Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions.
We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology. Braun, V. Black and Scott W. Schlesinger and James L. Heskett Service Research, Vol.
Glynn and J. Barnes, eds. Note that there is emotional contagion for both positive 20 Leonard Schlesinger and James L. Andreassen and Even J. Keeling, Peter J. Glassdoor, accessed on May 7, Human Resource Planning, Vol. Customer Orientation, and the Job Performance of 14, No. Brown, John C. Mowen, D. Todd Donovan, and Jane W. Ineson, and Derek Wilkie , relationship. International Journal of Hospitality Management, Vol. Stafford, and J. Burke and Carly J. This study has also shown that a — Berry, On evaluations of frontline transactions.
Likewise, sending 40 Leonard Schlesinger and James L. Heskett , strong signals of quality of the encounter e. Jackson Jr. Sirianni , perceptions. See: Kelly O. Cowart and Michael K. Brady, Clay M. Voorhees, and Michael J. Management Effectiveness, eds. Bowen, R. Chase, T. Collier, and Donald C. Bradley and Beverley A. Bowen, and Edward E. Press, , p. Kwortnik Jr. Science, Vol.
Freiberg, Nuts! Katzenbach and Douglas K. The Effects of 75 Charles A. School Press, , p. Psychology, Vol. Bowen, Winning the Service Game. Industries Journal, Vol. Raver, Ellen G. Godfrey, Mina Huang, Lisa H. Clark, Michael D. Hartline, and Keith C. For example, 84 James L. The study showed that a firm operating 85 Leonard L. See also D. Micheal performance. Leonard L. Seltman, Management — What makes a leader? Harvard Business School Bulletin, February, pp.
Schwepker Jr. Michael D. Heinemann, , p. This article provides a detailed review of the research that underlies this section. Peters and Robert H. Steven S. Ramsey, Frederick F. Loyalty that explain how to develop a loyal customer base. June 30, Reinartz and V. Reichheld and W. Wirtz and C. Grant and Leonard H. Schlesinger , Marketing, Vol. Lehmann, and 12 Ruth Bolton, Katherine N.
Lemon, and Peter C. For details, refer to: Timothy L. Bogle, See also: Neil A. John T. Mentzer, and Matthew B. See especially Chapter Zeithaml, Roland T. Rust, and Katharine N. Keiningham, home. Direct in and rebranded it as Capital One in The positioning of the firm remained unchanged 31 Leonard L. Berry and A. Ramaseshan, David M. Bijmolt, Matilda Dorotic, and Peter C. Verhoef , 42 Concrete benefits related to the core service e. Lemon and Florian v.
Wangenheim Journal of Marketing, Vol. Neslin, Baohong Sun, Rex S. This study also found 35 Ruth N. Bolton, P. Kannan, and Matthew D. Finally, it found that both the loyalty points and No. Coelho, and Manuel J. Wangenheim Marketing, Vol. Rosenbaum, Amy L. Ostrom, and Ronald 15, No. Reynolds, David L.
Journal of Consumer Marketing, Vol. Kumar and Werner 66 Darrell K. Database Approach. Ramaseshan, David Bejou, Subhash C. Rigby, Frederick F. Kumar, Sarang Sunder, and B. Interestingly, research has shown that firms that implement CRM mostly because of competitive 58 Kevin N.
Quiring and Nancy K. Freeland, ed. Journal of the Academy of Marketing Science, Vol. The authors found that the effect of CRM is fully mediated by the two basic strategic postures of firms: differentiation versus cost leadership.
Furthermore, their study found that the effects of CRM on differentiation are stronger in highly commoditized industries compared to highly differentiated industries. To err is human; to recover, divine. They do expect Harvard Business School you to fix things when they go wrong.
Tax and Stephen W. Academy of Marketing Science, Vol. Brown , Office of Consumer Affairs, Industry Management, Vol. McColl-Kennedy and Beverley A. Managing Service Quality, Vol. Bell and James A. McCollough, Glynn and J. Understanding Services Leonard L. Berry, and Manjit S. Singapore: Ron Kaufman Plc. Should a Firm Offer for a Flawed Service?
Tax and Steven W. Tax, Stephen W. Holloway and Sharon E. Services Marketing, Vol. Tucci and J. Harris, Kate L. Daunt, Marketing, Vol. Harris pp. Reynolds and Lloyd C. Daunt and Harris C. Collier 64, No.
For an additional discussion of 45 McDougall, Gordon H. Important studies include: 51— Harris, Lloyd C. McColl-Kennedy , can Guarantee? Iacobucci, ed.
Seggie, David A. Ross Jr. Harris and Kate L. Harris, and Kate L. Reynolds , Science, Vol. Some customers are out to take full advantage of return policies. Edge, July—August, p. Further important studies on customer rage include: 31, No. Jiraporn Surachartkumtonkun, Paul G. Patternson, For additional research on how to manage opportunistic and Janet R.
Pickett, Scott A. Jones, and Michael J. You capture the market with lower price and better quality. You stay in business and you provide jobs. Baker, and J. Morgan, Eugene W. Zeithaml, and Leonard L. McGraw-Hill, , p. Macdonald, Hugh N. Management Executive, Vol. Rust, Christine Moorman, and Peter R. Marketing Research, Vol. The technology for analyzing unstructured textual 26 Marginal utility analysis was found to outperform data provided to the firm as customer feedback, or if analyses based on importance-performance and posted online is advancing rapidly.
For a recent study regression analyses; see: Donald R. McKinsey Quarterly, No. For example, sentiments expressed in blogs tend in the EU Services Sector. Klassen, Randolph M. Russell, and James J. Ipeirotis P. Oliver , then senior service quality and effectiveness and using automation vice president, sales and customer service, Federal and technology which increases productivity.
Express; reported in Christopher H. Lovelock, Federal Depending on the competitive positioning of a firm, Express: Quality Improvement Program, Lausanne: different levels of optimal productivity emerge, International Institute for Management Development. Daryl Wyckoff — Mele and M. Rust, Anthony J. Zahonik, and Timothy Management, Vol. Mele L. Schweikhart and R. Enz and Judy A. National Institute of Standards and Technology, March Pande, Robert P.
Neuman, and Ronald R. Concern and responsibility for only through the perfection of minor details. The opening quote is discussed Service Research, Vol. Webster Jr. Chase and Robert H. The framework shows in this peer group in terms of customer satisfaction in form chapter has been significantly extended to incorporate of higher annual bonuses over and above what was the marketing and HR functions, and has been updated.
In addition, there are a number of in the next year resulted in an increase in profit of audit tools and checklists you can consult to assess a twice the drop experienced in the year of investment; service organization. They include: see: Heiner Evanschitzky, Florian v. Wangenheim, James L. Earl Sasser, and Leonard A.
Chain Audit, pp. Boston, the college. Lovelock Case 2 Dr. Kimes, Jochen Wirtz and Christopher H. Shapiro and Paul E. The notably exceptions are the content on APA Code of Ethics and the APA Publication Manual, which both rely heavily on outdated versions, which limits the usefulness of these sections. In addition, it would be helpful to incorporate research studies that have been published after The majority of the text is clear, with content that is easy for undergraduate students to read and understand.
The key points included in the chapters are helpful, but some chapters seem to be missing key points i. Each chapter is broken into subsections that can be used alone. For example, section 5. This could be extremely helpful for educators to select specific content for assigned readings. The topics are presented in a logical matter for the most part. However, the PDF version of the book does not include a table of contents, and none of the formats has a glossary or index. This can make it difficult to quickly navigate to specific topics or terms, especially when explanations do not appear where expected.
The text is consistent but needs more visual representations throughout the book, rather than heavily in some chapters and none at all in other chapters. Similarly, the text within the chapters is not easily readable due to the large sections of text with little to no graphics or breaks. The interface of the text is adequate. However, the formatting of the PDF is sometimes weak.
For example, the textbook has a number of pages with large blank spaces and other pages are taken up with large photos or graphics. The number of pages and cost of printing could have been reduced, or more graphics added to maximize utility. Text appears to be culturally sensitive. I appreciated the inclusion of the content about avoiding biased language chapter Further, the sole focus on psychology limits the use of this textbook for introductory research methods for other disciplines e.
The sections in this textbook are overall more brief than in previous Methods texts that I have used. Sometimes this brevity is helpful in terms of getting to the point of the text and moving on. In other cases, some topics could use a bit more Any updated methodologies would be found in a more advanced methods text.
The most helpful thing about this textbook is that the author arrives at the point of the topic very quickly. Another helpful point about this textbook is the relevancy of the examples used. The examples appear to be accessible to a wide audience and do not require specialization or previous knowledge of other fields of psychology. I feel this text is very consistent throughout. The ideas build on each other and no terms are discussed in later chapters without being established in previous chapters.
Each chapter had multiple subsections which would allow for smaller reading sections throughout the course. The amount of content in each section and chapter appeared to be less than what I have encountered in other Methods texts. The organization of the topics in this textbook follows the same or similar organization that I see in other textbooks. As I mentioned previously, the ideas build very well throughout the text.
This topic is not really an issue with a Methods textbook as the topics are more so conceptual as opposed to topical. That being said, I did not see an issue with any examples used. This text includes all important areas that are featured in other Research Methods textbooks and are presented in a logical order.
The text includes great examples and provides the references which can be assigned as supplemental readings. In addition, the chapters end with exercises that can be completed in class or as part of a laboratory assignment. This text would be a great addition to a Research Methods course or an Introductory Statistics course for Psychology majors.
The text is written at an appropriate level for undergraduate students and explains important terminology. The research studies that the author references are ones that undergraduate psychology majors should be familiar with. The only section that was questionable to me was that on multiple regression in section 8. I am unaware of other introductory Research Methods textbooks that cover this analysis, especially without describing simple regression first. The text is consistent in terms of terminology.
The framework is also consistent - the chapters begin with Learning Objectives and ends with Key Takeaways and Exercises. The text is divisible into smaller reading sections - possibly too many.
The sections are brief, and in some instances too brief e. I think that the section headers are helpful for instructors who plan on using this text in conjunction with another text in their course.
The topics were presented in a logical fashion and are similar to other published Research Methods texts. The writing is very clear and great examples are provided. I think that some of the sections are rather brief and more information and examples could be provided. I did not see any interface issues. All of the links worked properly and the tables and figures were accurate and free of errors.
I particularly liked the figures in section 5. There are three comments that I have about the interface, however. First, I was expecting the keywords in blue font to be linked to a glossary, but they were not. I would have appreciated this feature. Also, it would be nice if the TOC was clickable i. The "Key Takeaways" sections at the end of each chapter were helpful, but I think that a glossary would be a nice addition as well.
I did not notice any grammatical errors of any kind. The text was easy to read and I think that undergraduate students would agree. The text was not insensitive or offensive to any races, ethnicities, or backgrounds. I appreciated the section on avoiding biased language when writing manuscripts e. There are some sections that I found particularly helpful: 1 2. These sections will be great additions to an undergraduate Research Methods course. The brief introduction to APA style was also helpful, but should be supplemented with the most recent APA style manual.
The text book provides good information in certain areas, while not comprehensive information in other areas. The text provides practical information, especially the section on survey development was good.
Additional information on sampling Additional information on sampling strategies would have been beneficial for the readers. Research method is a common topic and the fundamentals of it will not change over the years. Therefore, the book is relevant and will not become obsolete. The text in the book is clear. Certain aspects of the text could have been presented more clearly. For example, the section on main effects and interactions are some concepts that students may have difficulty understanding.
Those areas could be explained more clearly with an example. Graphs in the book lacks titles and variable names. Also, the format of chapter title page needs to be consistent.
At times there were related topics spread across several chapters. This could be corrected for a better read by the audience.. The book text is very clear, and the flow from one topic to the next was adequate. However, having a outline would help the reader. The text is not offensive and examples in it are mostly based on historical US based experiments.
I would start of by saying that I am a supporter of the Open Textbook concept. While this book covers research methods basics, it cannot be recommended in its current form as an acceptable alternative to the standard text.
Modifications to the text as recommended by myself and other reviewers might improve the quality of this book in the future. For some topics, there is more and more practical information than in most textbooks.
I appreciated the very practical advice to students about how to plot data in statistics chapters. Similarly, there is practical advice about how Similarly, there is practical advice about how to comply with ethical guidelines.
The section on item development in surveys was very good. On the other hand, there is far too little information about some subjects. For example, independent and dependent variables are introduced in passing in an early chapter and then referred to only much later in the text. In my experience, students have a surprisingly difficult time grasping this concept. Another important example is sampling; I would have preferred much more information on types of samples and sampling techniques, and the problems that arise from poor sampling.
A third example is the introduction to basic experimental design. Variables, measurement, validity, and reliability are all introduced in one chapter. I did not see an index or glossary. The fundamentals of research methods do not change much. Given the current replication crisis in psychology, it might be helpful to have something about replicability. The text itself is spare and clear. The style of the book is to explain a concept in very few words.
There are some excellent aspects of this, but on the other hand, there are some concepts that students have a very difficult time undersatnding if they are not embedded in concrete examples. For example, the section on main effects and interactions shows bar graphs of interactions, but this is presented without variable names or axis titles, and separate from any specific experiment.
Sometimes the chapter stucture is laid out on the title page, and other times it is not. Some graphs lack titles and variable names. The chapters can be stand alone, but sometimes I found conceptually similar pieces spread across several chapters, and conceptually different pieces in the same chapters.
The individual sentences and paragraphs are always very clear. For example, perhaps a flow chart of different kinds of experimental designs would be useful. See section on comprehensiveness for more about organization. The flow from one topic to the next was adequate. I read the pdf. Many if the instances of apparently hyperlinked blue text to do not link to anything. Like most psychology textbooks available in the US, examples are focused on important experiments in US history.
I really wanted to be happy with this text. Unfortunately, I cannot recommend this book as superior in quality. The text includes basic, essential information needed for students in an introductory research methods course. In addition, the text includes three chapters i. However, I did have some areas of concern regarding the coverage of qualitative and mixed methods approaches, and nonparametric tests.
Although the author advocates for the research question to guide the choice of approach and design, minimal attention is given to the various qualitative designs e. In addition, common nonparametric tests e.
The text overall is accurate and free of errors. I noticed in the qualitative research sub-section, the author describes qualitative research in general, but does not mention common practices associated with qualitative research, such as transcribing interviews, coding data e.
The information that is included appears accurate. The text appears up-to-date and includes basic research information and classic examples that rarely change, which may allow the text to be used for many years. However, the author may want to add information about mixed methods research, a growing research approach, in order for the text to stay relevant across time.
The text includes clear, accessible, straightforward language with minimal jargon. When the author introduces a new term, the term is immediately defined and described. The author also provides interesting examples to clarify and expand understanding of terms and concepts throughout the text. The text is internally consistent and uses similar language and vocabulary throughout. The author uses real-life examples across chapters in order to provide depth and insight into the information.
In addition, the vocabulary, concepts, and organization are consistent with other research methods textbooks. The modules are short, concise, and manageable for students; the material within each module is logically focused and related to each other.
I may move the modules and the sub-topics within them into a slightly different order for my class, and add the information mentioned above, but overall, this is very good. The author presents topics and structures chapters in a logical and organized manner. The epub and online version do not include page numbers in the text, but the pdf does; this may be confusing when referencing the text or answering student questions. I used and compared the pdf, epub, and online versions of the text.
The epub and online versions include a clickable table of contents, but the pdf does not. The table format is inconsistent across the three versions; in the epub version viewed through ibooks , the table data does not always line up correctly, making it difficult to interpret quickly.
In the pdf and online versions, the table format looks different, but the data are lined up. As I read through this text, I did not detect any glaring grammatical errors. Overall, I think the text is written quite well in a style that is accessible to students. The author uses inclusive, person-first language, and the text does not seem to be offensive or insensitive.
As I read, I did notice that topics such as diversity and cultural competency are absent. I enjoyed reading this text and am very excited to have a free research methods text for my students that I may supplement as needed.
Overall, this is a great resource! This textbook covers all or nearly all of what I believe are important topics to provide an introduction to research methods in psychology.
One minor issue is that the pdf version, which I reviewed, does not include an index or a glossary. The book provides a solid overview of key issues related to introductory research methods, many of which are nearly timeless. I believe the text is organized in such a way that it could be easily divided into smaller sections.
I did not notice any issues with the interface. I reviewed the pdf version and thought the images were very helpful. This text covers everything I would consider essential for a first course in research methods, including some areas that are not consistently found in introductory texts e. The chapters on ethics Ch. There is no index or table of contents provided in the PDF, and the table of contents on the website is very broad, but the material is well organized and it would not be hard for an instructor to create such a table.
Chapter 2. I found the text to be highly accurate throughout; terms are defined precisely and correctly. Where there are controversies or differences of opinion in the field, the author presents both sides of the argument in a respectful and unbiased manner. He explicitly discourages students from dismissing any one approach as inherently flawed, discussing not only the advantages and disadvantages of all methods including nonexperimental ones but also ways researchers address the disadvantages.
In several places, the textbook explicitly addresses the history and development of various methods e. This allows the author to present current thinking and debate in these areas yet still expose students to older ideas they are likely to encounter as they read the research literature.
I think this approach sets students up well to encounter future methodological advances; as a field, we refine our methods over time. I think the author could easily integrate new developments in future editions, or instructors could introduce such developments as supplementary material without creating confusion by contradicting the test. The examples are generally drawn from classic psychological studies that have held up well over time; I think they will appeal to students for some time to come and not appear dated.
The only area in which I did not feel the content was entirely up to date was in the area of psychological measurement; Chapter 5. However, a comprehensive treatment of measurement validity is probably not necessary for most undergraduates at this stage, and they will certainly encounter the older framework in the research literature.
The textbook does an excellent job of presenting concepts in simple, accessible language without introducing error by oversimplification. The author consistently anticipates common points of confusion, clarifies terms, and even suggests ways for students to remember key distinctions.
Terms are clearly and concretely defined when they are introduced. In contrast to many texts I have used, the terms that are highlighted in the text are actually the terms I would want my students to remember and study; the author refrains from using psychological jargon that is not central to the concepts he is discussing.
The division of sections within each chapter is useful; although I liked the overall organization of the text, there were points at which I would likely assign sections in a slightly different order and I felt I could do this easily without loss of continuity.
The one place I would have liked more modularity was in the discussion of inferential statistics: t-tests, ANOVA, and Pearson's r are all covered within Chapter On the one hand, this enables students to see the relationships and similarities among these tests, but on the other, this is a lot for students to take in at once. I found the overall organization of the book to be quite logical, mirroring the sequence of steps a researcher would use to develop a research question, design a study, etc.
As discussed above, the modularity of the book makes it easy to reorder sections to suit the structure of a particular class for example, I might have students read the section on APA writing earlier in the semester as they begin drafting their own research proposals.
I like the inclusion of ethics very early on in the text, establishing the importance of this topic for all research design choices. One organizational feature I particularly appreciated was the consistent integration of conceptual and practical ideas; for example, in the discussion of psychological measurement, reliability and validity are discussed alongside the importance of giving clear instructions and making sure participants cannot be identified by their writing implements.
This gives students an accurate and honest picture of the research process - some of the choices we make are driven by scientific ideals and some are driven by practical lessons learned. Students often have questions related to these mundane aspects of conducting research and it is helpful to have them so clearly addressed. Although I didn't encounter any problems per se with the interface, I do think it could be made more user-friendly.
For example, references to figures and tables are highlighted in blue, appearing to be hyperlinks, but they were not. Having such links, as well as a linked, easily-navigable and detailed table of contents, would also be helpful and useful to students who use assistive technology.
Where necessary, the author uses inclusive language and there is nothing that seems clearly offensive. The examples generally reflect American psychology research, but the focus is on the methods used and not the participants or cultural context.
The text could be more intentionally or proactively inclusive, but it is not insensitive or exclusive. I am generally hard to please when it comes to textbooks, but I found very little to quibble with in this one. It is a very well-written and accessible introduction to research methods that meets students where they are, addressing their common questions, misconceptions, and concerns.
Although it's not flashy, the figures, graphics, and extra resources provided are clear, helpful, and relevant. The text covers all the areas and ideas of the subject of research methods in psychology for the learner that is just entering the field.
The authors cover all of the content of an introductory research methods textbook and use exemplary examples The authors cover all of the content of an introductory research methods textbook and use exemplary examples that make those concepts relevent to a beginning researcher. As the authors state, the material is presented in such a manner as to encourage learners to not only be effective consumers of current research but also engage as critical thinkers in the many diverse situations one encounters in everyday life.
The content is accurate, error free, and unbiased. It explains both quantiative and qualitative methods in an unbiased manner. It is a bit slim on qualitative. It would be nice to have a bit more information on, for example, creating interview questions, coding, and qualitative data anaylisis.
The text is up to date, having just been revised. This revision was authored by Rajiv Jhangiani Capilano University, North Vancouver and includes the addition of a table of contents and cover page that the original text did not have, changes to Chapter 3 Research Ethics to include a contemporary example of an ethical breach and to reflect Canadian ethical guidelines and privacy laws, additional information regarding online data collection in Chapter 9 Survey Research.
Jhangiani has correcte of errors in the text and formulae, as well as changing spelling from US to Canadian conventions. The text is also now available in a inexpensive hard copy which students can purchase online or college bookstores can stock. This makes the text current and updates should be minimal. The text is very easy to read and also very interesting as the authors supplement content with amazing real life examples.
This text is easily and readily divisible into smaller reading sections that can be assigned at different points within a course. The topics in the text are presented in logical and clear fashion.
The way they are presented allows the text to be used in conjuction with other textbooks as a secondary resource. The text is free of significant interface issues. It is written in a manner that follows the natural process of doing research.
The text is not culturally insensitive or offensive and actually has been revised to accomodate Canadian ethical guidelines as well as those of the APA.
I have to say that I am excited to have found this revised edition. My students will be so happy that there is also a reasonable priced hard coopy for them to purchase. They love the OpenStax Psychology text with the hard copy available from our bookstore.
I do wish there were PowerPoints available for the text as well as a test bank. That is always a bonus! While these approaches were less commonly used in the recent past, they are prevalent in the early years of psychology and are ascending once again.
It strikes me as odd to just ignore two whole families of methods that are used within the practice of psychology—definitely not a sustainable approach. I do very much appreciate the emphasis on those who will both practice and consume psychology, given the wide variety of undergraduate career paths.
It would be nice to make this a linked PDF, so that clicking on the entry in a TOC or cross-references would jump the reader to the relevant section. I did not see an errors.
The chapter on theory is not as clear as it could be. A bit more time spent here could have been good. This is a research methods text focused on experimental and association designs. The basics of these designs do not change a whole lot over time, so there is little likelihood that the main content will become obsolete anytime soon. The text is extremely clear and accessible. Then again, students often struggle with methods, so simplicity is good, and the simplicity can also make the book marketable to high school courses although I doubt many high schools have methods courses.
Yes, quite consistent throughout. Carrying through the same examples into different chapters is a major strength of the text. The book flows well, with brief sections. I do wonder if maybe the sections are too brief? Perhaps too many check-ins? As mentioned above, the book is written at a very basic level, so this brevity is consistent with that approach.
It is not a problem, per se, but those considering adopting the text should be aware of this aspect. The book is fairly typical of American research methods books in that it only focuses on the U. However, the text is certainly not insensitive or offensive in any way. The text is well organized and written, integrates excellent pedagogical features, and covers all of the traditional areas of the topic admirably.
The final two chapters provide a good bridge between the research methods course and the The final two chapters provide a good bridge between the research methods course and the follow-up course on behavioural statistics.
The text integrates real psychological measures, harnesses students' existing knowledge from introductory psychology, includes well-chosen examples from real life and research, and even includes a very practical chapter on the use of APA style for writing and referencing. On the other hand, it does not include a table of contents or an index, both of which are highly desirable. The one chapter that requires significant revision is Chapter 3 Research Ethics , which is based on the US codes of ethics e.
Some formulae are missing the line that separates the numerator from the denominator. Madan Mehta, B. He is the author of several full-length books and monographs on building construction, architectural structures, and architectural engineering. Walter R. He is a specifications consultant and registered architect Texas with over 35 years of comprehensive technical architectural experience in specifications, document production, and construction contract administration.
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Highlights of her work there include research in resource-efficient design and construction and working with students on design-build projects. We're sorry! We don't recognize your username or password. Please try again. The work is protected by local and international copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning.
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