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BACKGROUND: Scoping reviews are a relatively new approach to evidence synthesis and currently there exists little guidance regarding the decision to choose between a systematic review or scoping review approach when synthesising evidence. The purpose of this article is to clearly describe the differences in indications between scoping reviews and systematic reviews and to provide guidance for when a scoping review is (and is not) appropriate. RESULTS: Researchers may conduct scoping reviews instead of systematic reviews where the purpose of the review is to identify knowledge gaps, scope a body of literature, clarify concepts or to investigate research conduct. While useful in their own right, scoping reviews may also be helpful precursors to systematic reviews and can be used to confirm the relevance of inclusion criteria and potential questions. CONCLUSIONS: Scoping reviews are a useful tool in the ever increasing arsenal of evidence synthesis approaches. Although conducted for different purposes compared to systematic reviews, scoping reviews still require rigorous and transparent methods in their conduct to ensure that the results are trustworthy. Our hope is that with clear guidance available regarding whether to conduct a scoping review or a systematic review, there will be less scoping reviews being performed for inappropriate indications better served by a systematic review, and vice-versa.

Qualitative Inquiry and Research Design provides an overview of the five main traditions of qualitative research. The author explains the uniqueness of each approach and its applicability to different types of inquiry. Illustrative examples from public health and social science fields are provided. The book details study design, question development, data collection and analysis, and summarizing and interpreting results, and how the research process differs according to each approach. This resource can serve as a useful guide for public health practitioners and graduate-level students interested in the theory and practice of rigorous qualitative research.

Consider the ridge estimate (λ) for β in the model unknown, (λ) = (X T X + nλI)−1 X T y. We study the method of generalized cross-validation (GCV) for choosing a good value for λ from the data. The estimate is the minimizer of V(λ) given by where A(λ) = X(X T X + nλI)−1 X T . This estimate is a rotation-invariant version of Allen's PRESS, or ordinary cross-validation. This estimate behaves like a risk improvement estimator, but does not require an estimate of σ2, so can be used when n − p is small, or even if p ≥ 2 n in certain cases. The GCV method can also be used in subset selection and singular value truncation methods for regression, and even to choose from among mixtures of these methods.

Dalam edisi revisi keempat dari buku terlaris, John W. Creswell dan rekan penulis baru Cheryl N.Poth mengeksplorasi dasar filosofis, sejarah, dan elemen kunci dari lima pendekatan penelitian kualitatif: penelitian naratif, fenomenologi, teori dasar, etnografi, dan studi kasus. Mempertahankan gaya penulisannya, penulis membandingkan pendekatan dan menghubungkan desain penelitian dengan masing-masing tradisi penyelidikan dengan cara yang sangat mudah diakses. Menampilkan konten baru, artikel, pedagogi, referensi, dan cakupan etika yang diperluas. Edisi Keempat adalah pengantar yang ideal untuk teori, strategi, dan praktik penelitian kualitatif.

Chapter 1. Introduction Chapter 2. Philosophical Assumptions and Interpretive Frameworks Chapter 3. Designing a Qualitative Study Chapter 4. Five Qualitative Approaches to Inquiry Chapter 5. Five Different Qualitative Studies Chapter 6. Introducing and Focusing the Study Chapter 7. Data Collection Chapter 8. Data Analysis and Representation Chapter 9. Writing a Qualitative Study Chapter 10. Standards of Validation and Reliability in Qualitative Research Chapter 11. Turning the Story and Conclusion Appendix A. An Annotated Glossary of Terms Appendix B. A Narrative Research Study Appendix C. A Phenomenological Study Appendix D. A Grounded Theory Study Appendix E. An Ethnography Appendix F. A Case Study

(Uploaded by Plazi for the Bat Literature Project) "Choosing and Using Statistics remains an invaluable guide for students using a computer package to analyse data from research projects and practical class work. The text takes a pragmatic approach to statistics with a strong focus on what is actually needed. There are chapters giving useful advice on the basics of statistics and guidance on the presentation of data. The book is built around a key to selecting the correct statistical test and then gives clear guidance on how to carry out the test and interpret the output from four commonly used computer packages: SPSS, Minitab, Excel, and (new to this edition) the free program, R. Only the basics of formal statistics are described and the emphasis is on jargon-free English but any unfamiliar words can be looked up in the extensive glossary. This new 3rd edition of Choosing and Using Statistics is a must for all students who use a computer package to apply statistics in practical and project work. Features new to this edition: * Now features information on using the popular free program, R * Uses a simple key and flow chart to help you choose the right statistical test * Aimed at students using statistics for projects and in practical classes * Includes an extensive glossary and key to symbols to explain any statistical jargon * No previous knowledge of statistics is assumed"--

This article is a sequel to the conversation on learning initiated by the editors of Educational Researcher in volume 25, number 4. The author’s first aim is to elicit the metaphors for learning that guide our work as learners, teachers, and researchers. Two such metaphors are identified: the acquisition metaphor and the participation metaphor. Subsequently, their entailments are discussed and evaluated. Although some of the implications are deemed desirable and others are regarded as harmful, the article neither speaks against a particular metaphor nor tries to make a case for the other. Rather, these interpretations and applications of the metaphors undergo critical evaluation. In the end, the question of theoretical unification of the research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.

Green marketing has not lived up to the hopes and dreams of many managers and activists. Although public opinion polls consistently show that consumers would prefer to choose a product over one that is less friendly to the environment when all are equal, those other things are rarely equal in the minds of consumers. For example, when consumers are forced to make trade-offs between product attributes or helping the environment, the environment almost never wins. And hopes for products also have been hurt by the perception that such products are of lower quality or don't really deliver on their environmental promises. And yet the news isn't all bad, as the growing number of people willing to pay a premium for products ? from organic foods to energy-efficient appliances ? attests. How, then, should companies handle the dilemmas associated with marketing? They must always keep in mind that consumers are unlikely to compromise on traditional product attributes, such as convenience, availability, price, quality and performance. It's even more important to realize, however, that there is no single green-marketing strategy that is right for every company. The authors suggest that companies should follow one of four strategies, depending on market and competitive conditions, from the relatively passive and silent lean green approach to the more aggressive and visible extreme green approach ? with defensive green and shaded green in between. Managers who understand these strategies and the underlying reasoning behind them will be better prepared to help their companies benefit from an environmentally friendly approach to marketing.

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