Language : English
Published : 2010-11-01
Pages : 400
Conducting Research in Conservation: Social Science Methods and Practice
Conducting Research in Conservation is the first textbook on social science research methods written specifically for use in the expanding and increasingly multidisciplinary field of environmental conservation. The first section on planning a research project includes chapters on the need for social science research in conservation, defining a research topic, methodology, and sampling. Section two focuses on practical issues in carrying out fieldwork with local communities, from fieldwork preparation and data collection to the relationships between the researcher and the study community. Section three provides an in-depth focus on a range of social science methods including standard qualitative and quantitative methods such as participant observation, interviewing and questionnaires, and more advanced methods, such as ethnobiological methods for documenting local environmental knowledge and change, and participatory methods such as the ‘PRA’ toolbox. Section four then demonstrates how to analyze social science data qualitatively and quantitatively; and the final section outlines the writing-up process and what should happen after the end of the formal research project. This book is a comprehensive and accessible guide to social science research methods for students of conservation related subjects and practitioners trained in the natural sciences. It features practical worldwide examples of conservation-related research in different ecosystems such as forests; grasslands; marine and riverine systems; and farmland. Boxes provide definitions of key terms, practical tips, and brief narratives from students and practitioners describe the practical issues that they have faced in the field.
About the Author
Helen Newing has a first degree from Reading University in Zoology and Psychology and an interdisciplinary PhD from the Psychology and Biological Sciences departments at Stirling University. She has carried out extensive fieldwork in Peru and West Africa both for the NGO sector and as an academic researcher, and has contributed to research and implementation projects in some 26 countries. Current research interests include protected areas governance, traditional knowledge and indigenous rights. Since 1999 she has worked as a lecturer at the Durrell Institute of Conservation and Ecology (DICE) in the School of Anthropology and Conservation at the University of Kent, where she has developed teaching materials on social science methods and interdisciplinarity for conservation students. Christine Eagle has an MSc in Social Statistics and has been teaching research design and statistical analysis to conservation and anthropology students since the late 1990s at the University of Kent. She has participated in the design of research projects involving fieldwork both in the UK and in developing countries. She is passionately committed to improving students’ numerical and statistical understanding, and promoting a mixed-methods approach to social science research that encompasses both quantitative and qualitative empirical methodologies. Rajindra Puri is a Senior Lecturer in Environmental Anthropology and Ethnobiology at the University of Kent. He received his PhD in Anthropology from the University of Hawai’i in 1997 and has worked at the East-West Center in Honolulu and the Center for International Forestry Research (CIFOR) in Bogor, Indonesia. He co-authored CIFOR’s Multidisciplinary Landscape Assessment (MLA) methodology, which integrates classic biodiversity assessment with ethnobotanical tools and anthropological methods to document local people’s priorities, values and knowledge of natural resources.This project produced a methods manual currently being used in several countries across the world. He is the author of Deadly Dances in the Bornean Rainforest, Hunting knowledge of the Penan Benalui (KITLV 2005), and the Bulungan Ethnobiology Handbook (CIFOR 2001), a regional study of plants and animals in Indonesian Borneo. His current research explores climate anthropology in Borneo and Europe. C W (Bill) Watson is Emeritus Professor of Social Anthropology and Multi-Cultural Studies at the University of Kent and a past member of the Council of the Royal Anthropological Institute. His research has focused on issues including multiculturalism, the practice and politics of Islam in Indosesia, perceptions of gender, local village politics and textual criticism. He has over twenty years’ field experience, including field supervision of doctoral students, and has also worked as a consultant to industry. He has taught research ethics to anthropology postgraduates for ten years.
An integrated language arts approach to literacy development that brings early childhood perspectives on how children learn in pre-kindergarten though grade three, together with explicit teaching of literacy skills and strategies teachers need to make it all work. Pre-service and in-service teachers get a wealth of valuable information for making children active participants in the process of literacy development with this integrated approach to language arts. The book encourages teaching reading, writing, listening, thinking, and viewing at the same time, using each skill to develop the others, and discusses both constructivist problem-solving teaching and more explicit systematic instruction. Through both theoretical and research-based rationales, plus extensive practical applications, renowned author Lesley Mandel Morrow presents literacy development as an active process between children and adults to create meaning and real purpose-and helps pre- and in-service teachers grasp the scope and complexity of early literacy development. This comprehensive, balanced approach to literacy teaching and learning covers oral language development, word study, phonological awareness, phonics, comprehension, listening and writing. The reader is provided with a complete picture of early literacy development.
Active duty military and veterans face special challenges in dealing with Higher Education. Written by those who have both served and taught, this text provides invaluable information, Web pointers, and insights. It is designed to help those serving and veterans–but also professors, advisors, and administrations. Treatment provides unique considerations for both campus-based and online education.
Infuse student success into any program with our “IDentity” Series booklets. Written by national subject matter experts, the material contains strategies and activities for immediate application. If you like this IDentity Series: Finding
Finding Success as a Returning Veteran or Military Student, you will love the other options available: Financial Responsibility (Clearpoint Financial), Now You’re Thinking about College (Judy Chartrand et.al.), Now You’re Thinking about Your Career (Judy Chartrand et.al.), Ownership (Megan Stone), and Financial Literacy (Farnoosh Torabi).
About the Author
Phil McNair and Fred Stielow are dedicated military educators who work together at the online American Public University System with its flagship American Military University (AMU), the leading university for today’s military. They also collaborate on PTSD scholarship; Sloan Consortium workshops on “Serving Military Students” and “PTSD and Stress in the Online Classroom;” and founding a Military Research Institute.
Phil McNair, retired Army colonel and VP for Strategic Initiatives, was a principle architect behind AMU’s sector-leading military outreach program. He has also headed programs in Marketing, Student Retention, and Academic Services.
McNair served as company commander in the 25th Infantry Division (Light), assistant professor of military science at the University of Texas at El Paso, battalion commander in the 101st Airborne Division (Air Assault), and executive officer to the Army’s Deputy Chief of Staff for Personnel. His office was at ground zero in the Pentagon on 9/11. Phil was awarded the Purple Heart for injuries sustained and the Soldier’s Medal for heroism in rescuing others in the aftermath of the plane crash. At his retirement ceremony, Colonel McNair was presented the Army’s highest decoration for military service—the Distinguished Service Medal. His service has been chronicled on television and in such books as The Pentagon by Steve Vogel and Heroes of 9/11 by Allan Zullo.
An ROTC Cadet Corps Commander, Phil earned his bachelor’s in Political Science at Louisiana State University. His master’s in Strategic Studies from the U.S. Naval War College is joined by graduate work at Central Michigan University, University of Texas, El Paso, and Harvard’s Management and Leadership in Education program. He teaches in management and leadership and was nationally recognized by the Distance Learning Administration with 2009’s Wagner Educational Leadership Award.
Fred Stielow, Vice President/Dean of Libraries, represents the enlisted side. Son of a disabled veteran from World War II, Fred volunteered for the U.S. Army during Vietnam. He served in Germany as an NCO. With GI-Bill help, Stielow earned a bachelor’s, masters, and dual Doctorate from Indiana University before an M.L.S. from the University of Rhode Island.
Dr. Stielow worked for the New England Library Board and University of Louisiana Lafayette, where he helped organize the Archives of Acadian and Creole Folklore. Stielow also directed the Amistad Research Center at Tulane, Reuther Labor Library at Wayne State, and New York’s Mid-Hudson Public Library System. Consultancies range from Bowie State University and National Agricultural Library to New Orleans’ Jazz and Heritage Festival, Vermont Folklife Center, and World Bank. He has been a professor at the University of Maryland and Catholic University and an adjunct at the Universities of Illinois, Puerto Rico, and Perugia, Italy.
Stielow has contributed over 100 Web sites, chaired ALA’s Web Advisory Committee and Intellectual Freedom Roundtable, and sits on numerous advisory boards. He has contributed to over 100 scholarly articles and 11 books, including the forthcoming Reinventing the Academic Library for the Web. Awards include a Fulbright Fellowship, Etter Prize for Creativity, Library of Congress’s Jameson Fellowship, MCI Cybrarian of the Year, and alumnus of the year from the URI Library School.
Preparing students to do research and understand what research can do. Basics of Social Research helps students understand what research can and cannot do, become better consumers of research, and learn why properly conducted research is important. This text teaches students to be better consumers of research results and understand how the research enterprise works, preparing them to conduct small research projects. Upon completing this text, students will gain an awareness of the capabilities and restrictions of research, and learn why properly conducted research is important. Using clear, accessible language and examples from real research, this text discusses both qualitative and quantitative approaches to social research, emphasizing the benefits of combining various approaches. Learning Goals Upon completing this book, readers should be able to: * Recognize that social research is simultaneously a very important enterprise and one that is not beyond you – you can understand it * Become better consumers and understand what research can and cannot do * Learn how to properly conducted research * Acquire a foundation for further learning about doing research and understand that this activity requires dedication, creativity, and mature judgment
Table of Contents
Part 1: Fundamentals
- Chapter 1. Basic Concepts of Reasoning and Argumentation
- Chapter 2. Diagramming Reasoning: An Introduction
- Chapter 3. Evaluating Arguments
Part 2: Argument Structure
- Chapter 4: Deep Diagramming: Reasons for and Against
- Chapter 5: Forms of Argument
- Chapter 6: Constructing Arguments
- Chapter 7: Reconstructing Arguments
- Chapter 8: Fallacies
Part 3: Tools for Reasoning
- Chapter 9: Categorical Logic
- Chapter 10: Sentence Logic
- Chapter 11: Definitions