Wow! That's a very broad question on which books have been written. However, I'd like to share with you a little about my own experience related to teaching QR and applying theory to practice in particular. I have found that students find it difficult to understand what a theoretical framework is and why it is important to research. Here is what I have found works for me: After a discussion about how our backgrounds of experience color our perspectives of the world around us (a discussion which includes perception, values, beliefs, laws, principles -- hence, the subjective stuff that informs our worldview), we then talk about how every aspect of a research study derives from the theory. Certain theories lead to certain research questions, which means there are certain methodologies appropriate for answering those questions; we then analyze our data and explain them through the viewpoint of the theoretical perspective that has colored the study from its inception. In that way, the reader better understands the findings and how we interpreted them. To help students become more familiar with theories they are drawn to, I have them prepare a glog (see Glogster.com) to be shared with the rest of the students, so all students are exposed to a variety of theories. I have them sign up to report on a particular theory, so many different theories are covered. They then have to prepare a glog that includes information about those people who created or informed the theory, what the theory is about and how it was generated (that is, what was going on in the world that motivated the theorists to think in this way); they also are required to list three potential research questions that might be derived from this theory and share the citation for a study that used the theory as its underpinning. To help them apply the theory, we use the same findings and discuss how those findings might be interpreted through the lens of various theories.
Wow! That's a very broad question on which books have been written. However, I'd like to share with you a little about my own experience related to teaching QR and applying theory to practice in particular. I have found that students find it difficult to understand what a theoretical framework is and why it is important to research. Here is what I have found works for me: After a discussion about how our backgrounds of experience color our perspectives of the world around us (a discussion which includes perception, values, beliefs, laws, principles -- hence, the subjective stuff that informs our worldview), we then talk about how every aspect of a research study derives from the theory. Certain theories lead to certain research questions, which means there are certain methodologies appropriate for answering those questions; we then analyze our data and explain them through the viewpoint of the theoretical perspective that has colored the study from its inception. In that way, the reader better understands the findings and how we interpreted them. To help students become more familiar with theories they are drawn to, I have them prepare a glog (see Glogster.com) to be shared with the rest of the students, so all students are exposed to a variety of theories. I have them sign up to report on a particular theory, so many different theories are covered. They then have to prepare a glog that includes information about those people who created or informed the theory, what the theory is about and how it was generated (that is, what was going on in the world that motivated the theorists to think in this way); they also are required to list three potential research questions that might be derived from this theory and share the citation for a study that used the theory as its underpinning. To help them apply the theory, we use the same findings and discuss how those findings might be interpreted through the lens of various theories.
I agree with Barabara that this is a very broad question. Though I am inclined to say: start by reading the seminal works of the following authors:
Rober Yin (2011)
Lincol and Guba (1996)
Miles and Huberman (1994)
K. Eisenhardt (1989)
Dear Sarah,
I teach qualitative methods in political science. I usually start courses by clarifying key aspects of any kind of research like concepts as basic elements of social science (I recommend reading Giovanni Sartori) and different understandings of causation (I recommed Mahoney and Gerring). In parallel, I try to reach a common understanding of general research design questions and of how to write a research project. After these introductory sessions, I go through different qualitative approaches, both rooted in positivist and interpretive traditions: case studies, process tracing, grounded theory and narrative inquiry. In the last part of my course, when students have already gained an understanding of their options, I move attention to specific qualitative tools and instruments like interviews, document analysis and participant observation. Also, students usually appreciate the presentation of concrete examples of each approach and the introduction to software tools like atlas-ti or fsQCA. Also, students prepare their own research projects during the whole class.
But as I said, this is a course specifically designed for political scientists and you might need to adapt the contents of your course to your discipline.
I hope this helps.
The answers provided so far are interesting and very important. I agree with them and would add my practical perspective in teaching QR.
I always start my post grad discipline on QR with a discussion on the paradigms that guide science, mainly Positivism and Post-positivism, Critical Theory, and Constructionism. Lately I also talk a little bit about the theory of Complexity, citing Edgar Morin. The objective is to introduce to students the various forms of viewing reality and searching for nowledge. This leads to a discussion on how, through being influenced by these different paradigms, we build different questions, use different methods, and arrive in different places, with different results. I then present them with the idea that the field of QR is essentially an open and inquiry field, very different from the idea of objective and neutral attitudes that quantitative and positivistic research defends. This is discussed against the background of the objects of study: natural phenomena or human life and behaviors and social interactions. I contend with them that preparing for be a qualitative researcher is not learning methods, but adopting attitudes toward the objects of study and toward the field. it usually works all right.
I tend to start from the bottom-up in terms of what I regard as easiest to most complex. I introduce students to generic descriptive exploratory approaches and content/thematic analysis. That provides the simplest foundation. From there, I work upwards. Next is theoretical approaches - especially grounded theory - the half-way house between quant and qual and constant comparative method, theoretical saturation etc. Then it is philosophical frameworks - and obviously all the phenomenological schools (I also throw in discourse analysis - especially Derrida).
Once the students have recovered from the above - I then turn to ethnography. It's links to social anthropology, field work, observation and its emit/etic approach have an eclectic feel that is a nice distraction from phenomenology. Then I wrap it up with the 'smorgasbord' of lesser used, but good to know about, approaches - such as feminist, historical (specifically to New Zealand - kaupapa Maori) etc.
Then I go to my next 'batch' of methodologies which umbrella under 'mixed methods' research. I also explain that they are very commonly (and mistakenly) called qualitative approaches - when they are not; that is action research (my favourite approach), Delphi technique, case-study, Q methodology etc.
The best way to "get" qualitative inquiry is to DO qualitative inquiry. The mechanics of how to code and analyze are much more interesting when you have answers to a question you are interested in and WANT to learn how to make sense of them.
Hi Elizabeth,
Useful thanks. I can't see why anyone would down vote you for that - unless it was a mistake!!
Practicing several qualitative cases\methods would help. All the best.
This is a good pointy of discussion.
In our department, when we deliver qualitative research course for MPH students with specialty in Health promotion, we give them mini projects. In these projects they do actual research. They practice how to collect, transcribe and analyse qualitative data. As well, they are given a training on how to analyse qualitative data using Atlas ti software package.Unless it is supported by practical methods, t is difficult to have good knowledge and skill of qualitative research.
Adding to the insights, I've found it most useful to focus on something concrete - a class question to explore, groups developing questions, etc - and then only afterwards, once hooked (as mentioned above) get into theory. Good luck!
I've found the book Research methods in social science edited by Bridget Somekh and Cathy Lewin Sage 2005 very useful as each chapters comprises one section on theory and a second by a different author on application of theory to a specific study. While not all applications are in terms of qualitative approaches the fit between theory and practice works well as students cad see that essential relationship and thereby understand why it's more than a matter of rules of approach. Of course there are lots of other excellent books but this one has impressed me as a teaching resource.
One way : I start my students with a simple case study where different techniques are applied: formulating questions for interview, taking notes during (class or field) observation (with questions to guide when writing later), encoding or writing the notes into clearer and/or longer statements, drawing up a framework on how to put together all data, AND going over/choosing theories which will tie up or link with the data…AND then - drafting a QUALITATIVE mini research...hope this helps.
I agree with Gayle Jean Logan: Doing qulitative inquiry is the best way to master the qualitative research, by living the experience.
I give my undergraduate students projects (animal dissection or histology - course dependent), tell them to prepare the specimens (dissection of an organ system or preparation of slides), describe what they see (using correct terminology) and they write up a paper, using primary sources. This way they get to see descriptive science as a process, not just memorization of facts.
I am teaching 'qualitative research in education' to master students in technical and vocational education. I have used NVivo 10 software to educate them to understand how to do qualitative research. They have to completed an assignment through the software. The student will used the NVivo to manage all the information including interview, document and observation.
Comparto la Potencia del software NVivo 10. REALMENTE lo Importante es QR es Tener construído un Sistema de Categorías, El básico, abierto a las Categorías Emergentes, Que nos permitan Codificar inteligentemente La Información obtenida, software El Pecado es Creer Que Lo Que El Resuelve el Investigador Comprende no
Definitely "learning by doing". Qualitative research sounds easy but really takes practice.
Hi!
I concur with the above answers that to learn about something is to either engage in it or else read papers who have engaged with it and learn from their experience.
The best way to teach qualitative research is by introducing theory and practice. First, it takes several stages here are two:
• Introduce qualitative research methods with a masterful text; older writings from authors such as Denzin, Lincoln and Crotty who have a forte for understanding qualitative research paradigm works well too.
• Comparison of qualitative and quantitative research approaches ( chart) is the key to understanding key differences – knowing about the two helps. I use an Article Analysis Tool in which I found to be very helpful. After theory, hands on experience is the best way for an instructor to teach his/her students’ to learn qualitative research. Practice makes perfect, qualitative research is an art.
• Current copy of American Psychological Association Manual (APA). May as well start off the right way.
I want to share my personal experience as a student in qualitative research methodology, our facilitator taught us by both theory and practice. first she discussed the steps involved in qualitative research and gave practical work to design question, problematizing it, searching for relevant literature and so on. we done a mini project in artificial setting by applying all the steps of qualitative research which was very meaningful. through practical work I got the understanding of qualitative research.
I agree. the only way seems to be practical. the qualitative methods need to be tested to be understood, including the necessary diary works. If you read Bourdieu, who was so well known for quantitative work, he says he can't avoid qualitative works to begin researching on a subject. In fact, the qualitative method is more than just a method, it is a way of thinking sociological work, it opens you to the point of view you need to be a sociologist, whatever method you will use afterward during your particular study.
P. Bourdieu, in picturing Algeria, columbia SSRC books, 2003, P. 32 :
"I never stopped conducting interviews and observations (I always started my research with them, no matter what the subject".
I agree that students need to know the differences in quantitative and qualitative research approaches. Hence, I start with a chapter on epistemology, ontology, axiology, and methodology of various paradigms, followed by an exercise to have students share various theories that are used to underpin qualitative research. Then we discuss various methodological designs and when they are appropriate, followed by opportunities to practice different types of data collection methods and to learn how to code and analyze data and write up results. My courses are online, which throws another challenge into the works.
The way I've found to work in teaching qualitative research is to begin with a question suggested by the student and develop possible ways of answering it, some of which will involve observation and talking with people. Then proceed to one of the many good methods texts. Most students find the main principles of qualitative data gathering fairly straightforward but analysing the data is a different matter. I think the book Research Methods in the Social Sciences by Bridget Somekh & Cathy Lewin is very useful as each chapter contains a theoretical context followed by an application in real life research. So it exemplifies theory plus analysis which is the key issue in teaching qualitative research successfully.
I have a lot to say about this and some of it is in these articles, which are available on my page on this site:
Fontes, L. A. & Piercy, F. (2001). Teaching ethical decision-making in qualitative research: A learning activity. Journal of Systemic Therapies, 20, 60-69.
Piercy, F. & Fontes, L. A. (2000). Experiential exercises for teaching qualitative research. Teaching of Psychology, 27, 174-179.
All of these are great suggestions. Just want to mention, however, that if you are going to teach qualitative research methods, it is essential that students are also taught nonparametric statistics and their associated analytical approaches. Qualitative research frequently generates nominal (both dichotomous and >2 categories) and ordinal - rank and ordinal - count data, which cannot be assessed with parametric methodologies. See Siegal and Castellan or Jean Gibbons' texts for background.
From my experience as a student I can only add that for me it was most helpful to have teachers talking us through their own research projects in a non-textbook style. From a student perspective getting to know what you (or your group) have actually done (and not just what went into the methods-section of some paper) is a great way to learn. Certainly, some reading on different methodical approaches is a necessery precondition.
Hi sara
The best way is practically engaging them in conducting in qualitative research, only teaching about its elements is futile . we need to give them the necessary scaffolding, feedback , support, and constant interaction though. Also, the misconception of the supremacy of quantitative research over qualitative research prevalent in a lot of educational settings must be eradicated .
This year I added a class activity to my Introductory Research course. They were given an Excel spreadsheet where the transcript of a focus group had been transferred. Next I educated about the program being discussed by the FG participants, using a logic model (which I left visible). They were next asked to look for themes and to also tag when the logic model categories were informed (input, activities, outputs, outcomes). Once they did 3-4 pages of coding they were asked to talk with a partner to see how similar their coding was. We had a discussion on inter-rater reliability and I showed the actual coding done by two researchers, as well as the publication based on the FG data, so they could see how the use of excerpts were incorporated in the manuscript to highlight the program's development and structure.
I do agree with the above discussions. Actually using theories practically have been a big problem to many qualitative researchers because in their trainings there was no practical sessions on how to use them. So I am also suggesting..' learning by doing'
Thank you very much for the questions. I have thought the qualitative research in Education for master student. The best practices of teaching qualitative research is make sure that the student will be understood the concept or philosophy of qualitative research. And then, they used sofware and practice to do a proposal of qualitative research and do a practical. They need to go to field and collect data and insert the data in software and they need to organize the data as well and create some themes.
The best way is buy doing, start with a small focus groups, learn to listen, develop questions, test them and be patient, this a skill that take time to master.
I agree with many of the answers that suggest getting students to practice qualitative methods is a good learning strategy.
Successful modules I've seen have taken the following format: First, a lecture which introduces the method (e.g. interviews), explains its key tenets, strengths, weaknesses, and some practical guidance and tips on undertaking the method. Second, at the end of the lecture the students are given a task of undertaking the method - you could either provide them with some questions they are seeking to answer, or leave them to decide on a topic themselves. Third, there is a more interactive workshop or seminar, in which students come back and reflect on the method in small discussion groups, with the chance to ask questions to the lecturer. You could repeat this for a selection of different methods.
Overall, I'd say that whilst getting the students to practice methods is a great way to learn, it is also important to first provide some basic grounding and advice through a lecture and providing access to suitable reading.
Hello ,
My talks on the topic could provide some ideas :
https://www.youtube.com/watch?v=Nzb-6aOHxmk
https://www.youtube.com/watch?v=LASRBoalcfo
kind regards
Ali
Dear Sarah Dsane,
when trying to apply theory to practice, I think it is most helpful to learn from examples. Do not tell, but show your students how others have done qualitative research, step by step.
Kind regards,
Sascha Grusche
Fresh minds used to be lacking several key components for a quality analyses, especially in applying a theory to practice. First, is choosing a subset of the criteria to be analyzed in each particular case. Second, is defining the sequence of logic in following each criterion analysis. And third, is to synthesize / summarize the overall result.
The best way to teach it is to take a chain of practical examples from extremely simple to a moderate complexity level, and methodically go them all through. It should work.
Dear all,
in deed as many of you postulated: an exiting combination of theory enveloped in real actual practical problems is an answer to the question. We practise that since 21 years and call it TheoPrax www.theo-prax.de . We could proof over all the years that the learning efficiency can be rised up to factor 2. Additional some important competences are trained.
Peter
There are various ways of teaching qualitative research. In my experience, I find it effective to initially group my students and assign them a particular topic to study on. Next is make them share what they have read about the topic. The sharing should be recorded. The recorded data can now be analyzed, classified and categorized into themes. One can expand the construction of the theme through elaboration of the topic. At this point, a theory or model should be linked and applied to the expansion of the topic under study.
Fred Piercy and I wrote two articles on teaching qualitative research. I am attaching one here--I believe the other is in my profile.
Lisa
Hello Lisa, thanks so much for your article, I've been experimenting with teaching my qualitative research methods class for a couple of years now and look forward to trying some of the methods you provide in your article. The only problem I can see is that the class I am teaching is quite large with about 40 students taking it. Breaking class into smaller groups is definitely something I plan to try but would be glad for any other suggestions you may have for a large class.
You have mentioned two documents in your article you have shared here - as available with the authors: the focus group discussion question guide & 15 scenarios representing ethical dilemmas. Please can you share them with me? I also saw the other article you have written with Piercy on teaching ethical dilemmas, would really love to use it too as I'm unable to access a copy online.
Kaveri
We are also appying TheoPrax in Brazil and we are getting great results with students from technitian courses and under grad courses. It is a very good way to put Theory in Practice wit real problems that cames from Brazil industry.
dear Breda,
we always meet twice!!! :)
Thank you for your comment. I can respond with full emphasis: you make an outstanding educational job in Bahia, Brazil!
Continue.
Best regards
Peter
Dear All,
During my short stay at Cimatec in Salvador BA , I could see how it is important the linking between the real needs from the industry and the teaching process I use to say that good teaching and good research walk together.
Congratulations
Warmest regards
Celso.
- Self-Study of Practice as a Genre of Qualitative Research
https://www.springer.com/la/book/9781402095115
Article Using Active Learning Projects to Teach Research Skills Thro...
Chapter Qualitative Approaches to Classroom Research with English La...
An access to the following papers should be helpful in teaching/learning qualitative research, particularly the teaching approach/experiences; teaching/learning issues, etc.
- Blank, G. (2004) Teaching qualitative data analysis to graduate students, Social Science Computer Review, 22, 2, pp. 187-196.
- Breuer, F. and Schreier, M. (2007) Issues in learning about and teaching qualitative research methods and methodology in the social sciences, Forum: Qualitative Social Research, 8, 1, pp. 1-16.
- Hood, J. C. (2006) Teaching against the text: The case of qualitative methods, Teaching Sociology, 34, 3, pp. 207-223.
- Keen, M. F. (1996) Teaching Qualitative Methods: A Face-to-Face Encounter, Teaching Sociology, 24, 2, pp. 166-176.
- Poulin, K. L. (2007) Teaching Qualitative Research: Lessons From Practice, The Counseling Psychologist, 35, 3, pp. 431-458.
The best way to teach qualitative research is to embed as many heuristic experimental, mathematical, and mass psychology research methods as possible.
Entice learners by showing sample rich data elicited via qualitative tools/instruments. Point out the patterns that emerge from the sample data and illustrate how these patterns lead to new perspectives and understanding. Focus also on transferability of the findings as opposed to the need for generalizability.
Interesting question, but rather broad! I hope this helps! The way i do it is to start from underpinning philosophies and how you view the world as a researcher. Understanding this philosophical underpinning helps then shape your approach to research, who to ask, how to ask, what to ask and why. It helps you understand your own role and contribution as researcher. It also helps you make clear links between your research questions, the underpinning theory, the research design, and your findings and discussion, thus, making the research a whole convincing lot!
I believe the main challenge is to stimulate contemplation of basic ontological and epistemological standpoints. When it comes to research methods, students, even at master levels, often seem to get stuck on the idea of using particular methods (e.g. interview, survey, observation) or particular analytical approaches (e.g. interaction analysis, semiotic analysis, critical discourse analysis, rhetorical analysis) due to familiarity or comfort rather than considering the whats and whys of their choices. Heather and Barbara both make an excellent suggestion in using practical discussion to surface these, often tacit, assumptions and open space for discussion of what qualitative research is, and how one might approach it. For Bachelor students we engage students in group work and then have seminars to discuss their choices and findings, so a learning by doing approach as they progress through a research project.
There are many fine textbooks of course, including seminal works describing various framework or correspondence approaches linking ontological, epistemological and methodological choices (e.g. Guba, Crotty and so on). While these are helpful guides for thinking, there is a note of caution to be made; if the fundamental ontological and epistemological questions are not foremost in qualitative research, there is the possibility that such frames inadvertently restrict scope for qualitative research in practice, and thus stifle innovation.
Thomas Pernecky has produced an excellent book dealing with this particular problem, and in my view his text opens the way to a more enlightened approach to methodological choices in qualitative research. I imagine it is too challenging for undergraduate students but I would say it is an excellent (daresay essential) aid to teaching in qualitative research. Pernecky, T. (2016). Epistemology and metaphysics for qualitative research. Thousand Oaks CA: Sage.
In my view, a very fine companion textbook, and a fine student resource, can be found in David Silverman's Doing Qualitative Research: A Practical Handbook
My final comment is that, as a teacher, I believe it necessary, albeit difficult, to remain agnostic in one's suggestions about 'good' ways to perform qualitative research. However, this is important if we are to equip students with the ability to make their own choices in research - and make their own discoveries and mistakes along the way (as do we all).
I enjoy doing qualitative research, especially interviewing the research participants because I believe that I can get meaningful in-depth data. The best way to teach this is to get the students go through the experience by working on a mini project as not only that they need to learn to be a patient listener but also they should learn the techniques of qualitative data analysis. My recommendation is therefore, to organize a workshop for them for this experience.
By having participate in a qualatative reseach project in their field of interest.
Qualitative research can be defined as a study based on investigations of humanitarian issues using various survey systems such as self-management and case studies, which are mainly based on data collection and analysis without resorting to mathematical and statistical methods. Thus qualitative research is based on personal knowledge, And impartiality in carrying out this type of research.
I teach a course on Qualitative Research online for my M.Ed students.. I prepare a self-instructional module for the subject and support it with several video clips from YouTube. Among the best are those by Graham Gibbs from the University of Huddersfield. You can also check out my website - http://valmikiacademy.com
I conduct a doctoral course in qualitative research in the field of value creation processes based on research articles presenting empirical both qualitative and quantitative research. I believe that the main problem of teaching qualitative research lies in linking research methods with research problems and theories. Only in empirical research articles, these three things occur in one place so students should analyse them. Combining these three things is not visible in any textbook or guide to quality methods. My recipe is this: a student who is going to design a qualitative research, he should construct it based on an analysis of several empirical (both qualitative and quantitative) research articles about a given problem. The quality of the project depends on how many empirical research articles he/she analysed before and what is the quality of both articles studied and quality of the analyses.
Richard Kleczek PS Skipping the problems of methodological metaphors but I recommend the article on metaphor of "value-in-use" where Grönroos et al (2015, p 77-78) suggest that "value-in-use is co-created" is a figure of speech (a metaphor) that helps to see (interpret) the things (value creation processes) in a new way.
Grönroos Ch, Strandvik T., Heinonen K. (2015) Value co-creation. Critical Reflections in: The Nordic School - Service Marketing and Management for the Future (ed Gummerus J., von Koskull C), CERS, Hanken School of Economics, 69-82.
The best way to teach qualitative method is to teach (learn) and practice the method at the same time
My book, Oral History: Understanding Qualitative Research is about how researchers use this method and how to write up their oral history projects so that audiences can read them. It's important that researchers have many different tools available to study people's lives and the cultures we live in. I think oral history is a most needed and uniquely important strategy.
- Patricia Leavy
(In schools) There is an emphasis on doing things right rather on doing the right things.
- Thomas J. Sergiovanni
Un de las mejores experiencias con resultados evidentes es trabajando la fundamentación teórica de la investigación cualitativa y la práctica de investigar desde esta perspectiva, el trabajo de campo. Teoría y práctica, son preponderantes.
I try and use examples from studies I was involved in and explain why the question was asked a certain way and then ask them to come up with how they would find the answer to a question using an example from what they are familiar with, then apply that back to theory
Here is how I teach data collection: For participant observation I give a colour photo to class and ask them to make notes of what they observe. Sharing these is the fun part but also sharpens observing skills. for Key Informant interviews I pair people up to do one-on-one interview about fashion choices in class. For FGD I identify a University issues of concern and ask student to recruit and conduct the FGD and give feedback in a University forum. If the issues are relevant to the students they will always do very well.
There are many good text-books in this field. One is "Interpreting qualitative data" (Silverman) with many examples on how to do the research and how to analyse data. In teaching it is valuable if the students could use theories in their own projects and texts and then discuss them in seminaries.
Best wishes
Lars
Keep questioning and keep an open mind on any subject for qualitative research to be done. Never be partial and expect immediate results
I think qualitative research is highly flexible and there is no hard and fast rule for it to teach.More of practice based and better to involve students starting from topic selection to final report writing step with strong engagement
I agree with many previous views in best ways to teach QR is to get the class to DO a QR at small scale, maybe as groups they do a project out of this.
1.Come up with a question thinking also about type of analysis they do
2. Interview Q after some reading
3. Interviews
4. Code using discussion with group
5. Analysis to be done with whole class
More of a seminar day or workshop to teach QR than lecture type.
It helps when they are shown explains from previous studies but have to let them know the fluidity of coming up with coding and ensuring unique way each data set has to be looked at.
see our forthcoming book: Empowering Students a s Self-Directed Learners of Qualitative Research Methods: Transformational Practices for Instructors and Students published by Brill/Snse Publishers, The Netherlands.
Teach qualitative research after the students understand quantitative research.
I take two published papers from colleague that use qualitative methods; and read together with the class the methodology sections. Our driving question is 'do I understand what the authors did and why?'; based on that we come up with a number of specific questions to ask those authors.
The next week, I invite these authors (colleagues) in and we do a Q&A with them.
This makes it very concrete (e.g. authors show their coding stages, or explain what happened in the review process) as well as theoretical, and there is also a fair bit of reflection.
Thanks for this Wim.
One way in getting a deep understanding of texts and certain statements is to use deconstructive analysis, i.e. to analyse every word, phrase and statement on a micro level in a thouroughly way. It is a way of reading the texts in a narrow way. I´ll recommend it.
/Lars
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