Session Start: Tue Dec 11 20:28:36 2007

Session Ident: #satf03

<J> Beyond the format of the test...

<J> I would like you to reflect on the content of this course...

<J> Recall that it is divided into four parts...

<J> If What, How, Where and When do not solidify these four parts..

<J> Consider this categorization..

<J> Call them the four "C's"...

<J> The first is how we classify science...

<J> The second is how we control data..

<J> The third is how we collect data..

<J> The fourth is how we "crunch" data..

<J> We classify science in two very unique ways...

<J> 1) we deal only with operational definitions..

<J> 2) we report our findings so that others can replicate them..

<J> Understand that operational means two things...

<J> 1) applying an appropriate measure..

<J> 2) articulating the procedure for collecting..

<J> We argued there are three types of research..

<J> 1) exploratory

<J> 2) explanatory

<J> 3) predictive

<J> these vary according to degree of previous research done.

<J> 1) having the lease and 3) having the most.

<J> We also suggested there are three motivations for doing research..

<J> 1) personal experiences

<J> 2) intellectual socialization

<J> 3) market or institutional forces..

<J> And who ultimately becomes a researcher buys into four assumptions about the world

<J> 1) that we an reliably measure the world of empirical phenomena..

<J> 2) that these measurements validly relate to something.

<J> 3) that events are ultimately connected through cause and effect..

<J> 4) and that it is important to know such things.

<J> With this as background, we argued a sequence of events in research..

<J> which included identifying an event of interest...

<J> determining a probably cause...

<J> forming a proposition..

<J> then reviewing the literature..

<J> this later process lead us to speak of the following sources of information:

<J> 1) books

<J> 2) articles

<J> 3) newspapers

<J> 4) the web

<J> 5) existing data bases

<J> Please be able to identify an electronic access point for each.

<J> We then turned our attention to controlling data..

<J> In particular, we discussed control in the context of...

<J> the definition of operationism..

<J> that is, we must control both the measurement and the procedure..

<J> measurement means applying numbers in one of four ways..

<J> 1) nominal

<J> 2) ordinal

<J> 3) interval

<J> 4) ratio

<J> please be able to distinguish these..

<J> We then spoke of measurement in distinguishing reliability vs. validity

<J> In particular, we spoke of test-retest and split-half reliability..

<J> As well as face, construct, and criterion validity.

<J> Please be able to distinguish these concepts..

<J> We then dis58h

<J> make that we then distinguished..

<J> between controlling procedure from within vs. from without..

<J> The former we called controlling for internal validity..

<J> using experimental design..

<J> We said there were three types of experimental design..

<J> 1) simple

<J> 2) complex

<J> 3) quasi

<J> please be able to articulate the differences and give an example

<J> of each..

<J> Assessing external validity led to a discussion of sampling..

<J> In particular, we spoke of:

<J> 1) Definitions

<J> 2) types of samples (non-prob vs. prob)

<J> 3) criteria for choosing N...

<J> Please review these terms for the final..

<J> Now before we go on to third section...

<J> please understand that I am going to ask for your input at the end of this review..

<J> Please have sample questions ready for each of these sections..

<J> Okay, the third section, collecting data, dealt with two types..

<J> "reactive" methods vs. "non-reactive" measures..

<J> reactive methods consisted of:

<J> 1) surveys

<J> 2) observations

<J> non-reactive measures consisted of:

<J> 1) simulation

<J> 2) existing information

<J> Let's take them in turn..

<J> Survey are asking people directly to give information..

<J> Surveys are carried out in one of three venues:

<J> 1) mail out

<J> 2) telephone

<J> 3) field

<J> each has its own cost / benefit..

<J> We argued that telephone interviewing has prevailed as the best compromise..

<abby> telephone is the most convenient one right?

<J> not necessarily the most convenient...

<J> but the best completion rate per dollar of cost..

<J> and it happens to be the fastest turn around as well.

<J> please be able to distinguish these types with examples as to when each would be most viable.

<J> Further, we spoke of types of questions..

<J> formats,

<J> ordering,

<J> and wording issue..

<J> in formulating a questionnaire..

<J> finally we spoke of collecting the data and monitoring for quality control

<J> alternatively, we argued a researcher could rely on others..

<J> to report the information..

<J> we referred to this as observation..

<J> and categorized it into a continuum with four distinct points..

<J> 1) complete observer

<J> 2) observer as participant

<J> 3) participant observer

<J> 4) complete participant..

<abby> Can you please go over complete observer?

<J> the most structured and typically most covert

<J> used most often in experimental settings.

<abby> Okay thanks.

<J> please be able to articulate the differences for the test..

<J> We then spoke of a particular take on participant observation using Lofland's typology

<J> In particular, we distinguished:

<J> 1) acts

<J> 2) activities

<J> 3) meaning

<J> 4) participation

<J> 5) relationships

<J> 6) settings

<J> Please be able to distinguish these for the test.

<J> The third collection technique was simulation; we spoke of three kinds:

<J> 1) pure machine

<J> 2) person machine

<J> 3) pure person

<J> please know the alternative ways to classify machine models..

<J> as well as the various types of pure person games..

<J> especially know what is the Prisoner's Dilemma..

<J> Finally we briefly spoke about existing information, both as data...

<J> (secondary analysis) and narrative (content analysis)..

<J> please be able to identify both public and private sources of each..

<J> The last section "Crunching Data"...

<J> is really about three ideas in analysis..

<J> Describe single variables...

<J> Describing two variables as to their relationship..

<J> Extending this idea to multiple variables to identify a causal scheme.

<J> Please remember the essential ideas behind frequency distributions (both grouped an raw data)..

<J> as well as the graphing of each..

<J> Please also remember our discussion of measures of association...

<J> using lambda and gamma for cross-tabulation tables..

<J> and Pearson "r" for quantitative information..

<J> Finally, remember our discussion about statistical elaboration ..

<J> and path analysis..

<abby> So, lambda and gamma are for non-quantitative?

<J> yes

<J> and be able to illustrate the various outcomes in partial analysis

<J> as well as the steps in doing a path analysis.

<J> Now, as I suggested in class, I would like to hear from you..

<J> In particular, I would like to have you give me an example of an objective, definition and short answer question..

<J> which of you would like to start?

<liz> i will

<J> liz

<liz> ok

<liz> an objective question

<liz> i'm sorry i got stuck

<liz> :)

<J> try a definition

<liz> ok

<liz> define the four observations discussed in class?

<J> four types of observation would be more like it, but good..

<J> abby, how about you?

<J> be thinking of an objective question liz

<liz> ok

<J> abby, are you there?

<abby> Yes

<J> give us an example question (any type).

<abby> Last week you mentioned Lofland Categories during the review can you explain more please?

<J> Gosh, we have done an assignment on this...

<J> Do you mean explain the concepts more fully?

<abby> <abby> Yes please.

<J> I would refer you to the definitions on the Power Point, but here they are again..

<J> 1) acts are discrete pieces of behavior enacted by individuals in short time periods

<J> 2) activities are collective actions carried out in larger time frames

<J> 3) meanings are the actor's interpretations of what their acts mean..

<J> 4) participation is the unique style an actor brings to the acts and activities

<J> 5) relationships are the interaction of styles as they play out in activities

<J> 6) settings are the physical and social characteristics acting as the backdrop for acts and activities

<J> do these definitions ring a bell?

<liz> yes

<J> abby?

<abby> Thank you Professor yes they do, one more question. So when you mentioned you wanted us to know the sources of information you want us to say books, journals ,newspapers etc... or do you want us to say Jstor, Melvyl etc...

<J> both..

<J> the latter are the electronic portals for the former

<J> Now abby, let's have you give us a sample question that you would write for the exam.

<abby> abby> Okay , what are the levels of measurement?

<J> it can be either objective, definition or short answer

<J> it would probably say, "what are the four levels of measurement"..

<J> I will try to be as precise as possible.

<abby> Okay

<J> Liz now how about an objective question?

<liz> ok

<liz> True or false?... Prisoners Dilemma is so names because T>R>P>S

<J> this would be tricky, as it is one of two conditions...

<J> so it is necessarily true, but not sufficiently true

<liz> ok

<liz> how about...

<J> I would probably say, "..is so named because in part T>R>P>S

<liz> Yes that is better

<J> abby, how about an objective question?

<abby> When do we use a third variable?

<J> probably not one I would use as "use" is too ambiguous..

<J> I might say, what does a third variable indicate spuriousness?

<J> make that, "when does a ....."

<J> The answer would be when controlled for, the original relationship drops to 0.00

<abby> okay, that makes sense.

<J> but since that type question is half way between a definition and a short answer..

<J> I would probably relegate it to the definition of "Spuriousness"..

<J> or "Identify the four possible outcomes when controlling for a third variable in partial analysis?

<J> Let's try one more each before we call it a night..

<J> liz, how about a definition

<liz> ok

<J> go for it

<liz> Describe and give an example of each of Lofland's categories.

<J> that might be a short answer but not a definition...

<J> definitions would be single words; try again

<liz> oh i'm sorry

<liz> ok

<liz> how about

<liz> nominal vs. ordinal

<J> probably won't have any "vs." in this test..

<liz> ok

<J> However, "Ordinal measurement" might be a candidate.

<J> abby, how about a definition from you?

<liz> or vis versa right?

<J> liz? meaning "nominal measurement"?

<liz> yes

<abby> Define the term simple designs.

<J> okay, but I would probably say "simple experimental design"

<J> the plural on designs makes it a multiple definition..

<J> and not using the word experimental would cause some to think outside of experiments

<J> okay, I think you get the idea...

<liz> yes

<abby> yes

<J> too bad there were not more of you here tonight..

<liz> I know

<J> to get others' input..

<J> So be it..

<liz> Dr. Shutte I have ? on assign. 9

<J> So let's end with any last minute question you may have

<abby> abby> I agree, this meeting has been very helpful, thank you Professor

<J> liz, what is the ?

<liz> you ask to report frequency of occurrence...

<liz> for each theme time slot...

<J> yes

<liz> I'm a little lost on what u are asking

<J> identify a theme for each time slot..

<liz> that's it?

<J> then count how many of your shows match that theme

<J> that's it

<liz> ok so first we will divided the shows into groups

<liz> right

<J> time slots

<J> I suggest four

<liz> ok

<J> morning, afternoon, evening, late night

<J> look at all of the shows in those time slots..

<liz> then from those time slots we choose a random sample

<J> yes, a random sampling of shows from each slot..

<J> then try to induct a "theme" for that time slot

<J> For example, mornings are "talk" shows

<liz> ok

<J> then count the number of occurrences of that type..

<J> for each time slot

<J> i.e. each time slot will have its own theme..

<J> does that make sense?

<liz> I understand that

<J> okay, any other questions?

<abby> can we use the cable channels too or do we have to use local channels only

<liz> I was just a little confused on how to divide them

<J> abby, to keep it manageable, use only the local channels..

<J> liz, did my explanation help?

<J> If you mean, what are the time frames..

<liz> yes thank you

<abby> abby> okay I was wondering about the cable channels because the TV Guide that I have also includes those channels but now I know not to include them

<J> I would use to noon for morning; until 6:00 pm for afternoon; until 10 pm for evening; and after 10:00 pm for late night

<J> any other questions?

<liz> no thanks

<J> abby

<abby> abby>not that come to mind now, thanks for everything

<J> okay, see you on Thursday

<liz> thank you

<abby> abby> good night everyone

<liz> good night

* Disconnected

Session Close: Tue Dec 11 22:14:29 2007