INFO 370 - L14 - November 15, 2004 Notes By: Prins, Fortier, Egaas, Yaptinchay, Podhola **ADMIN** Assignment #2 Due Sunday Submit via E-Mail Quiz #2 Open Note Individual (officially) Available Wed @ 1:30 - Closes Thurs @ 1630 No Time Limit No Class Wednesday Team Meetings Location: Saxton's Office About the Quiz > Longitudinal > Cross-Sectional - Case Study - One person (or a small group of people) and "follow them" * Ideographic - one specific situation * Nomothetical - generalizable study - Comparison - Comparing Points A and B and different times (A and B are different subsets of people) > Panel (Longitudinal Panel) - multiple points in time with the SAME people > Cohorts > Independent Variable (Predictor Variable) - Variable that has an effect on another variable (use X) > Dependent Variable (Outcome Variable) - Caused by the IV (use Y) > Hypothesis: Statement that describes relationship between independent & dependent variables > Experimental: controlling the independent variable > Null Hypothesis: When you state the opposite of what you expect to happen. You want to disprove this. > Alternate Hypothesis: What you want to accept. > When a designing a variable, what problem could you have? - Double Barreled questions: When you are asking two things in the same question. - Vague: Not exactly sure what they are asking - Misleading: May say one thing, but mean another - Leading: Question leads to a specific answer - Uncomfortable questions: lowered responce rates early in survey, ask these questions later in a survey (They'll lie) - Exhaustive Answers: Consider having an other category - Avoid * Overlapping question * Forced Choice: include "Don't Know" and "I refuse to answer" (Isn't this like yes/no?) * Biased/Leading Question * Ambiguous To sum up the above: ! Research Design ! ! Survey Methods ! ! Qualitative Methods ! Crosstabulation - comparing two variables (not on quiz) --- Today's Material --- Qualitative Investigation Interested in people's feelings Definition > Qualitative Resarch - Data does not have a direct numerical interpretation - Causes are identified rather than proven - Researcher has subjective role > Qualitative Field Research - Research that captures social life as participants experience it Holistic View > Understanding the context in which people act and the relationships between the context and the phenomenon we study. Qualitative Research > Level of Measurement - Nominal - Ordinal > Method of Analysis - Non-statistical - Coding - Memoing - Concept Mapping When should we use qualitative investigation? > Structure the study according to the participants' perception, not ours > Understand meaning people give to their life and actions > No pre-formulated hypothesis > Focus on the particular rather than "average" Phenomena suitable for field research > Practices > Episodes > Encounters > Roles > Relationships > Groups > Organizations > Social Worlds > Lifestyles/subcultures Patterns > Frequencies (usually quantitative > Magnitudes (usually quantitative) > Structures > Processes > Causes > Consequences Analysis > Variable-oriented analysis -- focus on interrelations among variables - Nomothetic - Quantitative is always variable-oriented > Case-oriented analysis -- focus all factors affecting subject - Idiographic > Cross-case analysis -- comparison of cases to descern patterns - Idiographic / Nomothetic Coding > Coding unit same for all cases -- phrase, sentence, paragraph, question response - Could be an image or a soundtrack - The unit you choose determines the granularity of the project > Assigning label(s) to each unit > Open coding - categorizing phenomena through close examination - Coding is derived as opposed to being predefined Memoing > Code notes - Explanation of labels > Theoretical notes - Deeper meaning of concepts and their relationships; musings > Operational notes (field notes)- Circumstances related to data collection that may inform interpretation Concept Mapping > Identifying relationships in graphical form > Showing a connective chain > Example - Work-Related Travel >> Reliance on E-Mail >> Integration of E-Mail in Social Life Level of Participation > Non-participant observer - No participation at all - Obtrusive or Unobtrusive > Participant Observer - Observation and interaction when the participants know the dual purposee of the researcher - Obtrusive > Covert Participant - Observation and interaction when the participants DO NOT know the dual purpose of the researcher - Deception / Lying - Unobtrusive - Example: There was a journalist that became a stripper to investigate strippers... she wrote a book about it... she was from Seattle and stripped at a Seattle club Observation Tips > Gather background information before arriving on the scene. Try to determine who might be there and why. > Draw a lay-out of the site - decide where to position yourself for best results > Arrive early and position yourself to your best advantage > Dress appropriately, so you are not the center of attention > Prepare an observation checklist based on your purpose - Who is present and why - What activities are occuring - How people look for information - Time of day - Other contextual factors ********* blah blah blah shiggidy sha ************ http://news.bbc.co.uk/1/hi/uk/4006351.stm http://www.boingboing.net/2004/11/15/twoheaded_turtle.html <<-- WOW!! weird.. Did anyone else notice the slides look like the green MPAA messages at the end of movies? lol fuckin MPAA haha, saxton just schooled aaron smith YEAH SO STFUOMGBBQ Lets take super good notes on what he expects on the quiz. wts 6slot linen bag 2.5s ^^ /w me LFG WC, NEED 2 MORE lol 2.3s and 5 leather ME KOR, KEKEKEKEK ^^ _____________________ |###################| |#### WB Frog #####| |######<3 Sean #####| |###################| |###################| ((----------------------------------------- | \ / /@@ \ /@@ \ \ \ \, / ( ) ( ) \ _____ \ \ | \___/ \___/ | / __ \ \ ""*-__/ \ | | | | ""*-_ "-_ | | """ \ -. _________ .- __"-.__.-(( )) \, \^ U ^/ / "-___--(( )) \, \ OMG!!1 / /' | | | \ / /' | | | "-----" \ | | <- 7.6 DPS Staff... wtf? / "*-._ | | / /\ /*-._ \ | | / / "\______/" / / | | / / / / | | /. ./ |. .| """ / | | / | \ / | \ / | \ /.-./.-.| /.-.|.-.\