英国莱斯特代写作业:研究机构的的利益
Keywords:英国莱斯特代写作业:研究机构的的利益
为了这一研究机构的巨大利益，已经考虑到社会公正问题，这应该是该领域研究人员所关注的问题。然而，本研究的方法论并不支持严谨深入的研究。在这篇文章中，只有一段甚至涉及方法论，而且在这一段中只有两个相关的句子。我们被告知有19名参与者，使用批判性教学法进行数据分析，这是一个定性研究，我们被给予了研究收集的方法。我们没有得到关于参与者的任何其他信息，也没有被问到的问题的类型或具体问题。这些领域可以得到更广泛的处理，并拥有更大的参与者群体。在肯尼亚难民营(称为Dadaab和Kakuma以及内罗毕的另一个难民营)，耶稣会难民服务(JRS)通过多次迭代建立了额外的项目(Wright et al.， 2010)。第一次是在一个未公开的日期，但与南非大学合作(Wright et al.， 2010)。第二个项目开始于2010年，通过JRS与几所耶稣会大学合作，最后一个项目是在2011年。也许有这个研究的后续版本?，与科罗拉多丹佛大学合作(Wright et al.， 2010)。这个程序的问题集中在基础设施的弱点上，主要是互联网太慢，本质上是不可用的(Wright et al.， 2010)。后来的一些改变显著提高了互联网的速度(Wright et al.， 2010)。在这项关于在线学习的研究中，没有给出具体的积极结果，因为重点是对高等教育的积极影响的一个普遍看法。
英国莱斯特代写作业:研究机构的的利益
To the great benefit of this body of research, has taken into consideration the social justice issues that should be a concern of researchers in the field. However, the methodology of this study is less than supportive of a rigorous and thorough study. Within the article, there is only a single paragraph that even addresses methodology, and there are only two related sentences within that paragraph. We are told that there are nineteen participants, the use of Critical Pedagogy is used for data analysis, that it is a qualitative study and we are given the research gathering methods. We are not given any other information on the participants or the type of or specific questions that are asked. These areas could be more extensively addressed as well as having a larger participant group.Additional programs were set up in Kenyan camps (called Dadaab and Kakuma and another in Nairobi) by Jesuit Refugee Service (JRS) with several iterations (Wright et al., 2010). The first was on an undisclosed date but in partnership with the University of South Africa (Wright et al., 2010). A second program began in 2010 through JRS with several Jesuit universities, and a final program in 2011 [I realize these dates are incongruent. Perhaps there is a later edition of this study?], with the University of Denver, Colorado (Wright et al., 2010). The problems with this program centered on the weaknesses of the infrastructure, mainly that the Internet was so slow that it was essentially unusable (Wright et al., 2010). Later changes were made that significantly improved the Internet speed (Wright et al., 2010). No specific positive results were given in this study of the online learning because the focus was a general look at the positive effects of higher education.
