Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
30 Cards in this Set
- Front
- Back
Criteria for effective writing in the social sciences
|
be clear, complete, correct, professional, persuasive
|
|
empirical
|
derived from experiment or observation
|
|
how to refer to race or ethnicity
|
continent/country of origin followed by American
|
|
how to refer to sexual orientation
|
gay man, lesbian woman, bisexual man/woman
|
|
how to refer to gender
|
humans, humankind, police officer, firefighter, doctor, nurse
|
|
how to refer to medical conditions
|
person with ...
|
|
how to refer, in general, to people used in research
|
not subjects; use individuals, respondents, participants, or words that indicate status (teens, children, college students...)
|
|
parts of the rhetorical triangle
|
ethos, pathos, logos
|
|
ethos
|
character or credibility
|
|
pathos
|
emotion
|
|
logos
|
logic
|
|
when informed consent is needed
|
experiments- written
observation- needed if obtrusive, not unobtrusive survey, interview- given by participating in it |
|
minimal risk
|
no more harm than what's encountered daily
|
|
confidentiality
|
no names unless interview is for historical reasons or person is well known, people reading it shouldn’t be able to identify the person
|
|
what groups are "vulnerable"
|
under 18, over 65, mental disorders, disabilities...
|
|
quantitative data
|
data expressed in numbers
|
|
qualitative data
|
written observations
|
|
criteria for evaluating non-library websites
|
currency, relevance, authority, accuracy, purpose
|
|
why to evaluate non-library websites
|
vast amount of misinformation available online, determine if the information is valid and legitimate
|
|
interpretation
|
explain the meaning and significance
|
|
why to interpret
|
encourages critical thinking, creates dialogue, learn about changes in society and behavior, learn about selves
|
|
interviewing
|
interior view, inner look into somebody
|
|
why to interview
|
supplement other data, preserve history, focus group research
|
|
types of questions for interviewing
|
questionnaires and in-depth
|
|
what to avoid when interviewing
|
reinforcement, leading questions
|
|
types of documents that result from interviewing
|
transcript, dialogue, interview summary, synthesis
|
|
transcript
|
word-for-word, shows who's speaking, not edited, no analysis/explanation
|
|
dialogue
|
edited transcript, shows who’s speaking, edited for punctuation and grammar
|
|
interview summary
|
written in paragraphs, content rearranged to create meaning, usually in third person
|
|
synthesis
|
formal report, coupled with research or other interviews, brings together/integrates
|