Rules of Sociological Method
Download 0.63 Mb.
|
|
As for the actual studies, that part was slightly confusing to keep track of. The quantitative study in fact at the time of writing was not complete. The main result determined by the research was that improved services and accessibility for health care are required. Hopwood, N. (2004). Research design and methods of data collection and analysis: Researching student’s conceptions in a multiple method case study. Journal of Geography in Higher Education, 23(2) pp. 347-353. This article is about a multiple method case study on students and their perceptions of geography. They use different methods in order to attempt to triangulate the data. They use multiple theories frameworks throughout this study. Three different techniques were used, asking the students to make a poster, filling out a questionnaire and having a semi structured interview all about their geography. This article states that their data was successful and their approaches beneficial to what they had hoped to achieve at the beginning. This article was difficult for me to understand because they discuss a lot of different theoretical frameworks that they based their research on. It is hard for me to know all of those terms, understand what they mean and also be able to interpret them while reading the rest of the article and how those frameworks related to their topic. From what I could understand at the beginning made it seem like they were more interested in how people learn by doing, so it is difficult for me to understand how interviewing people about their ideas of geography is related to that framework. Gubrium, J. & Holstein, J. (1997). Ethnomethodology. In The New Language of Qualitative Method. pp. 38-56. New York, NY. Oxford University Press. This chapter discusses how ethnomethodolgy differs from naturalism. Ethnomethodology is the separation from what is going on, to observe how things are occurring, not what is or why everyday things are occurring. This requires the ethnomethodologist to “suspend” their beliefs in the existence of things and their perceptions of things so that they can focus on the “how”. Unfortunately, methods and resources used to do this are from the ‘world’ that is being observed, therefore you cannot be completely separate from it. This chapter uses Lawrence Wieder’s “Language and Social Reality” in which he studied the environment of a halfway house for convicted narcotics offenders and their ‘language’ between each other offenders and the faculty. This section of the chapter reviews parts of his research and the differences between ethnomethodology and naturalism. I understood most of what this chapter was discussing, however specific details about the research done by Wieder was a little confusing to keep straight I understand that ethnomethodology is the how whereas naturalism is the what and why, but much of the last few pages was a jumble of information for me. I could see how this chapter could be useful in the future should I need thorough information about ethnomethodology. Mason, J. (1996). Sampling and selecting, In Qualitative Researching. (pp.83-106). Thousand Oaks, Ca: Sage Publications. “One of the central aims of this chapter is to dispel any notion that somehow rigorous or systematic sampling strategies are not really important in qualitative research simply because it is often small scale or not amenable to the logic of mathematical probability.” (pp. 83). Each of these annotations continues to state the obvious, which Im finding almost more frustrating than helpful, especially since I heard from someone that their son who graduated with a sociology degree told her he got a degree in common sense… And what solidifies that is Mason actually writes it a few times in this chapter. Specifically, when Mason mentions that when you begin thinking about your sample, you of course already know what your sample is, or at least isnt. I know that my sample is feelings of people in Monterey and Santa Cruz, more specific feelings of general public and healthcare providers. Snowball interviewing - I understand that this is a good way to get around creating your own sample framework, however the more I think about it, I don't see how using the snowball interview technique gives you a proper sample. People tend to be friends with people who are like minded, therefore anyone they refer to you for additional interviewing will most likely tell you the same kind of information, which seems like it would lead to one sided data. Potter, W.J. (1996). Nature of qualitative evidence. In, An Analysis of Thinking and Research About Qualitative Methods. Mahwah, New Jersey. Lawrence Erlbaum Associates, Publishers. (pp. 84-92) Potter, W.J. (1996). Issues of evidence gathering. In, An Analysis of Thinking and Research About Qualitative Methods. Mahwah, New Jersey. Lawrence Erlbaum Associates, Publishers. (pp. 93-114)
Chapter 7 reviews the topic of the six different ways of gathering evidence, “Evidence-gathering methods, researcher identification, researcher activity, selection of samples, collaboration in data gathering and length of data gathering”. (pp. 93). I felt that chapter 6 was short, but very dense and difficult to follow when he was discussing the etic versus emic relating to the objective- subjective. From what I could understand of that section, if the researcher interjects their own views and presents data in their own perspective rather than the subjects, then the data becomes etic (researchers view) versus emic (subjects view). What made this chapter difficult for me was the television show examples of interviewing, data analysis, etc. for some reason I couldn't follow the example meant to define the term/topic it related to. Chapter 7 was slightly more interesting for me, and this may be only due to the fact that we have been reading about these different methods already. I felt like the quote by another researcher used in the section on ‘observation’ really summarized the section well, “to be everywhere present and nowhere visible”. (pp.104) as well as the phrase “going native” in the ‘length of data gathering’. I feel that if you only read those quotes you would still be able to understand each section and its main point. Roth, W.M. (2006). Textbooks on qualitative research and method/methodology: Toward a praxis of method. Forum: Qualitative Social Research /Forum: Qualitative Sozialforschung, 7 (1). Retrieved from http://www.qualitative-research.net/fqs-texte/1-06/06-1-11-e.htm (2014).
As with most articles I have read so far for this major, it is difficult to understand most of what the author is discussing. I understand his general idea as it is evident to me, not only in research but in most subjects that you really do not understand what a textbook or teacher is discussing until you know it. At this point, I know absolutely nothing about qualitative research, let alone any research methods, so reading this article was confusing even when the author was attempting to explain what qualitative research is and how he would teach it. I feel that at the end of this semester (hopefully in the middle or earlier if Im smart enough!) I will be able to re-read this article, understand it and be able to elaborate on the authors proposed teaching “methods” for research methods. Ivey, J. (2012). The value of qualitative research methods. Pediatric Nursing, 38 (6), 319. This very short “article” discusses the research methods used for a study on patients (teens) that are living with HIV. This article reviews the different methods used such as an interview guide, anonymous focus groups, field notes based on the focus groups and evaluation of the interviews utilizing the process of organizing and coding. The author summarizes that these methods allowed the authors of the project to access information that may not have revealed to them through other methods. As with the other articles, many of the content I do not understand yet and therefore can not process much of this past the basic information of types of research used in the project. I appreciate information like this as it is regarding a health issues and not what someone initially thinks of when they think research and sociology. As a health care worker who plans on continuing their education and career in the health care field, it is somewhat reassuring that I am not wasting my time finishing my degree in sociology as these research methods can be applied to a nursing career. Rubin, H.J. & Rubin, I.S. (2012). Listening, hearing, and sharing social experiences. In Qualitative Interviewing; The Art of Hearing Data. pp. 1-17. Thousand Oaks, CA. Sage Publications. Rubin, H.J. & Rubin, I.S. (2012). Foundations of qualitative interviewing. In Qualitative Interviewing; The Art of Hearing Data. pp. 17-41. Thousand Oaks, CA. Sage Publications.
Zheng, C. (2012). Understanding the learning process of peer feedback activity: An ethnographic study of Exploratory Practice. Language Teaching Research, 16 (1). pp 109-126. doi: 10.1177/1362168811426248 This article is about “understanding the learning possibilities, from the social learning perspective, in the process of peer feedback activity in a College English classroom for non-English majors in China.” pg. 9. The author studies his students in peer review groups and their interactions and classifies the type of interactions into 5 groups- collaborative, expert-novice, dominant-dominant, dominant-passive, passive-passive. I found this article hard to follow. I understand classifying the differences in approaches to learning in a peer review setting, but it was difficult to understand as you are reading conversations people learning English are having in regards to writing a story and they are learning English in a very technical way ( using and referring to rules that I do not remember/know). I am going to assume that this reading was assigned because we are doing peer review this week and this is supposed to show us that it is in fact helpful. I personally have never received any really great advice from a peer during any of these assignments. Perakyla, A. (1997). Part VI Validity: Reliability and validity in research based on tapes and transcripts. In D. Silverman (Ed.), Qualitative Research; Theory, Method and Practice. (pp. 201-220). Thousand Oaks, California: Sage Publications Ltd.
This section of reading seems repetitive now that we have lectured on reliability and validity (a few times). Pieces of this reading seem common sense now, such as making sure your transcripts of interviews are thorough and complete, that your recording equipment is functional in good condition and will give you a quality recording. One of the sections mentioned something that I had not thought of was that field notes have limited access to the public, therefore the reliability comes into question. The section regarding the validity and the phone call conversations were slightly confusing to me. I am not sure how the “apparent validity” was applied to the examples, or “exhibits” used in the section. After reading this section, I have to agree with a statement in the conclusion, “it seems that the specific constraints facing CA are closer to those of observational research than those of text analysis.” (pp. 216). The entire time I was reading this, I related it to detailed observation, and I believe that it really is just that, thinking through what you doing, and documenting everything and doing it all really well. Weinberg, D. (2002). Part III Observational fieldwork (Introduction). In Qualitative Research Methods (pp.135-138). Malden, Massachusetts. Blackwell Publishers Inc.
Hughes, E.C. (1960). The place of field work in social science. In D. Weinberg (Ed.), Qualitative Research Methods (pp. 139-147). Malden, Massachusetts. Blackwell Publishers Inc. This essay is about fieldwork “in situ; finding them where they are, staying with them in some role, which, while acceptable to them, will allow both intimate observation of certain parts of their behavior, and rerouting it in ways useful to social science but not harmful to those observed.” (pp. 139) I have difficulty understanding the overall difference people are claiming that field work and ethnography have. Based on the descriptions, they seem very similar, however from what I am understanding field work to be is, as a sociologist, observing a particular group that they themselves are a part of, and they are observing as an insider but with an objective eye. The confusing part to me, is that you really can not in fact have an objective eye (unbiased) because we all have prior assumptions and socialized rules for how things work, which makes it impossible to do anything with or without ANY judgement. Even with the conscious thought of NOT assuming anything, we are placing ourselves into an environment and ultimately changing it, even if slightly, so our unbiased observations are still incorrect because our presence may have altered how the group/people interact. Weinberg discusses this when he mentions that “when we interview people we must always contemplate what is being included and what is being left out, how it is being included and how it is being left out and, of course, why” (pp.135). Griffith, R. (2014). Should assisted dying be lawful? British Journal of Community Nursing 19(2) 94-98. “This article considers the legal position of euthanasia and assisted dying in the UK and discusses recent attempts at reforming the law.” This article details the definitions a little more thoroughly than any other article does ( Active euthanasia, Passive euthanasia and assisted dying). The article discusses and clarifies these definitions as it seems majority of the confusion on the legalization of physician assisted suicide and/or euthanasia is the fact that many people assume they are one in the same. Main points: “Euthanasia is a process whereby life is ended by another to avoid the distressing effects of an illness- it is unlawful in the UK. Assisted dying is a process where a person is given the means to end their own life. Currently, assisting or encouraging a suicide is unlawful, but those with emotional ties to a person will not face prosecution if they acted out of compassion. The latest attempt at changing the law, the Assisted Dying Bill, is o be debated in Parliament later this year.” pp. 98. Although this article is the most current one I have, it is not regarding law in the US, therefore is limiting as to how I can use it. The definitions will be helpful, however the specifics of the article to the Assisted Dying Bill are useless for my project. Nicole Perez HDEV 365 -Adolescence & 371 -Adulthood & Aging Annotated Articles
This is a long article that discusses the lack of research available to analyze on same sex relationships and overall sexual relationships of adolescents and the outcomes and any antecedents present that account for the positive or negative feelings toward sex. I feel that most of this article repeats itself which makes it slightly confusing as to what data is actually available as it incorporates what is missing. There is an obvious need for additional research in this area as the two articles assigned for review both discuss the gap of knowledge, although I did find this article a little easier to read and follow versus the 2011 article by Tolman and McClelland. This is a topic that I am unfamiliar with and find it difficult to write a paper on while including interventions for adolescents. Tolman, D.L., & Clelland, S.I. (2011). Normative sexuality development in adolescence:A decade in review, 2000-2009. Journal of Research On Adolescence, 21, 242-255. “This review details a key innovation across the field of adolescent sexuality research over the last decade-conceptualizing sexuality as a normative aspect of adolescent development…We conclude by suggesting that the next step in the field of adolescent sexuality development is the explicit integration of “positive” dimensions of sexuality with risk management dimensions.” pp. 242 Push for sexuality in adolescents to be researched and discussed as a normative behavior, however even though it is normal, it needs to be considered positive and/or negative, in which case further research is necessary for each side. Found 3 different domains: perspectives; sexual behaviors, sexual selfhood, sexual socialization. Sexual behaviors - behavioral aspects of sexuality. Sexual selfhood - internal development of the individual. Sexual socialization - social contexts in which adolescents develop sexual knowledge and experiences. pp.243-244. Most research is geared toward heterosexual relationships and the sexual encounters within those relationships, calling for more research on homosexual relationships. The types of sex are reviewed, as most often sexual relations are not penile-vagina sex, rather oral sex/fellatio, etc. “…Brown (2002) developed the concept of the sexual media diet as part of a media “identity toolkit” that adolescents utilized to explore the self; she suggests that media can serve as a kind of sexual ‘super peer’.”pp. 249 I found this interesting, but only read it as a requirement for my HDEV class on adolescents. As I stated in this course ( a forum posting for week 8), it is difficult for me to think of interventions and programs that may benefit adolescents and children because I don't plan on having children and therefore never think about them unless it is a family members child having issues. Otherwise, quite frankly I could care less what happens to the youth of America because most are already ruined by their parents, I just hope there are enough smart ones to outweigh the idiots. Zimmer-Gembeck, M.J., & Skinner, E.A. (November 200*). Adolescents coping with stress: Development and diversity. The prevention researcher, 15, 3-7.
Problem solving abilities have yet to develop due to the brain development. These abilities come in around late adolescence and early adulthood. Due to the limited amount of problem solving abilities, it becomes difficult for adolescents to appropriately problem-solve. I find the part interesting about girls reporting more stressors (overall) than boys, however boys have more stress about being successful in sports than girls and that both girls and boys report to have an equal amount of anger. Halpern-Felsher, B. (2009). Adolescent decision making: An overview. The prevention researcher, 16, 3-6. “This article will provide an overview of adolescent decision making, including definitions of competent decision making, descriptions of decision-making models, and the physical, cognitive, social and emotional influences on adolescent decision making. This article will also discuss implications of adolescent decision making that are relevant health educators, healthcare providers, policy makers and adolescent researchers.” pp. 3 Directory: 2013 2013 -> Annual InStructional unit plan 2013 -> The Ministry of Education and Science of Ukraine 2013 -> #1 a lifesafer of virginia inc 2013 -> Name(s): your name here team or Group #(if applicable): Professor’s name 2013 -> Alcott Local School Council (lcs) Meeting Minutes 2013 -> Table Of Contents introduction 2 2013 -> Supplemental demographic information 2013 -> 【Education&Working Experience】 Download 0.63 Mb. Share with your friends:
|