The Craft of Research, 2nd edition

Taita-Taveta County is rich with a wide variety of minerals in the world. Gemstones like Ruby, Tsavorite, Ruby and green garnets have caused many people to migrate to the area. These people came from within the county and from other parts of the country, greatly impacting the lifestyle of the local community. There was a need to understand how mining impacts on society and cultural values of a community. This study was carried out in 9 villages which included; Eastleigh A and B, Central, Ndigai, Mungololini, Mukengereni B and C, Mkuki and Kambanga. Respondents from 173 households from the villages were interviewed and discussions from 8 key informants who included: a Manager of Classic Mines, an official of Chawia Mining Community Based Organization (CBO), an individual manual artisanal miner, a retired senior Warden of Kenya Wild Life Service (KWS), Kenya Forest Service Manager (KFS), a gemologist from the Taita Taveta County government, Chief of Mwatate location and the County Director of National Environment Management Authority (NEMA). On a scale of 1-4 (1 = strongly disagree, 2 = Disagree, 3 = Agree and 4 = Strongly agree), the respondents agreed that there was a loss of their ancestral land, conflicts, dilution of Taita culture through mixed intermarriages, increased prostitution, alcoholism and high school dropouts. The study recommends review of the legal and policy framework governing mining in community areas and subsequent vigorous enforcement to maintain the good order of the public and to sustain meaningful traditions and culture to ensure conflict resolution and mining site ownership.

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“…To derive to the sample figure of 173 households from the known population, the researcher used this formula [9] (Booth et al, 2003):…”

Section: Sample Sizementioning

confidence: 99%

Mining Impacts on Society: A Case Study of Taita Taveta County, Kenya

Mwakesi¹,

Wahome²,

Ichang'I³

2020

JEP

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“…Although we take no strong position on the relative merits of qualitative and quantitative methods, we suggest that claims from either genre are often goal directed, that is, intended to influence actions (e.g., by teachers), beliefs about learning or teaching, or education policies. For that reason, we emphasize the role of argumentation in extending the design of structured abstracts, building on work by Toulmin (1958) and Toulmin, Reike, and Janik (1997), as modified by Booth, Colomb, and Williams (1995) and Stokes (1997).…”

Section: Argumentative Claimsmentioning

confidence: 99%

“…Claims are linked to data by a credible and appropriate warrant . In education research, the action of the warrant is borne by relevant methods, which in turn have satisfactory backing: a valued and appropriate methodology (e.g., Booth et al, 1995; Kelly, 2004). Because claims from any single study are assailable, the claims should include stated qualifiers and exceptions .…”

Section: Argumentative Claimsmentioning

confidence: 99%

Strengthening Structured Abstracts for Education Research: The Need for Claim-Based Structured Abstracts

Kelly

Yin²

2007

Educational Researcher

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Recent policy recommendations involving the putative primacy of randomized clinical trials in educational settings have reignited research paradigm debates. The authors of this article use the vehicle of strengthening structured journal abstracts to point out the argumentative character of all education research claims. They offer suggestions to authors to help inform academic and policy-oriented consumers of research articles about the various logical and evidentiary limitations that temper research-based claims, whether they emanate from quantitative or qualitative methods.

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“…Van de Ven's Engaged Scholarship leads us to our third recommended reading, The Craft of Research by Booth, Colomb and Williams [14]. This is the book Purdue engineering education colleagues Ruth Streveler and Demetra Evangelou are using in the engineering education inquiry PhD course.…”

Section: The Craft Of Researchmentioning

confidence: 96%

What do we know? How do we know it? An idiosyncratic readers’ guide to philosophies of engineering education

Smith

Korte

2008

2008 38th Annual Frontiers in Education Conference

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Conversations at the 2002 ASEE Conference in Montreal prompted Karl to write an Academic Bookshelf column on educational philosophy for the July 2003 issue of the Journal of Engineering Education. The column and set of recommended books have been read or browsed by many. Five years have passed and there are many new developments in the area, including conversations on the philosophy of engineering education. The purpose of this paper is to update an annotated reading list for those interested in engaging in the conversation about philosophy of education. John Heywood and Roy McGrann, co-designers and implementers of the 2007 and 2008 special sessions "Can philosophy of engineering education improve the practice of engineering education?" have crafted fascinating position pieces [1,2] and in this brief readers' guide we will try to provide complementary ideas based on selected recommended readings. Specifically we attempt to address ontology and epistemology, as well as the relationship between theory and practice.

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The Craft of Research, 2nd edition

Cited by 73 publications

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Mining Impacts on Society: A Case Study of Taita Taveta County, Kenya

Mining Impacts on Society: A Case Study of Taita Taveta County, Kenya

Strengthening Structured Abstracts for Education Research: The Need for Claim-Based Structured Abstracts

What do we know? How do we know it? An idiosyncratic readers’ guide to philosophies of engineering education

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The Craft of Research, 2nd edition

Cited by 73 publications

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Mining Impacts on Society: A Case Study of Taita Taveta County, Kenya

Mining Impacts on Society: A Case Study of Taita Taveta County, Kenya

Strengthening Structured Abstracts for Education Research: The Need for Claim-Based Structured Abstracts

What do we know? How do we know it? An idiosyncratic readers&#x2019; guide to philosophies of engineering education

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What do we know? How do we know it? An idiosyncratic readers’ guide to philosophies of engineering education