如果你也在 怎样代写定量方法Quantitative Methods这个学科遇到相关的难题，请随时右上角联系我们的24/7代写客服。定量方法Quantitative Methods定量研究是一种侧重于量化数据收集和分析的研究策略。它由演绎法形成，强调对理论的检验，由经验主义和实证主义哲学所塑造 。这种研究策略与自然科学、应用科学、形式科学和社会科学相关联，提倡对可观察到的现象进行客观的实证调查，以检验和理解各种关系。这是通过一系列量化方法和技术来完成的，反映了它作为一种研究策略在不同学科中的广泛运用 。
定量方法Quantitative Methods的目的是开发和采用与现象有关的数学模型、理论和假设。测量过程是定量研究的核心，因为它提供了经验观察和定量关系的数学表达之间的基本联系。定量数据是指任何以数字形式出现的数据，如统计数字、百分比等。研究者在统计学的帮助下对数据进行分析，并希望这些数字能够产生一个无偏见的结果，从而可以推广到一些更大的人群中。而定性研究则是深入探究特定的经验，目的是通过文本、叙述或基于视觉的数据来描述和探索意义，形成该组参与者独有的主题。
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我们提供的定量方法Quantitative Methods及其相关学科的代写，服务范围广, 其中包括但不限于:
数学代写|定量方法作业代写Quantitative Methods代考|Methodological background
PPVA is mainly based on phenomenological theories of experience, embodiment, and sociality, as well as on theories from image studies. As a research method specifically designed for educational contexts, it also builds on theories of education (as upbringing or Erziehung), on theories of self-formation and subjectivation (as Bildung), and on theories of curriculum, teaching, and learning (as Unterricht).
The phenomenological roots of PPVA lay in a specific theory of experience: as a phenomenological method, it is mainly concerned with qualitatively describing the temporal, embodied, emotional, and life-world dimensions of experiences. Phenomenological description as an experience-based and experience-related account aims at grasping processes of experience through description and variation of various modes of perception. Temporal, corporal, emotional modes and modes of interaction can thus be described in their co-occurrence, without introducing a hierarchy. Experiences (in teaching and learning) are seen as a phenomena of ambiguity on the basis of the lived body (Merleau-Ponty, 1965). From a socialtheoretical standpoint, phenomenology renders them as based and taking place in the life-world, as inter-corporally and inter-subjective processes. The constitution of meaning in social settings thus plays between the sphere of subjective meaning(s) and their social dimension, as they are embedded in situations. As subjective experiences are not visible to the outside observer, PPVA places its focus on the lived body as an expressive medium of embodied experience (Rödel \& Brinkmann, 2018 and the ‘further readings’ section).
Embodied expression as a key to subjective experience (and to certain prereflective self-relations) is also one of the three categories to operationalize theoretical concepts and make them fruitful for empirical, specifically pedagogical approaches in video research. Besides the embodied expressions of students, which represent the individual sphere of learning, PPVA uses the category of responsiveness. Responsive events between teacher and students (or students and students) and cover the inter-subjective processes of creating meaning in pedagogical situations. The term “responsiveness” (Antwortgeschehen) stems from Waldenfels’ phenomenological theory of the alien and foreign, suggesting that we meet the other always in a responsive attitude, which means we respond to his or her claims in an embodied, pre-predicative way (Friesen, 2014). The third operationalization for pedagogical contexts is showing or pointing, which is directed at attentiveness (Rödel \& Brinkmann, 2018). This operationalization covers the sphere of education and teaching.
Besides the focus on experience and the educational orientation, PPVA is based on theories of image studies. While the first two references frame the matter in question, this last reference is directed on researchers themselves. Image studies (e.g., Wiesing, 2013) suggest, that (moving) images produce a specific kind of reality, which we intuitively take for granted – even though we know that images (and videos) are always produced, framed, and thus only a cutout of reality. In their specific character between fiction and reality, images awaken emotions, disapproval, or affirmation, etc. We respond to images by being affected by them. These immediate responses to images can be defined as embodied expressions of understanding the image or the video sequence, before we intellectually interpret and explain what we see. For PPVA, these immediate responses to the specific reality of videos is – in the sense of reception aesthetics – the starting point for the analytical process.
数学代写|定量方法作业代写Quantitative Methods代考|Applicability and requirements
Pedagogical PhenomenologicalVideo Analysis (PPVA) is mainly focused on reconstructing and exploring meaning of pedagogical phenomena and interactions. This also means that it is employed in research endeavors which focus on the qualitative aspects of the pedagogical field. Following Husserl’s famous statement “To the things themselves!” the research method is centered around phenomena (interactions, certain rituals or practices, communication, movement and gestures of students, learning materials, and the effects they evoke, etc.) and situations. With a focus on the nexus of individual experience and the embodied, intersubjective constitution of meaning in social situations, PPVA addresses pedagogical situations in their inner logic. The method does not focus on cultural or institutional underlying patterns or structures of meaning of interactions (like some ethnographic or hermeneutic approaches in qualitative social research do; see Herrle, 2020; Brandmayr, 2020). Rather, it tries to describe phenomena as they appear and as they show themselves, before asking for structures, rules, and explanations in the mode of causalities. The research questions targeted with PPVA are of an exploratory and difference-oriented kind – questions that open up new fields of research or try to differentiate existing research findings.
The requirements of PPVA are rather straightforward: It is recommended to use two cameras, depicting the pedagogical situations from opposite (or at least different) positions to grasp as much of the interaction as possible and to do justice to what is called the “pedagogical difference” (Brinkmann, 2015) in its simultaneity. In classroom situations, it has proved useful to position one camera in the back of the room (filming the teacher) and one in the left or right front corner of the room, filming the students. The cameras should be mounted on tripods and zoom or pan should only be applied if absolutely necessary, as otherwise the footage will get too focused on single situation. If resources in the research team (both in terms of personnel and equipment) allow it, a third camera can be used as an ethnographic,handheld camera to focus on specific situations, while the two stable cameras still record the bigger picture. However, such a research approach requires a high level of familiarity between researchers and the students or teachers, as a handheld camera can easily be perceived as an intruder to intimate situations or situations, where students show undesired behavior (e.g., off-topic conversations, fiddling about with learning materials, or using mobile phones)
数学代写|定量方法作业代写QUANTITATIVE METHODS代考|Workflow
Husserl, as one of the founders of phenomenology, has developed three different operations to describe and examine phenomena, which Brinkmann (2015) has made fruitful for empirical pedagogical research. In the following, these three basic operations of phenomenological analysis will be described. They guarantee a
30 Severin Sales Rödel
certain attitude of openness to the phenomena and experiences depicted in videos. However, these operations are not the actual methodic steps of PPVA – these will be explained in the second part of this chapter.
The phenomenological attitudes are description, reduction, and variation. The first operation of phenomenological analysis is the so-called description. In description, the phenomenologist tries to focus on the phenomenon as it shows itself. As mentioned previously, it is the surface that counts: Interactions, materiality, facial, and bodily expressions but also atmospheres and attunements of pedagogical situations can be taken into account, while emotion, cognition, motivation, or intention of actions cannot be observed. Phenomenological descriptions thus have to mediate between the different spheres of the explicit and the implicit, of what is visible and what is non-visible. When describing, researchers should not interpret but try to create a qualitatively rich picture of the phenomenon, for example, based on the embodied interactions visible in the video.
Going along with the description, researchers applying PPVA also carry out what is called a reduction in phenomenological theory. Starting with the subjectivity of researchers, the first-person-perspective (Zahavi, 2007) of researchers is questioned and critically examined. Experiencing video data (and phenomena in general) goes along with a myriad of subjective, personal pre-judgments, and expectations based on our everyday understanding of (pedagogical) situations, on scientific and popular theories, biographical experience, etc. When viewing video data and experiencing research data, researchers have to try to put these theories and biographical experiences “into brackets” (Husserl, 1950-2004, p. 56), in order to be able to describe the phenomena as pointed out previously. The reduction (or epoch, Husserl, 1950-2004, p. 64) can be achieved by fleshing out the theories and concepts constitutive to our experience or perception and putting them to the side. The operations of reduction and description go hand in hand and are carried out in circularity – without a reduction, no proper (i.e., a phenomenon-centered) description is possible, but the research process has to start with some kind of description, as otherwise there would be no basis for carrying out a reduction.
定量方法代写
数学代写|定量方法作业代写QUANTITATIVE METHODS代考|METHODOLOGICAL BACKGROUND
PPVA主要基于经验、体现和社会性的现象学理论，以及图像研究的理论。作为一种专门针对教育背景设计的研究方法，它也建立在教育理论的基础上一种s在pbr一世nG一世nG这r和r和一世和H在nG，关于自我形成和主观化的理论一种s乙一世ld在nG，以及课程、教学和学习的理论一种s在n吨和rr一世CH吨.
PPVA的现象学根源在于特定的经验理论：作为一种现象学方法，它主要关注对经验的时间维度、具身维度、情感维度和生活世界维度的定性描述。现象学描述作为一种基于经验和与经验相关的叙述，旨在通过对各种感知模式的描述和变化来把握经验的过程。因此，时间、身体、情感模式和交互模式可以在它们的共现中进行描述，而无需引入层次结构。经验一世n吨和一种CH一世nG一种ndl和一种rn一世nG在活体的基础上被视为一种模棱两可的现象米和rl和一种在−磷这n吨是,1965. 从社会理论的角度来看，现象学将它们呈现为基于并发生在生活世界中，作为身体间和主体间的过程。因此，社会环境中的意义构成在主观意义领域之间发挥作用s以及它们的社会维度，因为它们嵌入在情境中。由于外部观察者看不到主观体验，PPVA将其重点放在活体上，作为具身体验的表达媒介öR他d和l&乙r一世nķ米一种nn,2018一种nd吨H和‘F在r吨H和rr和一种d一世nGs′s和C吨一世这n.
具身表达是主观体验的关键一种nd吨这C和r吨一种一世npr和r和Fl和C吨一世在和s和lF−r和l一种吨一世这ns也是三个类别之一，可将理论概念付诸实践，并使其对经验，特别是视频研究中的教学方法富有成效。除了代表个人学习领域的学生的具身表达外，PPVA还使用了响应性类别。教师和学生之间的响应事件这rs吨在d和n吨s一种nds吨在d和n吨s并涵盖在教学情境中创造意义的主体间过程。术语“响应性”一种n吨在这r吨G和sCH和H和n源于瓦尔登费尔斯关于异类和异类的现象学理论，表明我们总是以一种回应的态度与他人相遇，这意味着我们以一种具身的、前预测的方式回应他或她的主张Fr一世和s和n,2014. 教学语境的第三个操作化是展示或指向，这是针对注意力的öR他d和l&乙r一世nķ米一种nn,2018. 这种操作化涵盖了教育和教学领域。
除了注重经验和教育导向外，PPVA还以图像研究理论为基础。虽然前两个参考文献构成了所讨论的问题，但最后一个参考文献是针对研究人员自己的。图像研究和.G.,在一世和s一世nG,2013建议，那米这在一世nG图像产生了一种特定的现实，我们直觉地认为这是理所当然的——即使我们知道图像一种nd在一世d和这s总是被生产出来的，被框起来的，因此只是现实的一部分。在虚构与现实之间的特定特征中，图像唤醒情感、不赞成或肯定等。我们通过受图像影响来回应图像。这些对图像的直接反应可以定义为理解图像或视频序列的具体表达，在我们理智地解释和解释我们所看到的之前。对于 PPVA，这些对视频特定现实的直接反应——在接受美学的意义上——是分析过程的起点。
数学代写|定量方法作业代写QUANTITATIVE METHODS代考|APPLICABILITY AND REQUIREMENTS
教学现象学视频分析磷磷在一种主要侧重于重构和探索教育现象和相互作用的意义。这也意味着它被用于关注教学领域的定性方面的研究工作。遵循胡塞尔的名言“致事物本身！” 研究方法以现象为中心一世n吨和r一种C吨一世这ns,C和r吨一种一世nr一世吨在一种ls这rpr一种C吨一世C和s,C这米米在n一世C一种吨一世这n,米这在和米和n吨一种ndG和s吨在r和s这Fs吨在d和n吨s,l和一种rn一世nG米一种吨和r一世一种ls,一种nd吨H和和FF和C吨s吨H和是和在这ķ和,和吨C.和情况。PPVA 着眼于个人经验的联系和社会情境中意义的体现、主体间的构成，在其内在逻辑中处理教学情境。该方法不关注文化或制度的潜在模式或互动意义的结构l一世ķ和s这米和和吨Hn这Gr一种pH一世C这rH和r米和n和在吨一世C一种ppr这一种CH和s一世nq在一种l一世吨一种吨一世在和s这C一世一种lr和s和一种rCHd这;s和和H和rrl和,2020;乙r一种nd米一种是r,2020. 相反，它在寻求因果关系模式中的结构、规则和解释之前，试图描述现象的出现和表现本身。PPVA 所针对的研究问题属于探索性和面向差异的类型 – 开辟新研究领域或试图区分现有研究结果的问题。
PPVA 的要求相当简单：建议使用两个摄像头，从对面描绘教学情况这r一种吨l和一种s吨d一世FF和r和n吨掌握尽可能多的互动并公正对待所谓的“教学差异”的立场乙r一世nķ米一种nn,2015在它的同时。在课堂情况下，将一台摄像机放置在房间后面已被证明是有用的F一世l米一世nG吨H和吨和一种CH和r还有一个在房间的左前角或右前角，拍摄学生。摄像机应安装在三脚架上，并且仅在绝对必要时才应应用缩放或平移，否则镜头将过于专注于单一情况。如果研究团队的资源b这吨H一世n吨和r米s这Fp和rs这nn和l一种nd和q在一世p米和n吨允许它，第三个相机可以用作民族志，手持相机专注于特定情况，而两个稳定的相机仍然可以记录更大的画面。然而，这种研究方法需要研究人员与学生或教师之间高度熟悉，因为手持相机很容易被视为亲密情境或情境的入侵者，学生表现出不受欢迎的行为和.G.,这FF−吨这p一世CC这n在和rs一种吨一世这ns,F一世ddl一世nG一种b这在吨在一世吨Hl和一种rn一世nG米一种吨和r一世一种ls,这r在s一世nG米这b一世l和pH这n和s
数学代写|定量方法作业代写QUANTITATIVE METHODS代考|WORKFLOW
胡塞尔作为现象学的奠基人之一，发展了三种不同的操作来描述和检验现象，布林克曼2015为实证教学研究取得了丰硕的成果。下面将介绍现象学分析的这三个基本操作。他们保证
30 Severin Sales Rödel
对视频中描述的现象和经历持一定的开放态度。然而，这些操作并不是 PPVA 的实际系统步骤——这些将在本章的第二部分进行解释。
现象学态度是描述、还原和变异。现象学分析的第一个操作是所谓的描述。在描述中，现象学家试图关注现象本身。如前所述，重要的是表面：可以考虑互动、物质性、面部和身体表情，还可以考虑教学情境的气氛和协调，而不能观察情感、认知、动机或行动意图。因此，现象学描述必须在显性和隐性、可见和不可见的不同领域之间进行调解。在描述时，研究人员不应解释，而应尝试创建一个定性丰富的现象图景，例如，
除了描述之外，应用 PPVA 的研究人员还进行了所谓的现象学理论还原。从研究人员的主观性开始，第一人称视角从一种H一种在一世,2007的研究人员受到质疑和严格审查。体验视频数据一种ndpH和n这米和n一种一世nG和n和r一种l伴随着无数主观的、个人的预先判断和基于我们日常理解的期望p和d一种G这G一世C一种l研究人员在观看视频数据和体验研究数据时，必须尝试将这些理论和传记经验“放入括号”H在ss和rl,1950−2004,p.56，以便能够描述前面指出的现象。减少这r和p这CH,H在ss和rl,1950−2004,p.64可以通过充实构成我们的经验或感知的理论和概念并将它们放在一边来实现。归约和描述的操作齐头并进，循环进行——没有归约，就没有适当的一世.和.,一种pH和n这米和n这n−C和n吨和r和d描述是可能的，但研究过程必须从某种描述开始，否则就没有进行简化的基础。
数学代写|定量方法作业代写Quantitative Methods代考 请认准UprivateTA™. UprivateTA™为您的留学生涯保驾护航。
微观经济学代写
微观经济学是主流经济学的一个分支，研究个人和企业在做出有关稀缺资源分配的决策时的行为以及这些个人和企业之间的相互作用。my-assignmentexpert™ 为您的留学生涯保驾护航 在数学Mathematics作业代写方面已经树立了自己的口碑, 保证靠谱, 高质且原创的数学Mathematics代写服务。我们的专家在图论代写Graph Theory代写方面经验极为丰富，各种图论代写Graph Theory相关的作业也就用不着 说。
线性代数代写
线性代数是数学的一个分支，涉及线性方程，如：线性图，如：以及它们在向量空间和通过矩阵的表示。线性代数是几乎所有数学领域的核心。
博弈论代写
现代博弈论始于约翰-冯-诺伊曼（John von Neumann）提出的两人零和博弈中的混合策略均衡的观点及其证明。冯-诺依曼的原始证明使用了关于连续映射到紧凑凸集的布劳威尔定点定理，这成为博弈论和数学经济学的标准方法。在他的论文之后，1944年，他与奥斯卡-莫根斯特恩（Oskar Morgenstern）共同撰写了《游戏和经济行为理论》一书，该书考虑了几个参与者的合作游戏。这本书的第二版提供了预期效用的公理理论，使数理统计学家和经济学家能够处理不确定性下的决策。
微积分代写
微积分，最初被称为无穷小微积分或 “无穷小的微积分”，是对连续变化的数学研究，就像几何学是对形状的研究，而代数是对算术运算的概括研究一样。
它有两个主要分支，微分和积分；微分涉及瞬时变化率和曲线的斜率，而积分涉及数量的累积，以及曲线下或曲线之间的面积。这两个分支通过微积分的基本定理相互联系，它们利用了无限序列和无限级数收敛到一个明确定义的极限的基本概念 。
计量经济学代写
什么是计量经济学？
计量经济学是统计学和数学模型的定量应用，使用数据来发展理论或测试经济学中的现有假设，并根据历史数据预测未来趋势。它对现实世界的数据进行统计试验，然后将结果与被测试的理论进行比较和对比。
根据你是对测试现有理论感兴趣，还是对利用现有数据在这些观察的基础上提出新的假设感兴趣，计量经济学可以细分为两大类：理论和应用。那些经常从事这种实践的人通常被称为计量经济学家。
Matlab代写
MATLAB 是一种用于技术计算的高性能语言。它将计算、可视化和编程集成在一个易于使用的环境中，其中问题和解决方案以熟悉的数学符号表示。典型用途包括：数学和计算算法开发建模、仿真和原型制作数据分析、探索和可视化科学和工程图形应用程序开发，包括图形用户界面构建MATLAB 是一个交互式系统，其基本数据元素是一个不需要维度的数组。这使您可以解决许多技术计算问题，尤其是那些具有矩阵和向量公式的问题，而只需用 C 或 Fortran 等标量非交互式语言编写程序所需的时间的一小部分。MATLAB 名称代表矩阵实验室。MATLAB 最初的编写目的是提供对由 LINPACK 和 EISPACK 项目开发的矩阵软件的轻松访问，这两个项目共同代表了矩阵计算软件的最新技术。MATLAB 经过多年的发展，得到了许多用户的投入。在大学环境中，它是数学、工程和科学入门和高级课程的标准教学工具。在工业领域，MATLAB 是高效研究、开发和分析的首选工具。MATLAB 具有一系列称为工具箱的特定于应用程序的解决方案。对于大多数 MATLAB 用户来说非常重要，工具箱允许您学习和应用专业技术。工具箱是 MATLAB 函数（M 文件）的综合集合，可扩展 MATLAB 环境以解决特定类别的问题。可用工具箱的领域包括信号处理、控制系统、神经网络、模糊逻辑、小波、仿真等。
