NHS 6008 Unit 7 Discussion

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NHS 6008 Unit 7 Discussion

NHS 6008 Unit 7 Discussion

DQ1 Comparative Economic Analysis

To complete this discussion:

Briefly describe the five different types of comparative
economic analysis.

Provide an example of application for each within your
current or desired workplace.

Post according to the Faculty Expectations Response
Guidelines. Remember to cite the readings, resources, and research that you
have used in the development of your post.

Response Guidelines

Respond to the posts of other learners according to the
Faculty Expectations Response Guidelines.

How is the application of the various analyses different in
your workplace?

DQ2 Economic Valuation

To complete this discussion:

Discuss three of the following methods for valuation:

Human capital.

Risk preference.

Contingent valuation.

Cost-benefit ratio.

Analyze which method best fits a selected problem or issue
in your current or desired workplace.

Discuss why you think this method has the best fit.

Post according to the Faculty Expectations Response
Guidelines. Remember to cite the readings, resources, and research that you
have used in the development of your post.

Response Guidelines

Respond to the posts of other learners according to the
Faculty Expectations Response Guidelines.

What are the similarities and differences in the problem or
issue you selected?

Did you choose the same method for solving the problem? Why
or why not?

Types of Comparative Research
There are several methods of doing comparative analysis and
Tilly (1984) distinguishes four types of comparative analysis
namely: individualizing, universalizing, variation-finding
and encompassing (p.82). Adding to the types of comparative
analysis, May (1993, as cited in Azarian 2011, p. 117) offers a
four-folded typology, including the import-mirror view, the
difference view, the theory-development view and, finally, the
prediction view. These types are similar to that suggested by
Tilly (1984) which are elaborated below.
a. Individualizing comparison contrasts ‘a small number
of cases in order to grasp the peculiarities of each case’
(1984, p. 82). This basically involves describing fully the
characteristics or features each of the cases being studied.
This helps to broaden our knowledge and gives insight to
see cases in-depth. This method cannot be said to be truly
comparative but makes use of comparison in a small aspect
of the research (Fredrickson, 1997).
b. Universalizing comparison ‘aims to establish that every
instance of a phenomenon follows essentially the same
rule’ (1984, p. 82). This involves the use of comparison to
develop fundamental theories with significant generality
and relevance; goes to further to provide theories which
explain the cases being studied. E.g. development of theories
of industrialism, social revolutions etc.
c. Variation-finding comparison seeks to ‘establish a principle
of variation in the character or intensity of a phenomenon
by examining systematic differences between instances’
(1984, p. 82). That is, comparing numerous forms of a single
phenomenon to discover logical differences among instances
and establish a standard of variation in the character or
intensity of that phenomenon. E.g. Green (1997) study of the
modern Jewish Diaspora and Moore (1966) study on Social
Origins of Dictatorship and Democracy.
d. Encompassing comparison ‘places different instances
at various locations within the same system, on the
way to explaining their characteristics as a function of
their varying relationships to the system as a whole’
(1984, p. 83). E.g. explaining the difference between two
children’s behavior by their orders of birth, attributing
the characteristics of rural communities to their varying
connections with a nearby city or urban area.
3
Comparative International Development & Development
Education Centre (CIDEC) mandate is to promote excellence,
collaboration, and innovation in comparative and international
educational research at OISE. The CIDEC community includes
over 50 faculty members, adjunct faculty, and visiting scholars.
More than 120 graduate student researchers with an interest in
international issues and comparative methodologies in the field
of education are affiliated with the Centre. Research projects
include a comparative study of the professional working
knowledge of teachers in the Nigerian States of Kwara, Lagos,
Kano, Kaduna and Jigawa (ESSPIN, DFID) and the professional
working knowledge of teachers in India (Core Projects and
Technologies).
The Institute for Comparative Studies in Literature, Art

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and Culture (ICSLAC) (Carleton University) is a haven for
intellectually rebellious researchers; a home for those who
seek independence as well as a sense of belonging. Starting
from a place of deep disciplinary knowledge and theoretical
rigour, the institute set the stage for productive academic
discomfort. Inside and outside the classroom, create an
intellectual community that leads to greater engagement
and understanding. Our research areas include: cultural
theory, memory studies, Indigenous studies, digital culture,
transnational studies, gender studies, and critical museology.
The Ohio State University – The Department of
Comparative Studies is committed to interdisciplinary and
cross-cultural inquiry and exchange. Their research and
teaching focus on the rigorous comparative study of human
experiences and ground our engagement with issues of
social justice. Comparative Studies students are encouraged
to develop their critical and analytical skills and to become
effective global citizens, guided by an ethos of mutual respect
and persistent questioning, and recognition of the value and
pleasures of critical intellectual work.
Duke University – International Comparative Studies
ICS majors share a common foundation of class experiences
and knowledge in critical transnationalism derived from
their participation in the interdisciplinary core courses;
Comparative Approaches to Global Issues and Capstone Global
Studies Seminar. ICS provides knowledge in the culture(s),
history, politics, and language relevant to one geographic area
of the world or region concentration.
Comparative Studies in Society and History (CSSH) is
an international forum for new research and interpretation
concerning problems of recurrent patterning and change
in human societies through time and in the contemporary
world. CSSH sets up a working alliance among specialists in
all branches of the social sciences and humanities as a way of
bringing together multidisciplinary research, cultural studies,
and theory, especially in anthropology, history, political
science, and sociology
The Comparative Studies in Literature and Culture
department offers students the opportunity to design, in
consultation with department faculty, a fully interdisciplinary
major that engages at least one specific literature and language,
and one specialized external discipline of their own choosing.
To develop the student’s capacity for pluralized understanding,
each major take at least two courses within the department
in literatures and cultures outside their area of specialization,
as well as an introductory methods course on contemporary
trends in literary and cultural studies.
Centre for Comparative Construction Research
CCCR currently occupies a niche position by specializing
in research on performance and productivity issues of the
global construction industry, and other matters relating
to comparative construction, such as project management
effectiveness, building quality, building refurbishment and
retrofit, bidding theory, green building design, environmental
impact and infrastructure procurement and finance.
World Values Survey is a global network of social scientists
studying changing values and their impact on social and
political life, led by an international team of scholars. The
WVS seeks to help scientists and policy makers understand
changes in the beliefs, values and motivations of people
throughout the world by using the most rigorous, high-quality
research designs in each country. Data has been used by
government officials, journalists, students, political scientists,
sociologists, anthropologists and economists to analyze such
topics as economic development, democratization, religion,
gender equality, social capital, and subjective well-being

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