The UK Tex FAQ Your 463 Questions Answered Version 3.27, Date 2013-06-07

Total Page:16

File Type:pdf, Size:1020Kb

The UK Tex FAQ Your 463 Questions Answered Version 3.27, Date 2013-06-07 The UK TeX FAQ Your 463 Questions Answered version 3.27, date 2013-06-07 June 7, 2013 NOTE This document is an updated and extended version of the FAQ article that was published as the December 1994 and 1995, and March 1999 editions of the UK TUG magazine Baskerville (which weren’t formatted like this). The article is also available via the World Wide Web. Contents Introduction 10 Licence of the FAQ 10 Finding the Files 10 A The Background 11 1 Getting started.............................. 11 2 What is TeX?.............................. 11 3 What’s “writing in TeX”?....................... 12 4 How should I pronounce “TeX”?................... 12 5 What is Metafont?........................... 12 6 What is Metapost?........................... 12 7 Things with “TeX” in the name.................... 12 8 What is CTAN?............................ 14 9 The (CTAN) catalogue......................... 15 10 How can I be sure it’s really TeX?................... 15 11 What is e-TeX?............................ 15 12 What is PDFTeX?........................... 16 13 What is LaTeX?............................ 16 14 What is LaTeX2e?........................... 16 15 How should I pronounce “LaTeX(2e)”?................ 16 16 Should I use Plain TeX or LaTeX?................... 17 17 How does LaTeX relate to Plain TeX?................. 17 18 What is ConTeXt?............................ 17 19 What are the AMS packages (AMSTeX, etc.)?............ 18 20 What is Eplain?............................ 18 21 What is Texinfo?............................ 18 22 If TeX is so good, how come it’s free?................ 19 23 What is the future of TeX?....................... 19 24 Reading (La)TeX files......................... 19 25 Why is TeX not a WYSIWYG system?................. 19 26 TeX User Groups........................... 20 B Documentation and Help 21 27 Books relevant to TeX and friends.................... 21 28 Books on TeX, Plain TeX and relations................. 21 29 Books on LaTeX............................. 21 30 Books on other TeX-related matters.................. 22 31 Books on Type............................. 22 32 Where to find FAQs.......................... 23 33 Getting help online.......................... 24 1 34 Specialist mailing lists......................... 24 35 How to ask a question......................... 25 36 How to make a “minimum example”................. 25 37 Tutorials, etc., for TeX-based systems................. 26 38 Online introductions: Plain TeX.................... 26 39 Online introductions: LaTeX...................... 27 40 (La)TeX tutorials............................ 27 41 Reference documents......................... 28 42 WIKI books for TeX and friends................... 29 43 Typography tutorials.......................... 29 44 Freely available (La)TeX books.................... 29 45 Documentation of packages...................... 29 46 Learning to write LaTeX classes and packages............ 30 47 LaTeX3 programming.......................... 31 48 Metafont and Metapost Tutorials.................... 31 49 BibTeX Documentation......................... 31 50 Where can I find the symbol for . ................... 32 51 The PiCTeX manual.......................... 32 C Bits and pieces of (La)TeX 32 52 What is a DVI file?.......................... 32 53 What is a DVI driver?......................... 33 54 What are PK files?........................... 33 55 What are TFM files?.......................... 33 56 What are virtual fonts?......................... 33 57 What are (TeX) macros........................ 34 58 \special commands......................... 35 59 Writing (text) files from TeX..................... 35 60 Spawning programs from (La)TeX: \write18 ............ 35 61 How does hyphenation work in TeX?................. 36 62 What are LaTeX classes and packages?................ 36 63 What are LaTeX “environments”.................... 37 64 Documented LaTeX sources (.dtx files)............... 38 65 What are encodings?.......................... 38 66 What are the EC fonts?........................ 39 67 Unicode and TeX........................... 40 68 What is the TDS?........................... 40 69 What is “Encapsulated PostScript” (“EPS”)?.............. 41 70 Adobe font formats........................... 41 71 What are “resolutions”?........................ 42 72 What is the “Berry naming scheme”?................. 42 D Acquiring the Software 43 73 Repositories of TeX material..................... 43 74 Ready-built installation files on the archive.............. 43 75 What was the CTAN nonfree tree?.................. 43 76 Contributing a file to the archives................... 44 77 Finding (La)TeX files......................... 44 78 Finding new fonts........................... 45 79 The TeX collection.......................... 45 E TeX Systems 46 80 (La)TeX for different machines.................... 46 81 Unix and GNU Linux systems..................... 46 82 (Modern) Windows systems...................... 46 83 Macintosh systems............................ 47 84 Other systems’ TeX availability..................... 47 85 TeX-friendly editors and shells.................... 48 86 Commercial TeX implementations.................. 49 2 F DVI Drivers and Previewers 50 87 DVI to PostScript conversion programs................ 50 88 DVI drivers for HP LaserJet...................... 50 89 Output to “other” printers....................... 50 90 DVI previewers............................. 51 91 Generating bitmaps from DVI...................... 51 G Support Packages for TeX 51 92 (La)TeX-friendly drawing packages................... 51 93 TeXCAD, a drawing package for LaTeX............... 52 94 Spelling checkers for work with TeX................. 52 95 How many words have you written?.................. 52 H Literate programming 53 96 What is Literate Programming?.................... 53 97 WEB systems for various languages................. 53 I Format conversions 54 98 Conversion from (La)TeX to plain text................ 54 99 Conversion from SGML or HTML to TeX.............. 54 100 Conversion from (La)TeX to HTML................. 55 101 Other conversions to and from (La)TeX................ 56 102 Using TeX to read SGML or XML directly............... 57 103 Retrieving (La)TeX from DVI, etc.................... 57 104 Translating LaTeX to Plain TeX.................... 58 J Installing (La)TeX files 58 105 Installing things on a (La)TeX system................. 58 106 Finding packages to install...................... 58 107 Unpacking LaTeX packages...................... 58 108 Generating package documentation.................. 59 109 Installing files “where (La)TeX can find them”............ 59 110 Which tree to use........................... 59 111 Where to install packages....................... 60 112 Tidying up after installation....................... 61 113 Shortcuts to installing files........................ 61 114 Installation using MiKTeX package manager.............. 61 115 Installation using TeX Live manager.................. 61 116 Installing using ready-built ZIP files................. 62 117 “Temporary” installation of (La)TeX files............... 62 118 “Private” installations of files..................... 63 119 Installing a new font.......................... 64 120 Installing a font provided as Metafont source............. 64 121 ‘Installing’ a PostScript printer built-in font............. 64 122 Preparing a Type 1 font........................ 64 123 Installing a Type 1 font........................ 65 124 Installing the Type 1 versions of the CM fonts............ 65 K Fonts 66 K.1 Adobe Type 1 (“PostScript”) fonts 66 125 Using Adobe Type 1 fonts with TeX................. 66 126 Previewing files using Type 1 fonts.................. 66 127 TeX font metric files for Type 1 fonts.................. 67 128 Deploying Type 1 fonts......................... 67 129 Choice of Type 1 fonts for typesetting Maths.............. 67 130 Weird characters in dvips output.................... 73 K.2 Macros for using fonts 73 131 Using non-standard fonts in Plain TeX................ 73 K.3 Particular font families 74 132 Using the “Concrete” fonts...................... 74 133 Using the Latin Modern fonts..................... 75 K.4 Metafont fonts 76 134 Getting Metafont to do what you want................ 76 135 Which font files should be kept..................... 77 136 Acquiring bitmap fonts......................... 77 3 L Hypertext and PDF 78 137 Making PDF documents from (La)TeX................ 78 138 Making hypertext documents from TeX................ 78 139 The hyperTeX project......................... 78 140 Quality of PDF from PostScript.................... 79 141 The wrong type of fonts in PDF.................... 79 142 Fuzzy fonts because Ghostscript too old............... 80 143 Fonts go fuzzy when you switch to T1................ 80 144 Characters missing from PDF output................. 80 145 Finding ‘8-bit’ Type 1 fonts....................... 81 146 Replacing Type 3 fonts in PostScript................. 82 147 Hyperref and repeated page numbers................. 82 148 Searching PDF files.......................... 82 M Graphics 83 149 Importing graphics into (La)TeX documents............. 83 150 Imported graphics in dvips ....................... 84 151 Imported graphics in PDFLaTeX................... 84 152 Imported graphics in dvipdfm ..................... 85 153 “Modern” graphics file names..................... 86 154 Importing graphics from “somewhere else”.............. 86 155 Portable imported graphics....................... 87 156 Repeated
Recommended publications
  • Developing an Argument Learning Environment Using Agent-Based ITS (ALES)
    Educational Data Mining 2009 Developing an Argument Learning Environment Using Agent-Based ITS (ALES) Sa¯a Abbas1 and Hajime Sawamura2 1 Graduate School of Science and Technology, Niigata University 8050, 2-cho, Ikarashi, Niigata, 950-2181 JAPAN [email protected] 2 Institute of Natural Science and Technology, Academic Assembly,Niigata University 8050, 2-cho, Ikarashi, Niigata, 950-2181 JAPAN [email protected] Abstract. This paper presents an agent-based educational environment to teach argument analysis (ALES). The idea is based on the Argumentation Interchange Format Ontology (AIF) using "Walton Theory". ALES uses di®erent mining techniques to manage a highly structured arguments repertoire. This repertoire was designed, developed and implemented by us. Our aim is to extend our previous framework proposed in [3] in order to i) provide a learning environment that guides student during argument learning, ii) aid in improving the student's argument skills, iii) re¯ne students' ability to debate and negotiate using critical thinking. The paper focuses on the environment development specifying the status of each of the constituent modules. 1 Introduction Argumentation theory is considered as an interdisciplinary research area. Its techniques and results have found a wide range of applications in both theoretical and practical branches of arti¯cial in- telligence and computer science [13, 12, 16]. Recently, AI in education is interested in developing instructional systems that help students hone their argumentation skills [5]. Argumentation is classi- ¯ed by most researchers as demonstrating a point of view (logic argumentation), trying to persuade or convince (rhetoric and dialectic argumentation), and giving reasons (justi¯cation argumentation) [12].
    [Show full text]
  • Automatic Evaluation of Design Alternatives with Quantitative Argumentation Pietro Baroni∗ , Marco Romanoa, Francesca Tonib , Marco Aurisicchioc and Giorgio Bertanzad
    Argument and Computation, 2015 Vol. 6, No. 1, 24–49, http://dx.doi.org/10.1080/19462166.2014.1001791 Automatic evaluation of design alternatives with quantitative argumentation Pietro Baroni∗ , Marco Romanoa, Francesca Tonib , Marco Aurisicchioc and Giorgio Bertanzad aDip. Ingegneria dell’Informazione, University of Brescia, Brescia, Italy; bDepartment of Computing, Imperial College London, UK; cDepartment of Mechanical Engineering, Imperial College London, London, UK; d Dip. Ingegneria Civile, Architettura, Territorio, Ambiente e Matematica, University of Brescia, Brescia, Italy (Received 15 May 2014; accepted 21 October 2014) This paper presents a novel argumentation framework to support Issue-Based Information Sys- tem style debates on design alternatives, by providing an automatic quantitative evaluation of the positions put forward. It also identifies several formal properties of the proposed quantita- tive argumentation framework and compares it with existing non-numerical abstract argumen- tation formalisms. Finally, the paper describes the integration of the proposed approach within the design Visual Understanding Environment software tool along with three case studies in engineering design. The case studies show the potential for a competitive advantage of the proposed approach with respect to state-of-the-art engineering design methods. Keywords: argumentation; debate; design rationale; Issue-Based Information System (IBIS); decision support Engineering design is often described as an information-processing activity based on problem-solving within the constraints of bounded rationality (Simon, 1996; Simon & Newell, 1971). It consists of decomposing an initial problem into a range of sub-problems, proposing and assessing partial solutions, and integrating them as to satisfy the overall problem. This pro- cess is collaborative and often involves communication between non-co-located engineers.
    [Show full text]
  • Ethnography As an Inquiry Process in Social Science
    ETHNOGRAPHY AS AN INQUIRY PROCESS IN SOCIAL SCIENCE RESEARCH Ganga Ram Gautam ABSTRACT This article is an attempt to present the concept of ethnography as a qualitative inquiry process in social science research. The paper begins with the introduction to ethnography followed by the discussion of ethnography both as an approach and a research method. It then illustrates how ethnographic research is carried out using various ethnographic methods that include participant observation, interviewing and collection of the documents and artifacts. Highlighting the different ways of organizing, analyzing and writing ethnographic data, the article suggests ways of writing the ethnographic research. THE INQUIRY PROCESS Inquiry process begins consciously and/or subconsciously along with the beginning of human life. The complex nature of our life, problems and challenges that we encounter both in personal and professional lives and the several unanswered questions around us make us think and engage in the inquiry process. Depending upon the nature of the work that one does and the circumstances around them, people choose the inquiry process that fits into their inquiry framework that is built upon the context they are engaged in. This inquiry process in education is termed as research and research in education has several dimensions. The inquiry process in education is also context dependent and it is driven by the nature of the inquiry questions that one wants to answer. UNDERSTANDING ETHNOGRAPHY Ethnography, as a form of qualitative research, has now emerged as one of the powerful means to study human life and social behavior across the globe. Over the past fifteen years there has been an upsurge of ethnographic work in British educational research, making ethnography the most commonly practiced qualitative research method.
    [Show full text]
  • Visualisation and Evaluation of Arguments
    Visualisation and Evaluation of Arguments BEng Individual Project Report Chris Pinnick Supervisor: Dr. Francesca Toni Second marker: Prof. Marek Sergot June 16, 2009 www.doc.ic.ac.uk/~cp06/project Abstract Tools to aid in sensemaking and the analysis of arguments have been grow- ing in number and sophistication over the past decade. At the same time an increasing acknowledgement of the usefulness of argumentation in real- world problems has lead to the discovery of applicable methods of evaluating arguments. Until now little has been done to bring these areas together. Here we present `ArgumentSpace', a collaborative argument visualisation and evaluation tool, combining a simple visual framework for argument de- sign, with the ability to evaluate dialectic validity using the CaSAPI evalu- ation program developed at Imperial College. We also explore the use of schemes in argumentation and implement a means of allowing the construction of arguments through informal abductive rea- soning schemes. Schemes are defined in a common XML format, and can be dynamically added to ArgumentSpace, providing interoperability with other argumentation tools. The use of ontologies for shared knowledge representation has increased in popularity in recent years. ArgumentSpace provides the ability to link argument statements to ontological evidence, and evaluates the ontology to check for agreement. To facilitate this, an ontological query engine has been developed for ArgumentSpace which exploits ontology semantics as well as syntax. The results of ontological evaluation are integrated with arguments to produce a statement of validity to user, taking into account both dialectic structure and ontological content. We perform case studies on the use of ArgumentSpace in two application areas; a problem in the climate change debate, and a legal reasoning sce- nario involving German family law.
    [Show full text]
  • Weblogs Compendium Home | Contact Blog Tools
    Weblogs Compendium - Blog Tools Weblogs Compendium Home | Contact Blog Tools Sponsored in part by Resources: Blog Hosting Blog-City Blog Tools Adminimizer Toolbar Definitions The easiest tool for updating your Blog with Internet Explorer 6 Directories ashnews Discussion In the news a simple program using PHP/MySQL that allows you to easily add News sources a news/blog system to your site Searching for AvantBlog blogs a very simple interface which will allow you to post to a blog from Text Ads Sites your Palm or WinCE device via AvantGo Templates b2 Webrings A news/blog tool Shorter URLs b2evolution Misc a multi-lingual, multi-user, multi-blog engine. It was developed to provide a free, feature rich, extensible, and easy-to-install RSS Feeds solution for efficient Web publishing of information ranging from RSS History professional news feeds to personal weblogs. b2evo can easily be RSS Readers installed on almost any LAMP (Linux, Apache, MySQL, PHP) host RSS Resources in a matter of minutes RSS Search Blog [email protected] An automatic web log program which allows you to update your site easily without the hassles of HTML editing and having to use Blog Bookshelf a separate program to upload your work. Windows client freeware List your weblog Blog Navigator Search this site makes it easy to read blogs on the Internet. It integrates into Blog links various blog search engines and can automatically determine RSS Compendiumblog feeds from within properly coded websites Add a resource BlogAmp (386) a web audio player for bloggers. Blog-Amp can be positioned on a web page or displayed in a mini pop-up window.
    [Show full text]
  • Dialog Mapping: Reflections on an 1 6 Industrial Strength Case Study Jeff Conklin
    Dialog Mapping: Reflections on an 1 6 Industrial Strength Case Study Jeff Conklin CogNexus Institute, and George Mason University, USA 1 Introduction Earlier chapters have introduced the notion of “wicked problems” and the Issue Based Information System (IBIS) framework (Buckingham Shum, Chapter 1; van Bruggen et al, Chapter 2), both of which derive from the work of Horst Rittel. Selvin (Chapter 7) proposes a generic framework for facilitated Computer Supported Argument Visualization (CSAV), and reports on case studies using the IBIS- based Compendium approach. Compendium itself is based on a facilitated CSAV approach called Dialog Mapping, the focus of this chapter. We begin by elaborating on the art and process of Dialog Mapping, before reporting on a particular business application, probably the longest-term case study available of CSAV adoption in an organization. The case study reports on ten years of continuous usage of Dialog Mapping by a group of approximately 50 users in the Environmental Affairs division of Southern California Edison (SCE). More precisely, this group have been users of the QuestMap™ software system2, which is the software system underpinning Dialog Mapping. QuestMap provides some hypertext and groupware features which are quite powerful but are also can be difficult for new users to master. Such features often spell doom for the successful rollout of new collaboration technologies. The case study explores the some of the practical success factors for CSAV adoption as they apply to the case of the adoption and usage of QuestMap and Dialog Mapping at SCE. 2 IBIS: Issue-Based Information System At the heart of the Dialog Mapping approach is the IBIS argumentation system.
    [Show full text]
  • Mind-Mapping Inside and Outside of the Classroom Dylan E
    Old Dominion University ODU Digital Commons Philosophy Faculty Publications Philosophy & Religious Studies 2011 Mind-Mapping Inside and Outside of the Classroom Dylan E. Wittkower Old Dominion University, [email protected] Follow this and additional works at: https://digitalcommons.odu.edu/philosophy_fac_pubs Part of the Education Commons Repository Citation Wittkower, Dylan E., "Mind-Mapping Inside and Outside of the Classroom" (2011). Philosophy Faculty Publications. 11. https://digitalcommons.odu.edu/philosophy_fac_pubs/11 Original Publication Citation Wittkower, D.E. (2011). Mind-Mapping Inside and Outside of the Classroom. In Learning through digital media: Experiments in technology and pedagogy (pp. 221-229): Institute for Distributed Creativity. This Book Chapter is brought to you for free and open access by the Philosophy & Religious Studies at ODU Digital Commons. It has been accepted for inclusion in Philosophy Faculty Publications by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. The Politics of Digital Culture Series Learning Through Digital Media Experiments in Technology and Pedagogy Edited by R. Trebor Scholz The Institute for Distributed Creativity (iDC) The Institute for Distributed Creativity publishes materials related to The New School’s About This Publication biennial conference series The Politics of Digital Culture, providing a space for connec- tions among the arts, design, and the social sciences. The Internet as Playground and Factory (2009) MobilityShifts: An International Future of Learning Summit (2011) The Internet as Soapbox and Barricade (2013) www.newschool.edu/digitalculture This publication is the product of a collaboration that started in the fall of Editor of the Book Series The Politics of Digital Culture: R.
    [Show full text]
  • Successful Talent Management Strategies Business Leaders Use to Improve Succession Planning
    Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2020 Successful Talent Management Strategies Business Leaders Use to Improve Succession Planning Louai Damer Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Business Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Management and Technology This is to certify that the doctoral study by Louai Damer has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Brandon Simmons, Committee Chairperson, Doctor of Business Administration Faculty Dr. James Glenn, Committee Member, Doctor of Business Administration Faculty Dr. Diane Dusick, University Reviewer, Doctor of Business Administration Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2020 Abstract Successful Talent Management Strategies Business Leaders Use to Improve Succession Planning by Louai Damer MBA, University of Leicester, 2014 BSe Engineering, University of Jordan, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Business Administration Walden University August 2020 Abstract Surveys on organizational training and development expenditures in the United States showed a total spend of $83 billion in 2019; however, 40% of new leaders still fail in the first 18 months.
    [Show full text]
  • Business Process Modeling
    Saint-Petersburg State University Graduate School of Management Information Technologies in Management Department Knowledge Engineering Workbook for E-portfolio (V. 1) Tatiana A. Gavrilova DSc, PhD, Professor [email protected] Sofya V. Zhukova PhD, Associate Professor [email protected] Spring Term 2010 2 Content Introduction Chapter 1. Methodical recommendations and examples for Assignment list 1 Chapter 2. Methodical recommendations and examples for Assignment list 2 Chapter 3. Lists 1 and 2 of personal assignments Chapter 4. Reading for the course Conclusion References Appendices Appendix 1. Mind mapping software Appendix 2. History of Computer science Appendix 3. Information Mapping Software Appendiix 4. Text to create Genealogy 3 Introduction By this workbook students will be shortly introduced to major practical issues of the course on knowledge engineering. By doing the assignments students will gain an understanding in the practical skill of visual business information structuring with the use of special software (mind mapping and concept mapping). The assignments will examine a number of related topics, such as: system analysis and its applications; the relationship among, and roles of, data, information, and knowledge in different applications including marketing and management, and the varying approaches needed to ensure their effective implementation and deployment; characteristics of theoretical and methodological topics of knowledge acquisition, including the principles, visual methods, issues, and programs; defining and identifying of cognitive aspects for knowledge modelling and visual representation (mind mapping and concept mapping techniques). 4 Chapter 1 Methodical recommendations and examples for assignment list 1 1.1. Intensional/extensional A rather large and especially useful portion of our active vocabularies is taken up by general terms, words or phrases that stand for whole groups of individual things sharing a common attribute.
    [Show full text]
  • Digital Mind Mapping Software: a New Horizon in the Modern Teaching- Learning Strategy Dipak Bhattacharya1*, Ramakanta Mohalik2
    Journal of Advances in Education and Philosophy Abbreviated Key Title: J Adv Educ Philos ISSN 2523-2665 (Print) |ISSN 2523-2223 (Online) Scholars Middle East Publishers, Dubai, United Arab Emirates Journal homepage: https://saudijournals.com/jaep Review Article Digital Mind Mapping Software: A New Horizon in the Modern Teaching- Learning Strategy Dipak Bhattacharya1*, Ramakanta Mohalik2 1Ph.D. Scholar, Department of Education, Regional Institute of Education, NCERT, Bhubaneswar, India 2Professor, Department of Education, Regional Institute of Education, NCERT, Bhubaneswar, India DOI: 10.36348/jaep.2020.v04i10.001 | Received: 22.09.2020 | Accepted: 30.09.2020 | Published: 03.10.2020 *Corresponding author: Dipak Bhattacharya Abstract Digital mind mapping is a unique method which improves productivity by helping to build and analyze ideas, and facilitates information structuring and retrieval. Educators and learners can use different types of software to create digital mind map for teaching learning. The objectives of the paper are: to describe about different types of software used in creating digital mind maps; to highlight the process of digital mind map development through software and to provide an overview of benefits and usefulness of digital mind mapping software. It’s a review-based study. Articles published in various leading journals, conference proceedings, online materials have been referred in the present article. The first part of the paper describes concept of digital mind mapping software. Second part of the paper provides a brief description about different software used in creating digital mind maps. The third part of the article explains about the process of digital mind map creation through software. The last part of the paper elaborates benefits and usefulness of digital mind mapping software.
    [Show full text]
  • Laadullisen Aineiston Analyysiohjelmistot: Atlas.Ti
    LAADULLISEN AINEISTON ANALYYSIOHJELMISTOT: ATLAS.TI Sanna Herkama & Anne Laajalahti Metodifestivaalit, Tampere 27.8.2019 SANNA HERKAMA ANNE LAAJALAHTI Erikoistutkija, FT Koulutus- ja kehittämisjohtaja, FT INVEST-tutkimushanke, www.invest.utu.fi Infor, www.infor.fi Psykologian ja logopedian laitos Prologos ry, puheenjohtaja Turun yliopisto Mevi ry, varapuheenjohtaja ProCom ry, Tiede- ja teoriajaos, puheenjohtaja TOPICS & Laajalahti 2019 Herkama • Technologies in qualitative analysis • What can you and can’t do with ATLAS.ti? • ATLAS.ti in practice Laajalahti, A. & Herkama, S. (2018). Laadullinen analyysi ATLAS.ti-ohjelmistolla. • Utilising ATLAS.ti – pitfalls and benefits In R. Valli (Ed.), Ikkunoita • Closing remarks tutkimusmetodeihin 2. 5th edition. Jyväskylä: PS-kustannus, 106–133. TECHNOLOGIES SHAPE OUR THINKING Medium is the 1 Conducting research has always been intertwined with the usage of message! various aids, tools, and technologies. Also, various software have assisted ~ Marshall McLuhan researchers for long. 2 Even such choices as the utilisation of A4 paper size (Järpvall 2016) and PowerPoint slides (Adams 2006) guide the way we process information, i.e. how we produce, reproduce, use, and share information! Herkama & Laajalahti 2019 TRADITIONAL OR COMPUTER ASSISTED Computer ANALYSIS? Assisted/Aided Qualitative 1 Traditional analysis: Should I go for a traditional way of analysing Data research material? Paper prints and coloring, copy-paste procedures, Analysis hanging papers on the wall, post-it tags etc.? Software 2 Computer assisted analysis: Should I use Computer Assisted/Aided Qualitative Data Analysis Software (CAQDAS)? Storing data in one place, checking up things quickly, handling text and audiovisual material parallel, creating summaries in seconds… Herkama & Laajalahti 2019 CAQDAS – RESTRICTING OR EXPANDING THINKING? 1 Technologies shape our thinking – whether we want it or not (Laajalahti & Herkama 2018).
    [Show full text]
  • Mapping Project Dialogues Using IBIS - a Case Study and Some Reflections
    Mapping project dialogues using IBIS - a case study and some reflections Kailash Awati Abstract Purpose: This practice note describes the use of the IBIS (Issue-Based Information System) notation to map dialogues that occur in project meetings. Design/methodology/approach: A case study is used to illustrate how the technique works. A discussion highlighting the key features, benefits and limitations of the method is also presented along with a comparison of IBIS to other, similar notations. Findings: IBIS is seen to help groups focus on the issues at hand, bypassing or avoiding personal agendas, personality clashes and politics. Practical Implications: The technique can help improve the quality of communication in projects meetings. The case study highlights how the notation can assist project teams in developing a consensus on contentious issues in a structured yet flexible way. Originality / Value: IBIS has not been widely used in project management. This note illustrates its value in helping diverse stakeholders get to a shared understanding of the issues being discussed and a shared commitment to achieving them. Submitted 16 August 2010, Accepted 12 January 2011 Kailash Awati, (2011) "Mapping project dialogues using IBIS: a case study and some reflections", International Journal of Managing Projects in Business, Vol. 4 Iss: 3, pp.498 - 511 1. Introduction A large part of a project manager’s day-to-day work is to facilitate communication between stakeholders; to get “everyone on the same page” so to speak. Indeed, this is why project management standards and methodologies devote considerable attention to communication (Project Management Institute, 2008). Despite this, project meetings – particularly those in which issues of importance are debated – can be fractious affairs that generate more heat than light.
    [Show full text]