| 0:00:01 | working on this project on a temporary |
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| 0:00:06 | that's go and more signal can be shaping their access to is also resources |
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| 0:00:16 | academic educational resources as well as a more interested in |
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| 0:00:22 | that a different approaches in practice the communities organisation region |
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| 0:00:28 | so you i |
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| 0:00:31 | resources but also for training scale she you know |
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| 0:00:38 | tapers are being |
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| 0:00:42 | then it seems that have recently variance in the volunteer to one in this case |
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| 0:00:52 | where |
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| 0:00:54 | we had a graduate students research assistants correctly carry out the rest were doing i |
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| 0:01:03 | know that all interviews with you and i three years program |
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| 0:01:14 | i use personal observation and interview methods because |
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| 0:01:20 | i really interested in how and why questions more process very questions and how does |
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| 0:01:28 | racer laughter |
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| 0:01:32 | for every you how to is there a ethnic background retrieval immigrant status |
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| 0:01:39 | influence access resources are cultivate social ties are |
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| 0:01:45 | so those resources so |
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| 0:01:48 | in order to understand that the rows |
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| 0:01:51 | or a process oriented questions |
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| 0:01:55 | we have to collect data that is much more in depth |
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| 0:02:01 | and that |
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| 0:02:03 | people are that we're interested in studying the |
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| 0:02:07 | subjects are intrinsically how they perceive make |
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| 0:02:12 | meetings are perception or frames |
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| 0:02:16 | in terms of thinking about how racer that's |
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| 0:02:21 | brothers social issues in one there is |
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| 0:02:24 | and then also this |
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| 0:02:28 | takes the questions right their related to theory in the sense that we're |
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| 0:02:34 | often more interest in setting these process for in a question interval |
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| 0:02:39 | this level this kind of mellow and macro level through edge map or structural factors |
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| 0:02:44 | class based resources are |
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| 0:02:47 | a racial equality how influences individual prosody patterns of behaviour |
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| 0:02:55 | except for him |
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| 0:02:57 | that's where you can really |
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| 0:02:59 | see how yuri nice there |
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| 0:03:02 | theoretical concepts and ideas can |
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| 0:03:05 | apply to individual behavior interaction for qualitative research because it takes so long and syntactic |
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| 0:03:13 | it really helps to try and as much as you can to narrow focus |
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| 0:03:19 | your research topic here what is the keys than and setting reunion of analyses we |
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| 0:03:25 | can still think that a qualitative research some of the tools we learn from quality |
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| 0:03:30 | resource stop by |
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| 0:03:32 | qualitative research |
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