{"id":24638,"date":"2023-07-19T10:55:49","date_gmt":"2023-07-19T10:55:49","guid":{"rendered":"https:\/\/www.goodacademic.com\/blog\/questions\/saudi-school-leaders-perceptions-on-leadership-preparation-public-school-leadership-in-saudi-arabia\/"},"modified":"2023-07-19T10:55:49","modified_gmt":"2023-07-19T10:55:49","slug":"saudi-school-leaders-perceptions-on-leadership-preparation-public-school-leadership-in-saudi-arabia","status":"publish","type":"questions","link":"https:\/\/www.goodacademic.com\/blog\/questions\/saudi-school-leaders-perceptions-on-leadership-preparation-public-school-leadership-in-saudi-arabia\/","title":{"rendered":"Saudi School Leaders’ Perceptions on Leadership Preparation Public School Leadership in Saudi Arabia"},"content":{"rendered":"

I am currently at the beginning stages of writing my master’s dissertation, focusing on qualitative research. I have already completed the introduction, the first chapter, which consists of the Literature Review, and the second chapter, which outlines the Methodology.<\/p>\n

First:<\/p>\n

Now, I am seeking an expert writer experienced in Qualitative Research, specifically Thematic Analysis, to assist me in writing Chapter Three: Data Presentation and Analysis. I have conducted 4 interviews, transcribed them, and translated them from Arabic to English. These interviews will serve as my primary data, amounting to approximately 4000 words. It is crucial that this chapter is closely interconnected with the Literature Review presented in the first chapter.<\/p>\n

Second:<\/p>\n

Following the Data Presentation and Analysis, the writer is required to proceed with Chapter Four: Discussion – Establishing Claims to Knowledge. The Handbook Dissertation file provides more detailed guidelines, which the writer must thoroughly read and understand. This chapter is expected to be around 3,000 words in length.<\/p>\n

Lastly:<\/p>\n

The final part of the dissertation will involve summarizing the knowledge claims established throughout the study. Additionally, I would like an exploration of the implications for future policy, practice, research, or theory. An assessment of the research’s success and identification of its limitations should also be included in this section. The length of this part should be approximately 1000 words.<\/p>\n

All relevant details can be found in the Handbook Dissertation file, either in the attached document or below:<\/p>\n

[Add the relevant information from the Handbook Dissertation file here]<\/p>\n

I am looking for a proficient writer who can handle this qualitative research project with expertise and precision. Please let me know if you require any further information to get started on this task.<\/p>\n


<\/span><\/span><\/p>\n


<\/span><\/span><\/p>\n

<\/p>\n

<\/p>\n


<\/b><\/span><\/span><\/p>\n


<\/span><\/p>\n

\u064f<\/span><\/p>\n

<\/p>\n

Structure and
\nFormat<\/span><\/b><\/p>\n

 <\/span><\/p>\n

The following section provides a more
\ndetailed overview of the various stages of a dissertation. Please bear in mind
\nthat this overview is for guidance only and represents a conventional outline
\nfor dissertations. Such an outline might not be appropriate for your research
\nproject, so you need to discuss this with your dissertation supervisor and
\nagree a way forward that is suitable for your research. The standard format is
\nas follows: <\/span><\/p>\n

 <\/span><\/p>\n

Title
\nPage <\/span><\/p>\n

Abstract
\n<\/span><\/p>\n

Acknowledgements
\n<\/span><\/p>\n

Table
\nof Contents<\/span><\/p>\n

Introduction
\n<\/span><\/p>\n

Chapter
\nOne: Literature Review <\/span><\/p>\n

Chapter
\nTwo: Research Methodology and Research Methods<\/span><\/p>\n

Chapter
\nThree: Data Presentation, Findings, Analysis <\/span><\/p>\n

Chapter
\nFour: Discussion <\/span><\/p>\n

Conclusions
\nand Critical Reflection <\/span><\/p>\n

Reference
\nList<\/span><\/p>\n

Appendices<\/span><\/p>\n

 <\/span><\/p>\n

N.B. Students may choose their respective
\nheadings and subheadings. These must follow the chapter sequence and  the
\ngeneral areas depicted. <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

Title Page <\/span><\/p>\n

 <\/span><\/p>\n

Each dissertation must
\ncontain a title page with the title of the dissertation, the name of the
\ncandidate, the name of the award (i.e. MA Education Leadership and Management)
\nand the year of submission (e.g. 2022 or 2023) and the statement ‘This dissertation is submitted in partial
\nfulfilment of the degree of MA Education Leadership and Management, University
\nof Roehampton’.<\/i><\/span><\/p>\n

 <\/span><\/p>\n

The total word count of the dissertation, excluding the Title Page,
\nAbstract, Acknowledgements, Table of Contents, Reference List and Appendices,
\nmust also be clearly noted on the Title Page. <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

Abstract<\/span><\/p>\n

 <\/span><\/p>\n

An abstract of between 300-500 words should provide a brief synopsis of
\nthe research. A good abstract should be comprehensive and succinct, identifying
\nthe nature and scope of the work, the major claims and outcomes that it
\ncontributes to knowledge in inclusive and special education. The abstract
\nshould be single-spaced. You do not need to include key words as a list
\nfollowing the abstract but you may opt to do so.<\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

Acknowledgements<\/span><\/p>\n

 <\/span><\/p>\n

Students may wish to include an acknowledgements page but this is not
\nrequired. Please note that acknowledgements should have an appropriate tone for
\nthe audience who will read this work. They should not be informal in nature.<\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

Table of
\nContents<\/span><\/p>\n

 <\/span><\/p>\n

A contents list of the chapters, references and appendices, including
\nthe relevant page numbers, is required.<\/span><\/p>\n

 <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

Introduction
\n(approximately 1000 words)[1]<\/span><\/b><\/span><\/span><\/span><\/a><\/span><\/p>\n

 <\/span><\/i><\/p>\n

Why are you doing the
\nresearch and why is it important?<\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

The first chapter should outline the main
\narea or focus of the project and the more specific topic, issue or problem. It
\nmust provide the background, rationale and overall justification for the
\nproject. You must explain its importance and significance, providing a
\njustification for undertaking this particular research. You may wish to pose
\nthe research question(s) at this time or refer to these in a later chapter.<\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/i><\/p>\n

Chapter One               <\/span><\/span><\/p>\n

Review of
\nRecent and Relevant Literature (approximately 3,000 words)<\/span><\/p>\n

 <\/span><\/i><\/p>\n

What are the key theories
\nand concepts in the published literature, relating to the key focus? What is
\nalready known about this \u2013 key findings from research?<\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

This is the chapter where you set out your theoretical frameworks
\nrelating to the focus of the project and provide the theoretical justification
\nfor the research through reference to research literature. The chapter is a
\ncritical discussion of what others have written in the published literature,
\ndrawing out key research findings, and discussing key concepts and theories. In
\ndeveloping the theoretical framework for the study, this chapter should
\nindicate that you have read widely and appropriately and developed a critical
\nunderstanding of the literature in the field that where your project is
\nsituated.<\/span><\/p>\n

 <\/span><\/p>\n

This chapter should end with a clarification
\nof the key aims of your project and a statement of a specific research question(s)
\nto be answered by your research, if you have not already set this out in the
\nintroduction.<\/span><\/p>\n

 <\/span><\/span>Chapter Two  <\/span><\/span><\/span><\/p>\n

Research <\/span>Methodology,
\nResearch Methods and Ethics (3000-4000 words<\/span>)<\/span><\/p>\n

 <\/span><\/i><\/p>\n

How
\nand why does the design your research project facilitate the answering of your
\nresearch question(s)?  <\/span>Why did you use
\nthese research methods? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

The chapter must provide a theoretical rationale for the research
\ndesign, methodology and methods of data collection adopted in the research
\nproject. This includes a critical discussion of the general research
\norientation \u2013 e.g. case study, action research, critical teacher research, ethnography,
\nsurvey, life story, quasi-experiment, critical qualitative research,
\ncorrelational research \u2013 and the underpinning methodological framework (e.g.
\nrealist, interpretive, critical, postmodern etc) on which the production of
\nknowledge in the research rests. Students should explain and justify their
\nselection of methods and use of tools in the research according to:<\/span><\/p>\n

 <\/span><\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

a)    
\n<\/span><\/span><\/span><\/span>Their
\nappropriateness for the requirements of the specific research project and its
\nresearch question(s)<\/span><\/p>\n

b)    
\n<\/span><\/span><\/span><\/span>Consistency in
\nrelation to the methodological framework <\/span><\/p>\n

c)    
\n<\/span><\/span><\/span><\/span>Reference on
\neducational research and research methods literature<\/span><\/p>\n

 <\/span><\/span><\/p>\n

 <\/span><\/p>\n

The chapter needs to set out in detail the methods of research that you
\nused (e.g. details of the type of interviews carried out) and the details about
\nthe sources of data (e.g. details of who the interview participants were, how
\nthey were interviewed and why; details of how observations were carried out and
\nwhy).<\/span><\/p>\n

 <\/span><\/h2>\n

 <\/span><\/p>\n

What were the ethical issues and safeguards in the
\nresearch?<\/span><\/h2>\n

 <\/span><\/p>\n

This chapter also sets out the ethical safeguards in the research that
\nyou considered prior to beginning your research and which acted as a guide
\nduring your research. Students are reminded of the importance of ethical
\npractice in the research and enquiry undertaken on Master\u2019s programmes. Please
\nrefer to the BERA guidelines for educational researchers and the Data
\nProtection and Freedom of Information guidelines. These are starting points in
\ndeveloping a sophisticated understanding of research ethics. <\/span>Students must agree ethical safeguards and
\nprocedures with their supervisor and Programme Convenor before undertaking data
\ncollection<\/span><\/i>. Roehampton University guidelines are available on the
\nUniversity\u2019s website, along with more specific guidance and examples of consent
\nforms and letters on the MA Education Leadership and Management programme
\nMoodle site (Dissertation area). Students must consult these when addressing
\nthe ethics of their investigation. This chapter should explain what ethical
\nprocedures were adopted in the research and should discuss the ethical issues
\nor problems that arose and how these were addressed. The exploration of the
\nethical considerations must be linked to published literature on research
\nethics in education leadership and management or education broadly.<\/span><\/p>\n

 <\/span><\/p>\n

This chapter must be written on the basis that the research has been
\ncarried out and so, written in the past tense. It is an account of what was
\nactually done, supported by relevant literature to justify the approach and the
\nresearch practice undertaken. <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/i><\/p>\n

Chapter Three
\n<\/span><\/p>\n

Data
\nPresentation and Analysis (approximately 4,000 words)<\/span><\/p>\n

 <\/span><\/p>\n

What data did you obtain?
\nWhat frameworks did you use to analyse the data? What did you find out from the
\ndata? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

This chapter involves the presentation and analysis of the data
\nproduced in the research project. For example, this might be data from
\ninterviewing participants (individually or in groups), data from observation
\n(participatory or non-participatory), questionnaire returns or information from
\nother proformas. It could also be data from the analysis of documents, for
\nexample, in the critical analysis of a school\u2019s guidance or policy documents,
\nteachers\u2019 work plans or children\u2019s work. In this chapter, the researcher might present  <\/span>summaries of participants\u2019 comments as well
\nas direct quotations from participants, summary descriptions of observations as
\nwell as specific data presented, extracts of critical reflections from a
\nresearch journal, tables summarising questionnaire data, extracts from
\ndocuments, along with analysis and commentary on these. The analysis requires a
\ncoherent interpretative commentary (commenting on what the data indicates\/what
\nit means\/what you have found out) based on the data you have gathered,
\norganised and presented in relation to the key concepts, theories and
\nquestion(s) identified in your literature review and\/or themes emerging from
\nthe data itself. <\/span><\/p>\n

 <\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

Chapter Four              <\/span><\/span><\/p>\n

Discussion –
\nEstablishing Claims to Knowledge (approximately 3,000 words)<\/span><\/p>\n

 <\/span><\/p>\n

How do your findings
\nrelate to theories \/ concepts in the literature and to what is already known
\nabout the issues? <\/span><\/i><\/p>\n

 <\/span><\/p>\n

This chapter contains a broad discussion and interpretation of the
\nproblem\/question\/issues using the findings emerging from the data analyses you
\nhave undertaken in Chapter Three. This requires the development of coherent
\narguments relating the whole body of your findings to your theoretical
\nframeworks – the key concepts and theories identified in the Literature Review.
\nIn making sense of the findings, it is essential that you should weigh the
\nevidence of these findings carefully and make coherent and credible judgements
\nabout them and, how they relate to theory\/literature and your research
\nquestion(s). You need to recognise the role that your own values and
\npositioning in these processes may have, in order to be able to contextualise
\nand qualify the claims to knowledge that you are making here. In developing an
\nanswer to the research question(s) or problem, the discussion should make
\nconnections between the project\u2019s findings, what is already known (from the
\nliterature) and the key issues\/findings\/theories identified in the literature
\nreview. <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

Conclusions
\nand Critical Reflection (approximately 1,000 words)<\/span><\/p>\n

 <\/span><\/i><\/p>\n

Summarise the knowledge
\nclaims. What are the implications for future policy, practice, research or
\ntheory? How successful was your research? What are the limitations?<\/span><\/i><\/p>\n

 <\/span><\/p>\n

This final chapter concludes the research by summarising the outcomes
\nof the project and relating these to the original research question or problem.
\nRecommendations for policy, practice and further research emerging from the
\nproject should be stated along with further theoretical issues that are raised.
\n<\/span><\/p>\n

 <\/span><\/p>\n

A critical reflection on the project and its processes is required. You
\nshould critically evaluate the strengths and limitations of the processes of
\nwhat you did, including your methodological approach, and what you did and
\nfound. You should comment on what you learned about how you influenced the
\nresearch, and you should comment on what the experience of the project was
\nlike, including how it has affected you personally and professionally, and what
\nyou have learned about being an educational researcher. <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

Reference
\nList<\/span><\/p>\n

 <\/span><\/p>\n

A formal detailed list of all the documents or sources of evidence
\nreferred to in the writing, following the academic conventions required by the
\nprogramme (see below).<\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

Appendices<\/span><\/p>\n

 <\/span><\/p>\n

This refers to material such as copies of research tools used e.g.
\nschedule of interview questions, observation schedule, questionnaires and
\noriginal materials such as transcripts of interviews or summaries of
\ntranscripts. Each appendix is given a designating letter: Appendix A, Appendix
\nB and so on. Reference to and quotations from them should be made in the Chapters.
\n<\/span>A signed agreed copy of your ethical approval
\nform must be included in your appendices.<\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

You must also include your raw data gathered
\nthrough your research. All items and methods you have stated you used must be
\nevidenced and signposted in your appendices (from your methodology chapter).
\nFailure to fully demonstrate how and where you have gathered your data will
\nresult in a failure to demonstrate how the study has been carried out and how
\nthe findings have been gathered, resulting in a failed submission.<\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

Dissertation
\nPresentation <\/span><\/p>\n

 <\/span><\/p>\n

Written work should be presented in the following format:  <\/span><\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>The work must
\nbe word-processed using a standard font and size, for example, either Arial
\n11pt, or Times New Roman 12pt;<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>Leave a wide
\nmargin on the left side;<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>Double space
\nthe lines if indenting paragraphs or, if starting paragraphs at the left-hand
\nmargin, then single spacing is applied in the paragraph but double spacing is
\nused between paragraphs;<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>Pictures and
\ndiagrams may only be used when integral to the dissertation; and<\/span><\/p>\n

\u00b7      
\n<\/span><\/span><\/span><\/span>Page numbers
\nshould be either centred at the bottom of the page or in the right-hand corner
\nat the bottom of the page<\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

Word limit<\/span><\/p>\n

 <\/span><\/p>\n

The word limit is 15,000 words<\/span><\/i>.<\/span><\/i><\/p>\n

 <\/span><\/i><\/p>\n

This word limit excludes the title page, abstract, acknowledgements
\nreference list and appendices. The word limit forms part of the assessment
\ncriteria by which a piece of coursework is judged. The word count must be shown
\non the title page.<\/span> <\/span>Dissertations that are significantly over or under the stipulated word
\ncount (normally 10% over or under the word count) will be penalised.<\/span><\/i><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

General
\nGuidance<\/span><\/p>\n

 <\/span><\/p>\n

The title of a dissertation needs to be carefully focused and the
\nprecise wording of the title should be agreed between supervisor and the student.<\/span><\/p>\n

 <\/span><\/p>\n

The purpose of the dissertation is to consider the empirical research
\nfindings in light of the existing research literature and policy documents to
\npresent and argue a case for something. 
\n<\/span>This usually involves presenting contrasting ideas about practice,
\npolicy, theories, or models (or several of these) and analysing them for their
\nworth in the case being presented.  <\/span>The
\nvalue of this must be seen against a framework of personal disposition for the
\ncase.<\/span><\/p>\n

 <\/span><\/p>\n

The use of key texts is clearly important in writing, but a
\ndissertation that uses material from very few sources is almost certain to gain
\nfew marks.  <\/span>Except in exceptional
\ncircumstances, markers expect to see work from journal articles as well as
\nbooks and other suitable texts that demonstrate evidence of further independent
\nreading and research.  <\/span>It is most often
\nin journal articles that contrasting ideas or critiques of people’s work can be
\nfound. A well-argued case makes good use of these contrasting arguments from
\ndifferent approaches. The writer’s own position must also be made clear but
\nmust be analytical rather than descriptive.<\/span><\/p>\n

 <\/span><\/p>\n

All arguments must be supported by evidence. This can be by quoting
\nfrom policy documents, research literature or by quoting from data collected.
\nAssertions unsupported by evidence (opinion) do not make for good academic
\nwriting and must be avoided.  <\/span>Where
\nissues are a matter of conviction or personal belief, this is clearly
\nadmissible, but must be signalled as such and used to support or illustrate an evidenced <\/i>argument, not as a substitute
\nfor it.<\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

Compiling the
\nReference List <\/span><\/b><\/p>\n

 <\/span><\/b><\/p>\n

Your reference list is the list of all books,
\narticles, and other works that you have cited or quoted from in your
\ndissertation. Students should list only those books, articles or other works
\nthat have been directly referred to in the text in their reference list.  <\/span>All the information for the entry in the list
\nof references can generally be found in the source \u2013 book, journal, report,
\nwebpage.<\/span><\/p>\n

 <\/span><\/p>\n

The list of references should appear at the
\nend of your dissertation in alphabetical order by surname of the author(s).
\nStudents may choose to divide the reference list into component parts \u2013 for
\nexample, policy documents, books, journal articles, interviews \u2013 but this is
\nnot a requirement. If you do choose to use this type of division, then each
\nsection must be in alphabetical order.<\/span><\/p>\n

 <\/span><\/p>\n

All reference lists and in-text citations
\nmust comply with the Harvard Referencing Guidelines published by the University
\nof Roehampton, which can be found <\/span>here.<\/span><\/a><\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

Quotations
\nand Citations in the Text.<\/span><\/b><\/span><\/b><\/p>\n

 <\/span><\/p>\n

You need to make clear to the reader the
\nsources that you have used in the writing of your dissertation. These must be
\nin line with Harvard Referencing conventions outlined in the guidance booklet
\nin the link above. Failure to reference work produced and published by others,
\nincluding government or official policy documents, may raise concerns of
\nplagiarism, which is discussed in the following section.<\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

Academic
\nIntegrity<\/span><\/b><\/p>\n

 <\/span><\/b><\/p>\n

\u200b<\/span>\u2018The
\nUniversity of Roehampton takes all cases of academic dishonesty, and
\nparticularly contract cheating, very seriously. This is expressed in the new
\nAcademic Integrity Statement:<\/span><\/p>\n

Academic integrity and honesty are fundamental to the
\nacademic work you produce at the University of Roehampton. You are expected to
\ncomplete coursework which is your own and which is referenced appropriately.
\nThe university has in place measures to detect academic dishonesty in all its forms.
\nIf you are found to be cheating or attempting to gain an unfair advantage over
\nother students in any way, this is considered academic misconduct and you will
\nbe penalised accordingly.\u200b<\/span><\/i>\u2019<\/span><\/p>\n

                                                            <\/span>                                            
\n<\/span>(University of Roehampton, 2019)<\/span><\/p>\n


<\/p>\n
\n
\n

<\/span><\/p>\n<\/div>\n<\/div>\n

[1]<\/span><\/span><\/span><\/span><\/a> <\/span>Please note that word counts are provided for guidance solely<\/span>.<\/span> <\/span><\/i><\/p>\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

I am currently at the beginning stages of writing my master’s dissertation, focusing on qualitative research. I have already completed the introduction, the first chapter, which consists of the Literature Review, and the second chapter, which outlines the Methodology. First: Now, I am seeking an expert writer experienced in Qualitative Research, specifically Thematic Analysis, to […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":[],"disciplines":[189],"paper_types":[],"tagged":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions\/24638"}],"collection":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions"}],"about":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/types\/questions"}],"author":[{"embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/comments?post=24638"}],"version-history":[{"count":0,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/questions\/24638\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/media?parent=24638"}],"wp:term":[{"taxonomy":"disciplines","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/disciplines?post=24638"},{"taxonomy":"paper_types","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/paper_types?post=24638"},{"taxonomy":"tagged","embeddable":true,"href":"https:\/\/www.goodacademic.com\/blog\/wp-json\/wp\/v2\/tagged?post=24638"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}