. EDU 571 Week 5 Discussion 1 -
"Data Collection" Please respond to the following:
· Using your planned evaluation project, assume that the client paying for the evaluation has requested that you primarily use audio/visual interview and observation techniques. The client envisions using clips in the evaluation report and in marketing campaigns. Discuss the appropriateness, advantages, and disadvantages of using digital capabilities to capture sound, video, and photographs of the interviewees, focus groups, and observations. Provide reasons for opposing or supporting the request (partially or completely).
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·
EDU 571 Week 5 Discussion 2 -
"Benefits of Meta-Evaluation" Please respond to the following:
· Your client told you that a meta-evaluation should not be included in the plan or budget. Explain two (2) reasons for including a meta-evaluation in the evaluation plan. Recommend two (2) ways to reduce the costs.
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EDU 571 Week 3 Target of Program Evaluation Plan, Part 1 -
Target of Program Evaluation Plan, Part 1
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a 1000 words paper in which you:
1. Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
2. Describe the program's history, primary purpose(s), and / or expected outcomes.
3. Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
4. Discuss three (3) advantages of evaluating the program at this time.
5. Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
6. Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewe ...
UChicago CMSC 23320 - The Best Commit Messages of 2024
. Emergent strategies affect all planned strategies. (Points 1) .docx
1. . Emergent strategies affect all planned strategies. (Points : 1)
True
False
Question 2. 2. Doing research and collecting data on a number
of external and internal environmental categories—and then
sharing that information—improves the quality of the strategic
decisions made. (Points : 1)
True
False
Question 3. 3. Strategic planning is useful only when a company
has competitors and doesn’t know what to do. (Points : 1)
True
False
Question 4. 4. Which of the following is not a criterion when
choosing the best bundle? (Points : 1)
Shareholder value
Selling price of product
Revenue growth
ROI
Degree of risk
Question 5. 5. Which of the following makes strategy execution
easy? (Points : 1)
Poor employee buy-in
Inadequate resource allocation
Lack of executive will
An adaptive culture
2. Poorly articulated operational plans
Question 6. 6. Only managers have enough information to do
operational and budget planning. (Points : 1)
True
False
Question 7. 7. Which of the following is a criterion for creating
bundles? (Points : 1)
They must not include different strategies
They must be feasible
They must invest in other industries
They must diversify through acquisition
None of the above
Question 8. 8. The three benefits under “Think” (shared
understanding of external changes, ability to anticipate future
external changes, and ability to search for a better strategy or
business model) are independent of each other. (Points : 1)
True
False
Question 9. 9. The performance of any system is the sum of the
performance of its parts considered separately. (Points : 1)
True
False
Question 10. 10. Which is not a source of funds for a company
to finance a bundle? (Points : 1)
Cash on hand and from operations
Selling stock if a public company or getting an equity
5. 8
0
761854465
TrueFalse
31
0
761854466
14
S1001Fall2014RG4Ethnomethodology1 Last printed Oct
1st 2014Sociology 1001
Reading Guide #4
Fall term 2014
THE ANTI-SOCIOLOGIES
#1 ETHNOMETHODOLOGY
Recap
We began this course by looking at the European models for
understanding social life (Marx’s, Durkheim’s, and Weber’s)
-And then we looked at Parsons’ North American model of
structural functionalism, (which sees society as similar to a
human body)
6. After having looked at these MACRO SOCIOLOGIES
We started looking at some MICRO-SOCIOLOGICAL
SCHOOLS
And so far we have looked at the ‘normative’, the ‘symbolic
interactionist’ and the ‘dramaturgical’ schools of ‘micro-
sociology’.
-they all try to explain how the ‘social invididual’ goes about
his or her life with other people.
More generally, we can say that all these ‘sociological models’
reflected their time and place.
The European theories reflected the concerns of 19th century
Europe (trying to understand the massive changes; urbanization,
industrialization, etc)
The North American Theories reflected either
a. the stability and orderliness of post-war America (check out
the TV show “Leave it to Beaver” and compare it with the TV
show “Modern Families”)
b. the diversity of US life (as suggested by the widescale
immigration into the US)
-However, by the 1960’s, North American society, and other
Western societies, were displaying signs of DISORDER and
CHALLENGES to the existing order
(eg counter-culture, Civil rights movement, Quebec liberation
movement, women’s movement)
-and perhaps not surprisingly, just as these groups challenged
7. the existing social order,
There emerged new (Anti-) sociologies which challenged the
existing sociological order.
ANTI-SOCIOLOGY #1
ETHNOMETHODOLOGY
Questioning Sociology’s Scientific Authority
Just like the counter-culture started questioning the authority of
existing society in the 1960’s
A school of sociology, called Ethnomethodology’ started
questioning the authority of existing sociology in the 1960’s
QUESTIONING SOCIOLOGY’S “TRUTHS”
1. RE-THINKING THE FACTS OF ‘SUICIDE’
As we have seen already in this course, Durkheim founded
sociology as a science, because he was the first to use ‘social
statistics’ (eg on crime, health, suicide) as facts.
But as we will now see, the ethnomethodologists show that the
foundations of this sociological ‘expertise’ and ‘authority’ are
problematic.
a. Atkinson on the interpretive foundations of ‘suicide
statistics’
8. This is because when one examines these ‘facts’ of suicide, one
discovers that they are not ‘facts’ at all.
Instead they are interpretations.
Not only that, but they are interpretations based on our shared
‘common sense reasoning’
Atkinson’s study shows this by looking at the process by which
coroners compile ‘official statistics on suicide’
Typically, one of the tasks of a coroner when there is a
‘suspicious’ death is to examine the ‘cause’ of death
Thus typically, the coroner’s role is to get the ‘facts’ on cause
of death.
Equally importantly, the statistics that the coroner produces are
seen as facts by most people
However, what Atkinson discovered in his empirical analysis of
Coroners is that the ‘facts that coroners produce are more like
judicial verdicts
That is, the coroner has to interpret what has occurred
He has to weigh up all the evidence that he obtains
And then he has to use his common sense to make a decision
Moreover, there is no official algorithm for helping him to
‘weigh’ up all this different evidence
Atkinson’s research showed in fine detail, HOW the coroner
9. went about his job
And what types of common sense ‘clues’ he looked for
i. Presence or absence of a suicide note (genuine versus fake
note issue)
Ii Mode of death (road deaths usually not suicides, hangings
are; but there are exceptions)
Equivocal deaths (drug overdoses)
Drowning (did he fold his clothes? Folded clothes often point
to a suicide)
Iii location of death (in the bush, in the bedroom re overdoses)
iv. circumstances of death (death via tablet overdose;
prescription more likely means not suicide, stolen pills more
likely a suicide)
v life history of suspect (did his parents die young? Did he
come from a single parent family? Did he escape to the army?
Did he switch jobs a lot?)
vi recent mental condition (how had he been feeling recently?)
All these factors, and others the coroner takes into account
when making his decision.
But then he has to transform these ‘pieces of evidence’ into a
‘fact’
And that is his final ‘interpretation’ (on top of all the other
10. interpretations that are part of the evidence)
Yet, when sociologists look to carry out their research (eg on
suicide) they simply treat these statistics as ‘facts’ not
interpretations.
And that should be a major problem for traditional sociology
II RE-THINKING THE “FACTS OF GENDER
Throughout most of its history, sociology had assumed that
social life is divided into two genders.
Not only that, it had assumed that gender is an obvious ‘fact’.
And they assumed this ‘fact to be so obvious, that when
sociologists carried out their questionnaires, they simply asked
‘male or female’.
Garfinkel on the ‘facts’ of gender; sexuality’ as a common
sense accomplishment –
What Garfinkel’s study shows quite nicely, is that what
previous sociologists saw as ‘factual’ can also be the product of
‘common sense reasoning’.
That in our society, ‘sexuality’ is not decided biologically, but
socially
That is, if you act male, look male, and say you are male, (or
female), then society will accept this sexuality
(this introduces the notion that society typically accepts things
‘for all practical purposes)
11. -And thus as we will see, some people can exploit this nature of
social life to ‘accomplish sexuality’
-But the study of ‘Agnes’ is not only an interesting study for
what it says about the ‘common sense’ rather than ‘scientific’
character of much prior sociology;
but it is also insightful because it provides a much more
sophisticated understanding of the notion of the social ‘self’
than does Goffman’s ‘dramaturgical approach.
-It is the study of how ‘sexuality’ is presented in everyday life.
-But as we will see, the problem with Agnes is that the back
stage is as problematic as the front stage.
And the implication from this is that everyone is working on
their ‘self’, whether it be front or back stage. That is, there is
no time out.
-Moreover, it shows us how what many of us common sensically
think of as being ‘natural’ (eg gender) is actually social.
-It shows us quite nicely how ‘reality’ itself is socially
constructed
-and it makes us question what we understand as ‘social
reality’, itself.
So let us take a quick look at Garfinkel’s study of Agnes
-What is so interesting about this study is that Agnes displays
how ‘social reality’ is ongoingly accomplished, through her
skilful use of common sense reasoning.
12. -When Garfinkel first met Agnes, she looked like a very
attractive 19 year old woman.
-however, she had come to LA for an operation to correct what
she called her ‘defective’ body.
-That is, she had been born with male genitals and had been
raised a boy until her mid-teens.
-In order to get her operation, Agnes had to agree to attend
sessions with Garfinkel.
-Here he discovered how Agnes was creating a ‘self’ which was
accepted by everyone, as ‘female’.
-but this could not be done, as Goffman implies, by utilizing a
‘back stage’ first and then presenting the preferred ‘self’ on the
front stage.
-This was because the ‘back stage’ was just as problematic as
the front stage.
-Agnes never had a ‘time out’, she was always ‘learning’ how to
act like a ‘lady’ but she never knew the rules of this ‘game’
-Thus she was always ‘improvising’ in order to PASS as a
woman. (Rod Michalko)
-eg with her boyfriend, with her boyfriend’s mother,
-And this passing had to be accomplished on a moment by
moment, second by second basis (with no time outs)
She accomplished this by using a number of ‘ethno-methods’
13. for accomplishing social life (and these ‘methods’ are general,
socially available methods, that any competent member - like
yourself - can access)
1. Basics
Sitting like a woman
Walking like a woman
Talking like a woman
‘carrying books like a girl’ problem!
2. Avoiding disclosure of her ‘secret’
-not driving her car
-planning in advance all activities
eg medical exam (modesty excuse)
-pre-job urine test (get a friend’s)
-going to the beach (ensuring the appropriate change room)
3. letting the surrounding talk guide her
· talking in euphemisms and generalities (so as never to be
pinned down on any specifics)
· giving normal, not truthful answers (giving answers which she
hopes are ‘socially acceptable to the people she is speaking to)
· giving off an air of carelessness (so as to help disguise any
suggestion that she might be having problems)
In other words, Agnes shows that our world of social reality is a
‘for all practical purposes’ type of world.
-That is, it is maintained by people acting together to produce a
‘for all practical purposes’ sense of social reality, where people
who ‘common sensically’ produce themselves in a certain way
are ‘accepted’ as such.
But the ethnomethodologists did not just question the ‘facts’
14. that other sociologists had simply taken for granted,
They also identified major problems with all the previous
MICRO-SOCIOLOGIES
-Revised October 6th 2014