All of Google's branded features are protected by applicable trademark, copyright and other intellectual property laws. Depending on how and what feature you would like to reuse in your work, permission may need to be sought from Google first.
An overview of guidelines relating to specific Google services can be found at: http://www.google.co.uk/permissions/
Permission Guidelines for Google Maps and Google Earth
Google Maps/Google Earth Terms and conditions can be found at: http://www.google.com/intl/en-US/help/terms_maps.html
Google Maps/Google Earth allows the user to rely on the principles of fair use for a lot of its content though this exception is unlikely to be applied to commercial work, marketing or promotional material.
"Fair use is a concept under copyright law in the US that, generally speaking, permits you to use a copyrighted work in certain ways without obtaining a licence from the copyright holder. There are a variety of factors that affect whether your use of Content would be considered fair use, including the purpose and character of your use, the nature of the copyrighted work, the amount of the copyrighted material used and the effect of your use upon the potential market for the copyrighted work. For example, there are differences between use in a for-fee service and use in a work of scholarship, or the use of a single map screenshot and the use of detailed map images for an entire country. There are similar, although generally more limited, concepts in other countries' copyright laws, including a concept known as "fair dealing" in a number of countries. That all being said...
Please do not request that we interpret whether your use of Content is fair use. Google cannot tell you if your use of Content from our products would be fair use or would be considered fair dealing; these are legal analyses that depend on all of the specific facts of your proposed use. We suggest that you speak with a lawyer if you have questions regarding fair use of copyrighted works."
Please see the additional guidance with regards to 'fair dealing', further advice may be obtained from: firstname.lastname@example.org
Attribution Guidelines for Google Maps and Google Earth
Google Maps/Google Earth attribution guidelines are available here: http://www.google.co.uk/permissions/geoguidelines/attr-guide.html
"All uses of Google Maps and Google Earth Content must provide attribution to both Google and our data providers. We do not approve of any use of content without proper attribution, in any circumstance. We require attribution when the Content is shown. Requests for exceptions will not be answered or granted."
Students interested and/or committed in engaging in qualitative research would find Completing Your Qualitative Dissertation to be extremely informative and easy to read. The organization and presentation of the content are both visually appealing and the content is presented in a very student friendly manner. The organization of the chapters including the chapter objectives, chapter summaries and checklists are also helpful for faculty in terms on developing syllabi and pacing of course materials. The charts and diagrams are also very helpful and beneficial. Students need resources and tools to help with the thinking, collecting and analysis of rich qualitative data—of which can be found in almost every chapter of this text.
This book does not lecture students but provides helpful tools to the assist in the collection of rich qualitative data. In addition, in many instances the students are actually able to see the tools and suggestions provided in the text in “action.” When reading this text, the students are not left with figuring out next steps and how, this book provides a very clear road map.
(Kriss Y. Kemp-Graham)
I applaud the author for taking on the challenge of describing the conceptual/theoretical model. This piece of information alone will meaningfully improve doctoral students’ ability to progress forward with writing their dissertations. The conceptual/ theoretical model is one of the most misunderstood aspects of the dissertation, and yet the most important aspect of the dissertation because it anchors the study. But the single most impressive aspect of Completing Your Qualitative Dissertation is that the authors make sense of writing a qualitative dissertation in a way that will likely enhance the active and inactive students’ ability to complete their dissertation. (Antonio C. Cuyler)
I have used previous editions of Completing Your Qualitative Dissertation and, while they have been excellent, I find the third edition to be the best resource for students that I’ve seen. The chapters are practical and applied, using a real life example throughout. There are even sections in each chapter that address frequent errors that students make. The third edition also provides a detailed description of various qualitative genres, making it easier for students to locate their own work within the book. This book will be required reading for each of my doctoral students, long before they start thinking about their dissertations.(Kate de Medeiros)
In this third edition, I appreciated even more the intention the authors give to demystifying both the process of doctoral research and the rationale for the dissertation as a culminating product. It is heartening to have experienced researchers and teachers provide such clarifying and encouraging support to novices, particularly those whose progress through the complicated journey of becoming a qualitative researcher has become stymied and who are thereby feeling demoralized or despairing of ever completing their research work. The challenges of providing good research advisement stood out for me in reading this revision, so even though Completing Your Qualitative Dissertation is primarily designed for a graduate student audience, I have already recommended the third edition to my faculty colleagues within counselor education who are looking for a way to better transition excellent clinicians into excellent qualitative researchers for the counseling profession.
This third edition is a valuable guide for doctoral students. Theoretical and often abstract elements of the dissertation process are translated into clear and practical steps that students can take and instructors can share on the road toward successful completion of the dissertation.(Amira Proweller)
Completing Your Qualitative Dissertation is well written and clear. There is an enjoyable mix of scholarly and informal tone that should engage students well. Figures and tables are useful and are appropriate and well placed or referenced within the manuscript. I especially like the use of related examples and included resources. I also like that the authors enumerate common student errors or mistakes in each chapter.(Nathan R. Templeton)
About the Author
Linda Dale Bloomberg is former adjunct faculty in adult learning and leadership at Teachers College, Columbia University. As senior researcher for the South African Human Sciences Research Council and National Institute for Personnel Research, Dr. Bloombergâs work focused on change management, diversity initiatives, and enhanced workplace learning. She currently teaches qualitative research in graduate programs, serves as dissertation advisor, and also serves as consultant to various research, higher education, and nonprofit advisory boards. She is founder of Bloomberg Associates and ILIAD (Institute for Learning Innovations and Adult Development), and a cofounder of Columbia Universityâs Global Learning and Leadership Institute. She has authored and edited numerous publications in the fields of organizational evaluation, qualitative research, leadership development, adult learning, and distance education, including 100 Questions (and Answers) About a Qualitative Dissertation (Sage, 2016). She is currently working on Executive Coaching: Supporting Adult Development and Implications for Learning and Leadership. Dr. Bloomberg holds masterâs degrees in counseling psychology, organizational psychology, and Jewish education. In 2006 she received her doctorate in adult education and organizational learning from Columbia University.