’s important and unique? What’s available on this site? What’s happening there? How do I engage with them via various other popular digital channels? How can I contact a human? What’s their address? How can I access my account?

Bottom-Up Information Architecture

Instead of being dictated from above, bottom-up info arch is suggested by and inherent in the systems content (e.g., Netflix as it’s Based on what you've been watching/ Spotify is a mixture of top-down and bottom-up)

It’s important because users are increasingly likely to bypass your system’s top-down information architecture; instead, they’re using webwide search tools like google search, clicking through ad, while reading your content vis social media to find themselves deep in your site.

UNDERSTAND: Top-down vs Bottom Up - Initially I didn't really grasp what this meant

Week 2.2

DEFINE High-fidelity prototype?

Organising information then visualising information

Grid systems

Slides readable

Make sure you can communicate your research to your team and stakeholders

Fruit stall - hands on card game.

Assumptions VS. Facts

Week 3.1 | INRD | Card Sorting

Top-Down Information Architecture

LABELS systematically represent the site’s content.

We label things all the time.

Labelling is the most obvious way to show our organisation schemes across multiple systems and contexts.

We must try to design labels that speak the same language as our environment’s users, while also reflecting its content.

Textual labels are the most common type we encounter in our work; they include contextual links, headings, navigation system options, and index terms.

Iconic labels are less common, but the widespread adoption of devices with less screen real estate means that they are an important component of many information environments.

Designing labels is one of the most difficult aspects of information architecture.

TEXTUAL LABEL TYPES:

Contextual Links

Hyperlinks to chunks of information on other pages or to other locations on the same page

Headings

Keywords, tags, and subject headings that represent content for searching or browsing.

Labels that simply describe the content that follows them, just as print headings do.

Navigation system choices

Labels representing the options in navigation systems.

Index terms

Content, users, and context affect all aspects of an information architecture, and this is particularly true with labels. Any of the variables attached to users, content, and context can drag a label into the land of ambiguity.

Presentation

Similarly, consistent application of fonts, font sizes, colours, whitespace, and grouping can help visually reinforce the systematic nature of a group of labels.

Syntax

It not uncommon to find the following mixed together.  

Verb-based labels (e.g., “Grooming Your Dog)

Noun-based labels (e.g. Diets for Dogs)

Question-Based Labels (e.g. How do you paper train your dog?)

Within a specific labelling system, consider choosing a single syntactical approach and  

sticking with it.

Granularity

Within a labelling system, it can be helpful to present labels that are roughly equal in their specificity. Exceptions (such as site indexes) aside, it’s confusing o encounter a set of labels that cover differing levels of granularity – for example “chinese restaurants,” “restaurants,” “taquerias” “fast food franchises” “burger king”

Comprehensiveness

People can be tripped up by noticeable gaps in a labelling system. Aside from improving consistency, a comprehensive scope also helps people do a better job of quickly scanning and inferring the environment’s content.

Audience

Consider the languages of your environment's major audiences. If each audience uses a very different terminology, you may have to develop a separate labelling system for each audience, even if these systems are describing the same content.

Open Card Sorts vs. Closed Card Sorts vs. Hybrid Card Sorts

Open card sorts allow participant to cluster labels for existing content into their own categories and then label those categories (and clearly, card sorting is useful when designing organisation systems as well as labelling systems.

Closed card sorts provide participants with existing categories and ask them to sort content into those categories. At the start of a closed card sort, you can ask users to explain what they think each category label represents and compare these definitions to your own.

Hybrid card sort  use elements of both

Week 3.2

Recap card sorting

Good research means asking the right questions, and choosing the right questions requires a conceptual framework of the broader environment.

We use our Content/Context/Users conceptual framework as the basis of our research.

Diagramming Information Architecture

Provide multiple ‘views’ of your information architecture.

Information environments are too complex to show all at once; a diagram that tries to be all things to all people is destined to fail.

Instead consider using a variety of techniques to display different aspects of the architecture.

No single view takes in the whole picture, but the combination of multiple diagrams might come close.

Develop those views for a specific audience and needs.

You might find that a visually stunning diagram is compelling to client prospects, therefore justifying its expense.

However, it probably requires too many resources to use in a production environment, where diagrams may change multiple times per day.

Whenever possible, determine what others need from your diagrams before creating them.

You may need very different diagrams for communicating “upstream” with stakeholders and executives than for communicating “downstream” with designers and developers.

Content components.

What constitutes a unit of content, and how those components should be grouped and sequenced.

Connections between content components

How content components are linked to enable actions such as navigating between them

Sitemaps show the relationships between information elements such as pages and other content components, and can be used to portray organisation, navigation, and labelling systems.

Both the diagram and the navigation system display the ‘shape’ of the information space in overview, functioning as a condensed map for site developers and users, respectively.

As you create sitemaps, it’s important to avoid getting locked into a particular type of layout. Instead, let form follow function.

Keeping sitemaps simple.

As a project moves from strategy to design to implementation, sitemaps become more utilitarian.

At this stage, they are focused more on communicating the information architecture to others involved in design and development, and less on strategy and product.

Bring detail to your sitemaps.

As you move deeper into the implementation stage, your focus naturally shifts from external to internal.  

Rather than communicating high-level architectural concepts to the client, your job is now to communicate detailed organisation, labelling, and navigation decisions to your colleagues on the development team.

Modularise your sitemap.

The top-level sitemap links to subsidiary sitemaps, and so on. These diagrams are tied together through a scheme of unique IDs.

UNDERSTAND upstream and downstream communication

Content Components

How they are being grouped or sequenced - their relationships to each other

Let form follow function - don't get locked down into a particular type of layout. Don't force it into a certain shape

Sitemaps become more utilitarian as a project strategy moves form design to implementation.

You may need a second site map to explain smaller - itemised components from the bigger picture of the first sitemap.

top-level sitemaps links to subsidiary sitemaps, and so on, and so on. These diagrams are tied together through a scheme of unique IDs e.g. colour, how components are related to each other - keep people interested and make it so that understanding is easy. e.g. certain colours refer to certain level, if you were to zoom in on the sitemap you'd know exactly where you are on the sitemap. e.g. keep it organised and easy to understand

interaction-design.org

informationisbeautiful.net

Week 4.1

Wireframes

Consistency is key, especially when presenting multiple wireframes.

More importantly, colleagues take wireframes quite literally, so consistency makes their design and production work go more smoothly.  

Callouts – small notes placed around and over your wireframes – are an effective way to provide details about the functionality of page elements. Be sure to leave room for them at the sides and top of your wireframes.

Like any other deliverable, wireframes should be usable and professionally developed. So, tie your collection of wireframes together with page numbers, page titles, project titles, and last revision dates.  

When more than one team member is creating a project’s wireframes, be sure to establish procedures for developing, sharing, and maintaining common templates and components.

Schedule time in your project plan for synchronising the team’s wireframes to ensure consistent appearance, and for confirming that these discrete sdocuments do indeed fit together functionally.

In this design phase, the emphasis of the project moves from process to deliverables – it's where the information architecture starts to become manifest.

These deliverables aren’t the whole story – process is as important during this phase as it is during research and strategy.

Make sure your team are all working in up-to-date version, be clear to title your work so it's clear which is which. Establish procedures for developing, sharing and maintaining common templates and components. It's about how to design the design. You will never work by yourself in the real world - you will always work in a team.

Schedule time in your project plan for synchronising the team's wireframes to ensure consistent appearance, and for confirming that these discrete documents do indeed fit together functionally.

Make sure there is consistency in your work.

In your wireframe you can show your mistakes or opportunities for improvement in your sitemap. The process is still a way to figure things out.

Information Architecture diagrams define content components and the connections between them.

Sitemaps show the relationships between information elements such as pages and other content components, and can be used to portray organisation, navigation, and labelling systems.

Wireframes depict how an individual page or template should look from an architectural perspective. (Wireframes are working documents.)

A2 diagram/infographic of everything you've learnt so far.

Peer session with post it notes to comment on people's work.

You learn by giving feedback.

A2 poster

Choose a visual language - decide how you want.

Wireframes - how are you going to link your map to the wireframe.

Wed: wireframe to a prototype on Wednesday

Do this in Xd or Figma?

A2 examples of other's work will be shown.

Wireframes

-

Grid system - the easiest way to find out grid system for the website you're looking for - it's almost never touching content - there will always be margins and gutters, etc. go deeper into grid systems in Project 2, but it's important to keep in mind here.

Each website will have a grid system - examine them and get your head around.

Never try and make a grid system where one row interacts with the other.

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