SOC121 Writing Assignment 1 Instructions 1 The goal of field o.docx
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SOC121 Writing Assignment 1 Instructions 1 The goal of field observation is to obtain “thick descriptions” (as described by Clifford Geertz in The Interpretation of Cultures) of a setting or group from the perspective of the participants, and to explain what you observe using insights from the sociological perspective. Observe the activities at a public place for two hours. Choose a place where you do not need to ask permission to stay and will not get in trouble for observing what is going on. This can be a coffee shop, a farmer’s market, a mall, a religious service, a train station, a courtroom, etc. Avoid schools, hospitals, anything on a military base, or any other restricted place. Make sure to go at a time when there will be a lot of activity. Take some notes about what is happening: What does this place look like? How is it organized spatially? Who comes here? What do they do? How do people interact with each other? What kind of conversations go on? Are there any subgroups? How do people handle unexpected or upsetting situations? Write a narrative summary of your notes describing what you experienced. Then, explain how each of the three sociological perspectives (structural-functionalism, symbolic interactionism, and social conflict) would analyze what you say. Your description of your observation should represent about 50% of your paper and your analysis another 50%, divided evenly between the three perspectives. At the end of your paper, discuss which perspective you think is the best suited to analyze your observation and why you think so. Whenever appropriate, link the information you present to concepts, theories, facts, and core values of “community and social justice” from the course. You may use additional resources, provided they are appropriately cited. You are required to use the American Sociological Association (ASA) formatting style to format your paper and sources. Information on ASA is available in the course under Resources. For additional information on plagiarism, click here to view a 15-minute video lesson by Dr. Patricia Campion. You will be prompted to enter your SLU Portal username and password to gain access to the video. Once the video starts playing (may take a few minutes to load), forward it to Slide 28 titled, “Am I Plagiarizing? Why, or why not?” and view through Slide 195. The paper will be a minimum of seven (7) pages in length and include a title page and a reference page, using a standard 12-point font. You may use additional resources, provided they are appropriately cited. You are required to use the American Sociological Association (ASA) formatting style to format your paper and sources. Information on ASA is available in the course under Resources. This assignment is due no later than Sunday 11:59 PM EST/EDT of Module 4. This assignment will be automatically submitted to Turnitin via the Dropbox to verify its originality. How to choose a setting or group: For this project,.
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Recommended
Empathy Field Guide - Stanford DSchool
Some techniques, tools and tips for the Empathy phase of Design Thinking.
Content created by Stanford D.School
This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.
To view a copy of this license, visit
http://creativecommons.org/licenses/by-nc-sa/3.0/
SO308 Principles of Social ResearchData Analysis 4 Interview.docx
SO308 Principles of Social Research
Data Analysis 4: Interview
Directions:
Choose one participant that will agree to an administration of the interview schedule.
Find a quiet and comfortable place that sets your participant as ease. Remember not to deviate from the set interview schedule (although you can give minimal responses to requests for clarification or use neutral prompts or probes to get them going or keep them on track). Give your participant a pseudonym and record no information that could lead to their unique identification. Take detailed and exhaustive notes! Record everything because you may not realize that something is important until after the fact. Remember that the purpose of these content analyses is to gather data about how members of different groups think about, talk about, behave toward, or otherwise respond to another. You don’t have to record information that does not pertain to our purpose, but do record everything that may shed light on our research topic!
Take detailed notes during the interview. Include what they said and how they said it [important body language, pauses, and other non-verbal expressions should be noted in square brackets]. Find a quite place as soon after the interview is concluded to record your notes into this form. Clean your notes by removing your shorthand and explaining every detail. Remember that these notes need to be understandable on their own. Include everything and add additional details as you recall them. When you add detail after the fact in this first pass, use “Bright Green” text to distinguish it from your first observations.
Then set your notes aside for about 24 hours so that you can think about them some more. Make a third pass through your notes and use “Blue” text to distinguish these subsequent reflections from your first observations and your initial additions. It is important to make these distinctions clear because your understanding of the interview may change with time. Do not worry if your first, second, and third passes through your data agree with one another. Again, your perspective may change. It is important that you do not delete previous notes, but merely add to them each time through.
Finally, in all three passes, be careful to distinguish between what was said and your interpretation of what was said. Actual descriptions should be recorded in regular text (in the appropriate color), but your interpretations, opinions, and inferences from the data should be italicized. Try to maintain this “fact-value” distinction as carefully as you can (although it is impossible to be perfect in this regard). You can use as many pages for your notes as you need. This document will expand to make room. But please be conscientious about recording everything, including your reactions as the interviewer! Good luck and have fun!
INTERVIEW NOTES
Data Collector ID:
Location of Interview:
Date:
Time:
Duration of Interview:
Description of S.
Note taking 101
1) Taking notes, even with a perfect memory, is important for organizing information from meetings and supporting claims. People forget most meeting content within a month.
2) Notes should be taken with pen and paper rather than devices, as devices create barriers and paper allows easier manipulation of notes.
3) Active listening is key to effective note-taking. Listen for cues on importance and ask clarifying questions. Take verbatim quotes and keywords.
SO308 Principles of Social ResearchData Analysis 4 Interview.docx
SO308 Principles of Social Research
Data Analysis 4: Interview
Directions:
Choose one participant that will agree to an administration of the interview schedule.
Find a quiet and comfortable place that sets your participant as ease. Remember not to deviate from the set interview schedule (although you can give minimal responses to requests for clarification or use neutral prompts or probes to get them going or keep them on track). Give your participant a pseudonym and record no information that could lead to their unique identification. Take detailed and exhaustive notes! Record everything because you may not realize that something is important until after the fact. Remember that the purpose of these content analyses is to gather data about how members of different groups think about, talk about, behave toward, or otherwise respond to another. You don’t have to record information that does not pertain to our purpose, but do record everything that may shed light on our research topic!
Take detailed notes during the interview. Include what they said and how they said it [important body language, pauses, and other non-verbal expressions should be noted in square brackets]. Find a quite place as soon after the interview is concluded to record your notes into this form. Clean your notes by removing your shorthand and explaining every detail. Remember that these notes need to be understandable on their own. Include everything and add additional details as you recall them. When you add detail after the fact in this first pass, use “Bright Green” text to distinguish it from your first observations.
Then set your notes aside for about 24 hours so that you can think about them some more. Make a third pass through your notes and use “Blue” text to distinguish these subsequent reflections from your first observations and your initial additions. It is important to make these distinctions clear because your understanding of the interview may change with time. Do not worry if your first, second, and third passes through your data agree with one another. Again, your perspective may change. It is important that you do not delete previous notes, but merely add to them each time through.
Finally, in all three passes, be careful to distinguish between what was said and your interpretation of what was said. Actual descriptions should be recorded in regular text (in the appropriate color), but your interpretations, opinions, and inferences from the data should be italicized. Try to maintain this “fact-value” distinction as carefully as you can (although it is impossible to be perfect in this regard). You can use as many pages for your notes as you need. This document will expand to make room. But please be conscientious about recording everything, including your reactions as the interviewer! Good luck and have fun!
INTERVIEW NOTES
Data Collector ID:
Location of Interview:
Date:
Time:
Duration of Interview:
Description of S.
Who has the most power to influence the U.S. government How do y.docx
Who has the most power to influence the U.S. government? How do you know? What powers do they have and where did those powers come from? Is their power legitimate? Why or why not? What checks exist to limit their power?
Papers should include a clear thesis statement. A minimum of two sources must be cited in APA format—be sure to include both in-text citations and a works cited page. Do not use material from any source without citing it; this is an example of plagiarism.
Rubric:
Thoroughly and clearly responds to all questions in prompt within page limit
Includes a clear thesis statement that explains the argument being made
Supporting evidence is factually accurate
Includes proper APA citations for sources used (minimum of two sources must be used)
Uses proper spelling, grammar, and punctuation
You can address :
· A particular branch of government (executive, legislative, or judicial)
· Interest groups
· The people
· Political parties
· The constitution
· The President
Global Organization Outline
1. Introduction
1. Main Claim: I think that my room projects that my interests are on playing computer games and using social media since I bought a set of devices specifically for playing computer games.
2. Contextualizing My Argument
1. Background Information: Does the popularity of the internet caused a negative effect on teenagers, such as the internet make people addicted to the game and social media. COR: Rebuttal: Poor self-control ability of people will cause them to indulge in the online world and waste their time and neglect their studies or works.
3. Reason 1: Because the most conspicuous thing in my room is my Alienware Laptop, there are lots of colorful lights on the laptop, this makes that looks like it’s designed for gaming. When I spend too much time on the computer, people will worry about my mental health, because I may be addicted to games and social networks, and unwilling to go outside and interact with people.
1. Grounds: “RSPH and the Young Health Movement (YHM) published a report examining the positive and negative effects of social media on young people’s health, including a list of social media platforms according to their impact on young people’s mental health” (Krietz). Warrants: Social media, video games are a way to interact with people and maintain friendship with others. “students claimed that it gave them more self-confidence, improved their relationships, and even made them more socially conscious” (Beasley).
2. I spend a lot of time and money on playing games such as GTA 5, Rainbow 6, and spend a lot of time on social media such as Instagram, Snapchat...
4. Reason 2: My room layout makes me easily distracted by other things.
1. Grounds: because most of the space of my desk is occupied by my laptop, keyboard, mouse, and headphone...
2. Grounds: I have many games or anime pictures on my wall.
3. Grounds: Sometimes, when I decide to turn on the computer to study o.
Who has the most power to influence the U.S. government How do y.docx
Who has the most power to influence the U.S. government? How do you know? What powers do they have and where did those powers come from? Is their power legitimate? Why or why not? What checks exist to limit their power?
Papers should include a clear thesis statement. A minimum of two sources must be cited in APA format—be sure to include both in-text citations and a works cited page. Do not use material from any source without citing it; this is an example of plagiarism.
Rubric:
Thoroughly and clearly responds to all questions in prompt within page limit
Includes a clear thesis statement that explains the argument being made
Supporting evidence is factually accurate
Includes proper APA citations for sources used (minimum of two sources must be used)
Uses proper spelling, grammar, and punctuation
You can address :
· A particular branch of government (executive, legislative, or judicial)
· Interest groups
· The people
· Political parties
· The constitution
· The President
Global Organization Outline
1. Introduction
1. Main Claim: I think that my room projects that my interests are on playing computer games and using social media since I bought a set of devices specifically for playing computer games.
2. Contextualizing My Argument
1. Background Information: Does the popularity of the internet caused a negative effect on teenagers, such as the internet make people addicted to the game and social media. COR: Rebuttal: Poor self-control ability of people will cause them to indulge in the online world and waste their time and neglect their studies or works.
3. Reason 1: Because the most conspicuous thing in my room is my Alienware Laptop, there are lots of colorful lights on the laptop, this makes that looks like it’s designed for gaming. When I spend too much time on the computer, people will worry about my mental health, because I may be addicted to games and social networks, and unwilling to go outside and interact with people.
1. Grounds: “RSPH and the Young Health Movement (YHM) published a report examining the positive and negative effects of social media on young people’s health, including a list of social media platforms according to their impact on young people’s mental health” (Krietz). Warrants: Social media, video games are a way to interact with people and maintain friendship with others. “students claimed that it gave them more self-confidence, improved their relationships, and even made them more socially conscious” (Beasley).
2. I spend a lot of time and money on playing games such as GTA 5, Rainbow 6, and spend a lot of time on social media such as Instagram, Snapchat...
4. Reason 2: My room layout makes me easily distracted by other things.
1. Grounds: because most of the space of my desk is occupied by my laptop, keyboard, mouse, and headphone...
2. Grounds: I have many games or anime pictures on my wall.
3. Grounds: Sometimes, when I decide to turn on the computer to study o ...
Fieldnote Workshop
A workshop that I presented to my research team at OHSU on writing more analytically productive observation fieldnotes. I sadly had to remove the examples to upload it publicly.
Phase 1 Understanding users & interaction1- phas 1- example.pdf.docx
Phase 1 Understanding users & interaction/1- phas 1- example.pdf
Phase 1 Understanding users & interaction/2- COMP325B 2014 Project Phase I - Understanding users & interaction.pdf
COMP325B
2014
Project
Phase
I
Due
Friday,
15
August
2014
Designing
a
system
to
help
people
brand
their
personal
identity
Who are you? A cool-as designer, a surfer dude, a sports star, a coder, a book-loving
geek? Who am I? An intellectual, an existentialist writer, a dancer?
Throughout our lives we express our personal identity in many different ways.
Sometimes this is through direct interaction with people, but more and more we
present ourselves online via digital media. We tweet how we feel about that person
who ‘stole our’ car park from us, post our dream holiday destination on Facebook,
compose songs, design invitations, manipulate photos – all using digital software.
Some of this expression results in permanent artefacts – photos, recorded music –
other things are more temporary – phone conversations with friends, live music.
Your task, this semester, is to design a system that will help people to brand their
personal identity. Phase I of this project involves understanding how people currently
deal with their personal expression. The aim of the activities in this phase of the
project is for you to immerse yourself in the real-world context and issues involved in
producing, managing, and sharing expression of personal identity, both online and in
the real world/offline.
You can interpret ‘expression of personal identity’ very broadly. Some things you
consider might be active presentations of an artistic nature such as music, art or
writing. Other aspects of personal identity might be happening more subconsciously
such as the choice what food to eat, what sports to play or which friends to have;
people might not perceive this as expression of their personal identity, nevertheless it
forms a big part of it.
This understanding of context should be deep enough to prepare you to perform a
detailed design of a system to support people in producing, managing and expressing
their personal identity; the system should enable users to ‘brand their personal
identity’. You will create and evaluate this design in Phase II. In Phase III, you will
implement and evaluate a proof-of-concept prototype of the Phase II design.
Phase I consists of 5 steps. There are deliverables associated with each of these steps.
Step
1:
Self-‐observation
and
self-‐interview:
how
do
you
express
your
own
identity?
In this step, you will analyse your own behaviour in expressing your personal
identity: the strategies, applications, and resources that you use. Note that you might,
or might not, have previously thought of yourself as expressing or branding your
personal identity; here, we’re defining personal id.
Recommended
Empathy Field Guide - Stanford DSchool
Some techniques, tools and tips for the Empathy phase of Design Thinking.
Content created by Stanford D.School
This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.
To view a copy of this license, visit
http://creativecommons.org/licenses/by-nc-sa/3.0/
SO308 Principles of Social ResearchData Analysis 4 Interview.docx
SO308 Principles of Social Research
Data Analysis 4: Interview
Directions:
Choose one participant that will agree to an administration of the interview schedule.
Find a quiet and comfortable place that sets your participant as ease. Remember not to deviate from the set interview schedule (although you can give minimal responses to requests for clarification or use neutral prompts or probes to get them going or keep them on track). Give your participant a pseudonym and record no information that could lead to their unique identification. Take detailed and exhaustive notes! Record everything because you may not realize that something is important until after the fact. Remember that the purpose of these content analyses is to gather data about how members of different groups think about, talk about, behave toward, or otherwise respond to another. You don’t have to record information that does not pertain to our purpose, but do record everything that may shed light on our research topic!
Take detailed notes during the interview. Include what they said and how they said it [important body language, pauses, and other non-verbal expressions should be noted in square brackets]. Find a quite place as soon after the interview is concluded to record your notes into this form. Clean your notes by removing your shorthand and explaining every detail. Remember that these notes need to be understandable on their own. Include everything and add additional details as you recall them. When you add detail after the fact in this first pass, use “Bright Green” text to distinguish it from your first observations.
Then set your notes aside for about 24 hours so that you can think about them some more. Make a third pass through your notes and use “Blue” text to distinguish these subsequent reflections from your first observations and your initial additions. It is important to make these distinctions clear because your understanding of the interview may change with time. Do not worry if your first, second, and third passes through your data agree with one another. Again, your perspective may change. It is important that you do not delete previous notes, but merely add to them each time through.
Finally, in all three passes, be careful to distinguish between what was said and your interpretation of what was said. Actual descriptions should be recorded in regular text (in the appropriate color), but your interpretations, opinions, and inferences from the data should be italicized. Try to maintain this “fact-value” distinction as carefully as you can (although it is impossible to be perfect in this regard). You can use as many pages for your notes as you need. This document will expand to make room. But please be conscientious about recording everything, including your reactions as the interviewer! Good luck and have fun!
INTERVIEW NOTES
Data Collector ID:
Location of Interview:
Date:
Time:
Duration of Interview:
Description of S.
Note taking 101
1) Taking notes, even with a perfect memory, is important for organizing information from meetings and supporting claims. People forget most meeting content within a month.
2) Notes should be taken with pen and paper rather than devices, as devices create barriers and paper allows easier manipulation of notes.
3) Active listening is key to effective note-taking. Listen for cues on importance and ask clarifying questions. Take verbatim quotes and keywords.
SO308 Principles of Social ResearchData Analysis 4 Interview.docx
SO308 Principles of Social Research
Data Analysis 4: Interview
Directions:
Choose one participant that will agree to an administration of the interview schedule.
Find a quiet and comfortable place that sets your participant as ease. Remember not to deviate from the set interview schedule (although you can give minimal responses to requests for clarification or use neutral prompts or probes to get them going or keep them on track). Give your participant a pseudonym and record no information that could lead to their unique identification. Take detailed and exhaustive notes! Record everything because you may not realize that something is important until after the fact. Remember that the purpose of these content analyses is to gather data about how members of different groups think about, talk about, behave toward, or otherwise respond to another. You don’t have to record information that does not pertain to our purpose, but do record everything that may shed light on our research topic!
Take detailed notes during the interview. Include what they said and how they said it [important body language, pauses, and other non-verbal expressions should be noted in square brackets]. Find a quite place as soon after the interview is concluded to record your notes into this form. Clean your notes by removing your shorthand and explaining every detail. Remember that these notes need to be understandable on their own. Include everything and add additional details as you recall them. When you add detail after the fact in this first pass, use “Bright Green” text to distinguish it from your first observations.
Then set your notes aside for about 24 hours so that you can think about them some more. Make a third pass through your notes and use “Blue” text to distinguish these subsequent reflections from your first observations and your initial additions. It is important to make these distinctions clear because your understanding of the interview may change with time. Do not worry if your first, second, and third passes through your data agree with one another. Again, your perspective may change. It is important that you do not delete previous notes, but merely add to them each time through.
Finally, in all three passes, be careful to distinguish between what was said and your interpretation of what was said. Actual descriptions should be recorded in regular text (in the appropriate color), but your interpretations, opinions, and inferences from the data should be italicized. Try to maintain this “fact-value” distinction as carefully as you can (although it is impossible to be perfect in this regard). You can use as many pages for your notes as you need. This document will expand to make room. But please be conscientious about recording everything, including your reactions as the interviewer! Good luck and have fun!
INTERVIEW NOTES
Data Collector ID:
Location of Interview:
Date:
Time:
Duration of Interview:
Description of S.
Who has the most power to influence the U.S. government How do y.docx
Who has the most power to influence the U.S. government? How do you know? What powers do they have and where did those powers come from? Is their power legitimate? Why or why not? What checks exist to limit their power?
Papers should include a clear thesis statement. A minimum of two sources must be cited in APA format—be sure to include both in-text citations and a works cited page. Do not use material from any source without citing it; this is an example of plagiarism.
Rubric:
Thoroughly and clearly responds to all questions in prompt within page limit
Includes a clear thesis statement that explains the argument being made
Supporting evidence is factually accurate
Includes proper APA citations for sources used (minimum of two sources must be used)
Uses proper spelling, grammar, and punctuation
You can address :
· A particular branch of government (executive, legislative, or judicial)
· Interest groups
· The people
· Political parties
· The constitution
· The President
Global Organization Outline
1. Introduction
1. Main Claim: I think that my room projects that my interests are on playing computer games and using social media since I bought a set of devices specifically for playing computer games.
2. Contextualizing My Argument
1. Background Information: Does the popularity of the internet caused a negative effect on teenagers, such as the internet make people addicted to the game and social media. COR: Rebuttal: Poor self-control ability of people will cause them to indulge in the online world and waste their time and neglect their studies or works.
3. Reason 1: Because the most conspicuous thing in my room is my Alienware Laptop, there are lots of colorful lights on the laptop, this makes that looks like it’s designed for gaming. When I spend too much time on the computer, people will worry about my mental health, because I may be addicted to games and social networks, and unwilling to go outside and interact with people.
1. Grounds: “RSPH and the Young Health Movement (YHM) published a report examining the positive and negative effects of social media on young people’s health, including a list of social media platforms according to their impact on young people’s mental health” (Krietz). Warrants: Social media, video games are a way to interact with people and maintain friendship with others. “students claimed that it gave them more self-confidence, improved their relationships, and even made them more socially conscious” (Beasley).
2. I spend a lot of time and money on playing games such as GTA 5, Rainbow 6, and spend a lot of time on social media such as Instagram, Snapchat...
4. Reason 2: My room layout makes me easily distracted by other things.
1. Grounds: because most of the space of my desk is occupied by my laptop, keyboard, mouse, and headphone...
2. Grounds: I have many games or anime pictures on my wall.
3. Grounds: Sometimes, when I decide to turn on the computer to study o.
Who has the most power to influence the U.S. government How do y.docx
Who has the most power to influence the U.S. government? How do you know? What powers do they have and where did those powers come from? Is their power legitimate? Why or why not? What checks exist to limit their power?
Papers should include a clear thesis statement. A minimum of two sources must be cited in APA format—be sure to include both in-text citations and a works cited page. Do not use material from any source without citing it; this is an example of plagiarism.
Rubric:
Thoroughly and clearly responds to all questions in prompt within page limit
Includes a clear thesis statement that explains the argument being made
Supporting evidence is factually accurate
Includes proper APA citations for sources used (minimum of two sources must be used)
Uses proper spelling, grammar, and punctuation
You can address :
· A particular branch of government (executive, legislative, or judicial)
· Interest groups
· The people
· Political parties
· The constitution
· The President
Global Organization Outline
1. Introduction
1. Main Claim: I think that my room projects that my interests are on playing computer games and using social media since I bought a set of devices specifically for playing computer games.
2. Contextualizing My Argument
1. Background Information: Does the popularity of the internet caused a negative effect on teenagers, such as the internet make people addicted to the game and social media. COR: Rebuttal: Poor self-control ability of people will cause them to indulge in the online world and waste their time and neglect their studies or works.
3. Reason 1: Because the most conspicuous thing in my room is my Alienware Laptop, there are lots of colorful lights on the laptop, this makes that looks like it’s designed for gaming. When I spend too much time on the computer, people will worry about my mental health, because I may be addicted to games and social networks, and unwilling to go outside and interact with people.
1. Grounds: “RSPH and the Young Health Movement (YHM) published a report examining the positive and negative effects of social media on young people’s health, including a list of social media platforms according to their impact on young people’s mental health” (Krietz). Warrants: Social media, video games are a way to interact with people and maintain friendship with others. “students claimed that it gave them more self-confidence, improved their relationships, and even made them more socially conscious” (Beasley).
2. I spend a lot of time and money on playing games such as GTA 5, Rainbow 6, and spend a lot of time on social media such as Instagram, Snapchat...
4. Reason 2: My room layout makes me easily distracted by other things.
1. Grounds: because most of the space of my desk is occupied by my laptop, keyboard, mouse, and headphone...
2. Grounds: I have many games or anime pictures on my wall.
3. Grounds: Sometimes, when I decide to turn on the computer to study o ...
Fieldnote Workshop
A workshop that I presented to my research team at OHSU on writing more analytically productive observation fieldnotes. I sadly had to remove the examples to upload it publicly.
Phase 1 Understanding users & interaction1- phas 1- example.pdf.docx
Phase 1 Understanding users & interaction/1- phas 1- example.pdf
Phase 1 Understanding users & interaction/2- COMP325B 2014 Project Phase I - Understanding users & interaction.pdf
COMP325B
2014
Project
Phase
I
Due
Friday,
15
August
2014
Designing
a
system
to
help
people
brand
their
personal
identity
Who are you? A cool-as designer, a surfer dude, a sports star, a coder, a book-loving
geek? Who am I? An intellectual, an existentialist writer, a dancer?
Throughout our lives we express our personal identity in many different ways.
Sometimes this is through direct interaction with people, but more and more we
present ourselves online via digital media. We tweet how we feel about that person
who ‘stole our’ car park from us, post our dream holiday destination on Facebook,
compose songs, design invitations, manipulate photos – all using digital software.
Some of this expression results in permanent artefacts – photos, recorded music –
other things are more temporary – phone conversations with friends, live music.
Your task, this semester, is to design a system that will help people to brand their
personal identity. Phase I of this project involves understanding how people currently
deal with their personal expression. The aim of the activities in this phase of the
project is for you to immerse yourself in the real-world context and issues involved in
producing, managing, and sharing expression of personal identity, both online and in
the real world/offline.
You can interpret ‘expression of personal identity’ very broadly. Some things you
consider might be active presentations of an artistic nature such as music, art or
writing. Other aspects of personal identity might be happening more subconsciously
such as the choice what food to eat, what sports to play or which friends to have;
people might not perceive this as expression of their personal identity, nevertheless it
forms a big part of it.
This understanding of context should be deep enough to prepare you to perform a
detailed design of a system to support people in producing, managing and expressing
their personal identity; the system should enable users to ‘brand their personal
identity’. You will create and evaluate this design in Phase II. In Phase III, you will
implement and evaluate a proof-of-concept prototype of the Phase II design.
Phase I consists of 5 steps. There are deliverables associated with each of these steps.
Step
1:
Self-‐observation
and
self-‐interview:
how
do
you
express
your
own
identity?
In this step, you will analyse your own behaviour in expressing your personal
identity: the strategies, applications, and resources that you use. Note that you might,
or might not, have previously thought of yourself as expressing or branding your
personal identity; here, we’re defining personal id.
IDp Lab 2010 2 Assignment
The document outlines an assignment to observe and understand the context of a neighborhood bodega. It provides guidance on tools and methods for conducting interviews and observations, such as cultural probes, user diaries, emotional maps, and guerrilla ethnography. The goals are to develop empathy, understand customer needs, and learn stories from stakeholders in order to inform future design work. Students are asked to document their findings and tools in a 5 minute multimedia presentation and explanation of their methodology.
IDp Lab/Co-operative 2010 Assignment 2
The document outlines an assignment to observe and understand the context of a neighborhood bodega. It provides guidance on tools and methods for conducting interviews and observations, such as cultural probes, user diaries, emotional maps, and guerrilla ethnography. The goals are to develop empathy, understand customer needs, and learn stories from stakeholders in order to inform future design work. Students are asked to document their findings and tools used in a 5 minute multimedia presentation and explanation of their methodology.
Writing and Research Strategies
This powerpoint is designed for graduate students interested in starting writing groups, as well as address some of the major issues facing these writers.
Empathy map
The document provides guidelines for conducting empathy interviews and creating empathy maps and problem statements as part of the design thinking process. It outlines best practices for interviewing such as asking open-ended questions, following up with "why" to get deeper insights, and listening more than talking. It also provides tips for creating empathy maps such as making inferences about people's thoughts and feelings based on their words. Finally, it instructs how to write problem statements in a specific format that identifies a stakeholder's need and provides insight into the root cause based on the empathy map. The overall goal is to understand people's perspectives through interviews and define problems related to redesigning the school-to-work transition.
PRACTICE #1 Practice Awareness SkillsInstructions for Practici.docx
The document provides instructions for students to practice their awareness and listening skills. It describes various challenges students can undertake, such as paying attention to conflict styles, noticing when they use "roadblocks" in communication, turning off their phone to focus on listening, or acknowledging people they don't normally talk to. For each challenge, students are asked to describe their experience, any insights gained, and how it relates to emotional intelligence. They are also instructed to write a paper reflecting on practicing their skills in interpersonal interactions, discussing the impact of using specific skills.
Chapters 3, 4, and 5
The document provides guidance on planning a fieldwork project, including developing research questions, determining participants and sampling strategies, and building trust with participants. It discusses important elements like obtaining consent, deciding who and how to interview, and presenting results. Specific tips for Japanese contexts include using introductions to find participants, as trust is borrowed through others. Developing relationships is emphasized over research ends. Honesty, keeping promises, and checking in with participants regularly are advised to build trusting relationships.
When you answered the questionnaire you were asked to indicate.docx
When you answered the questionnaire you were asked to indicate your preferences
regarding a number of different pairs of words or phrases. From analysing your
responses, certain themes can be identified. These themes can be used to suggest
the style and approach that you are likely to find most comfortable - something that
others may recognise as your ‘personality’.
Your personality, together with your values and your motivation, are core
components of your identity. Identity is something that continues to evolve
throughout our lives, but taking stock of who we think we are can be really useful
in helping us to recognise what we do and what we want to do – and to take
responsibility for our own future.
What follows in this report is a description
of your preferences. Remember though
that your preferences alone do not fully
define you; nor do they limit you. We are all
complex and adaptable beings who respond
to situations in a variety of ways which are
not always defined by our personality. A
knowledge of your ‘personality’ therefore
can only suggest ways in which you might
prefer to behave in a given situation. It does
not determine what you actually do.
Your Results
The style which is suggested
by your pattern of responses to
the questionnaire is described in
the following pages. Remember
that the name assigned to this
style is just a label to help you
to remember this complex set
of preferences. Such a label
sometimes suggests things that
were not intended so please
remember that it is not a definition
and it does not encapsulate the
complexity of your personality.
In this report you will see some
ideas and suggestions about
the implications of your set of
preferences.
When reading your results, do bear in mind that:
These are only suggestions and only define
what you seem most comfortable with - not
necessarily what you are good at.
Everyone can adapt his/her style to fit different circumstances - although some
people find it easier to adapt than others.Sometimes your answers do not give a clear-cut pattern and so the ideas and suggestions below may not always fit closely - so feel free to identify those that fit
and to question those that don’t.
If you find yourself questioning the accuracy of the report, before rejecting the
suggestions it can be useful to imagine that they are true for some part of your life.
Ask yourself where (specific situations) or
when (perhaps when you were younger)
they might be true - such an approach is
generally more useful.
1© Profiling for Success
People with this style are the most sociable of all the types.
Harmonisers need jobs that involve people and situations
where they can promote goodwill and co-operation. They are
energised by interaction and harmony and get their best ideas
through discussion with others. They abhor isolation and play
an extremely important role in humanising the workplace – by
remembering names, engaging in social .
Chapter 7 Qualitative Research Methodologies.ppt
This document discusses various approaches and methods used in qualitative research, specifically ethnographic fieldwork. It describes participant observation as the most common approach, where the researcher immerses themselves in a community to observe and participate in daily life. The researcher aims to gain insider perspectives while remaining an outsider observer. Data collection methods for ethnography include interviews, observations, diaries and letters. The document outlines different roles for researchers, from complete participation to complete observation. It also discusses other qualitative methods like photography, oral histories, ethnomethodology and dramaturgy. Important steps for fieldwork are planning, keeping field logs and notes, and writing reflective field diaries. Guidance is provided on conducting interviews and building trust with informants.
Josh_Brunsdon_Type Dynamics Indicator_Type at Work Report (1)
The document provides information about a personality assessment the author completed. It describes the author's preferences on various scales based on their responses. The author's preferences indicate they have an "Inspector" personality type, which suggests they prefer structure, order, and tangible results over flexibility, ambiguity, and abstract ideas. The report then provides further details about what this personality type implies for how the author prefers to work, contribute, manage time, and achieve goals. It emphasizes their preference for order, detail, structure, and seeing tasks through to completion.
Social responsibility includes intercultural competence, knowled.docx
Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers.
Intercultural competence includes
:
Knowledge of your own culture and how it has shaped your world view.
Knowledge of significant characteristics of other cultures.
Awareness of differences and similarities in cultures.
Ability to adjust your actions to successfully interact with someone of another culture.
How do we continuously improve our intercultural competence? First, by understanding that intercultural competence is complex, and it requires growing and maturing in three areas: mind set, heart set, and skill set.
Mindset
is the domain where as we learn and engage with others, we recognize similarities and differences. A growth mind set requires self-awareness and cultural awareness.
Heart set
is the domain where we learn to acknowledge, appreciate, and accept cultural differences. There are six dimensions to your heart set:
Self esteem
Self-monitoring
Empathy
Open mindedness
Reserved judgment
Social relaxation
Listening
Skill set
involves our intercultural agility; the ability to adjust your actions to successfully interact with someone of another culture. Specific skills include message skills, appropriate self-disclosure, behavioral flexibility, and interaction management.
Review the power point on eCampus, and watch the following videos:
Defining Intercultural Competence
https://www.youtube.com/watch?v=SJqBhLgSNQY
The danger of a single story | Chimamanda Ngozi Adichie
https://www.youtube.com/watch?v=D9Ihs241zeg
Engagement is the Answer! Cross-Cultural Lessons in Life and Psychology
Laura Johnson | TEDxUM
https://www.youtube.com/watch?v=l0x4GPNz4Ho
If I Could Change the World
https://www.youtube.com/watch?v=wuRURJ9E3iQ
Knowledge of civic responsibility includes:
Recognizing your civic responsibility to a specific community: locally, nationally, globally.
Identifying actions you will take as a citizen to address the pertinent issues within your community.
Engagement in a community includes:
Describing effective participation in civic engagement activities.
Understanding the purpose and benefits of your engagement in the community.
Intercultural Competence Questions
PART I
1. Define your culture. Include display rules (e.g., culturally accepted ways of communicating with others in your culture). Go beyond discussing food, dance, music, and holidays. What makes your culture special?
2. Discuss and record the things that you love about your culture. How has your culture
shaped your identity
and how you feel about your place in the world?
3. Discuss the misconceptions about your culture – what bothers you the most?
4. Discuss the contr.
Essay #3 Social Media EssayHow does social media (and your use .docx
Essay #3: Social Media Essay
How does social media (and your use of devices which allow you to access social media) affect your life, your relationships with friends and family, your experience and performance at school?
Write an essay in which you describe your experience with social media (either direct experience or what you've observed in friends/family). Discuss the effects of social media, and try to arrive at some conclusions that sum up your thoughts and feelings on this subject.
In your discussion, refer briefly to one or two of the authors we have read on this topic, using a relevant quotation (or paraphrase or summary). Incorporating ideas from these experts lets the reader know that you are a serious person and are aware of what other people are saying about this topic. It's also to give you some points to agree or disagree with. However, the focus of the essay should be on your ideas. This one is about you. The quotations or references to other authors are just to lend you a little credibility. (For examples, look at how Shirky and Pinker refer briefly to other published works.)
This is a reflective essay, not an argumentative essay, so you do not have to try to convince your reader to agree with your point of view. Cruser's "Cropped Out of My Own Fantasy" is probably the best example of the kind of essay you are meant to write, though yours should be more of an academic essay rather than a newspaper article.
For this essay, "social media" can refer to such services as Facebook, Twitter, Instagram, and so on, which are used to communicate and share information, ideas, updates, and life events with friends.
(Not a social media user? If you do not use social media, or if you were previously a user and have given it up, write about that. What is behind your decision not to engage? Did something happen? What is your reasoning? How does your non-use of social media affect your relationships with other people who do use it? Do you feel more or less connected, or differently connected? Explain. What are your thoughts about social media?)
Do not try to say everything you can think of about every kind of social media.
Do not simply summarize your experiences with social media. Choose examples for specific reasons.
Do not simply make a catalogue of "positive effects" and "negative effects."
Think about your experiences and think about what they mean. Use a couple of illustrative examples that you can describe in some detail and explore and explain. You might even choose just one major experience you have had (the time my life was saved/ruined by something that happened on Twitter!) and use that experience as a way into a meaningful exploration and discussion. Again: Cruser's "Cropped Out of My Own Fantasy" is probably the best example of the kind of essay you are meant to write, though yours should be more of an academic essay rather than a newspaper article.
Your grade will be based largely on the quality of your thinking. If you stick wi ...
Writing For Acceptance in Abstracts, Posters & Presentations
Slides for a skills workshop on conceptual and technical skills for writing non-fiction generally and abstracts for conference papers in particular. Activities and presenter notes are available.
Business communication-Case - How to Proofread like a Pro.doc
This document discusses the benefits of electronic reporting over hard-copy reporting. It provides examples of companies that use electronic reporting systems successfully, including Mrs. Fields, Mrs. Paul's, and FedEx. Mrs. Fields uses a computerized system in its stores to transmit sales and productivity reports electronically to headquarters. Mrs. Paul's uses a computerized system to monitor fish processing yields. FedEx uses satellite and computer technologies to track package locations and allow customers to view shipment status reports online. The document concludes that keeping stakeholders informed electronically is essential in today's global business environment.
MUSC 1033 Music Appreciation Sec. 104Dr. Matthew LuttrellGrou.docx
MUSC 1033: Music Appreciation Sec. 104 Dr. Matthew Luttrell
Group Assignment – Online
Your Assignment
Step One: Musicologists consistently argue over what should be considered a “classic” Rock n’ Roll song. Using the time periods of the 1970’s and 1980’s, choose ONE (1) song that you feel best represents what classic rock is. Be concise, do not plagiarize, and use your original thinking.
Step Two: Once you have completed this form, your information will be linked with another member of class. You are then required to compose a short rebuttal as to why YOUR selection is the most definitive representation of what classic rock is. I will assign the groups as required.
Please fill out the following form with the requested information.
Name of Song:
Original Artist:
Year:
Synopsis of lyrics (two sentence overview):
Reasoning why this is your definitive “classic” rock tune:
Other student’s song:
Original Artist:
Year:
Synopsis of lyrics (two sentence overview):
REBUTTAL as to why your definitive “classic” rock tune is a superior selection:
Background
Given the importance of international business today, and the fact that more and more people work as expatriates in other countries, it’s vital we understand differences in management approaches and styles. Many of the topics you’ll read about and explore in our course (e.g., motivation, decision making, teams, etc.) become even more important when working with those from different cultures. For example, a common motivation technique in the U.S. might involve creating a competition among groups for the best process improvement ideas. And, the winners might get a cash award or some other perk for their efforts. If you’re an American reading this, you might say “of course….this can be a good technique and I’ve experienced it myself.” But, this may not be the case in other cultures. Plus, what if you’re an American who’s managing Indonesian employees at your firm’s plant in that country? If you use this competition approach to motivation it could fall flat on its face and end up being de-motivating instead.
What might explain this difference? Why might such a technique not ‘travel’ across borders and cultures all that well? Let’s pursue the brief example above to illustrate. Research seems to show that Americans are more likely to be “individualists” – they are taught from childhood to stand out, take chances, and to showcase their abilities/self. (As a result, some have said they don’t work well in groups – if you’re a U.S. student, have you ever had the experience of people freeloading on group projects???). Some Latin and Asian cultures, however, have different views on this issue. They may have been taught to have close ties with groups their whole life, to be highly respectful of them, and work hard to fit in. Contrast this traditional Japanese saying: “The nail that sticks out get hammered down” with a common U.S. saying that .
UNDERSTAND mixtape
This document provides instructions for conducting user research through interviews and observations to gain empathy and insights. It outlines an 8-step process: 1) Prepare your team and schedule time for research. 2) Frame the work in a human-centered way focused on understanding users. 3) Launch the research with an energizing activity. 4) Conduct interviews and observations in the field. 5) Share findings visually and note tensions. 6) Synthesize insights and unexpected needs. 7) Recap learnings and plan next steps. 8) Integrate insights into the project and consider further ideation. The goal is to engage with real people, particularly target users, to gain new perspectives that can inspire novel solutions through a deeper understanding of user
PART IPeople Watching 101 – Naturalistic Observation.docx
PART I
People Watching 101 – Naturalistic Observation
Many people enjoy sitting and watching other people.
As a budding psychologist, you should know that this is how psychologists often discover what they would like to study in greater depth.
For this assignment, you will go out into a space where people are congregating and observe them for about 30 minutes.
This type of research is called naturalistic observation.
The goal of naturalistic observation is to watch a naturally occurring behavior and not change it in any way.
People should not know they are being watched; otherwise, they may not act naturally.
Bring a pad of paper along with you and take notes about the things that you find interesting.
Just try to be unobtrusive.
Choose one particular behavior to focus on and watch several people.
Make sure that you focus on one behavior to watch and take notes on the behavior.
Try to be objective.
Note the behavior, but try not to interpret it.
Once you have completed your observations, attempt to form a theory about human behavior based on the observations you made.
Can you say anything about people in general based on what you saw?
Did you see similarities in people’s behaviors?
Document your findings in a 2 to 3 page paper.
Address the following:
1.
Describe the setting and time period.
2.
Describe the specific behavior you observed
3.
How was the behavior measured?
4.
What theory can you develop resulting from the observation?
5.
Describe and provide rationale/support for your generalization.
PART II
Respond to the prompt below.
Follow APA guidelines and include a title page, citations, and references.
Please utilize LIRN to help you get started with your search.
You may visit the Academic Resource Center for a guide on how to utilize LIRN successfully.
Choose three concepts from Module 1 that you have found most interesting.
Your submission must be at least 2 pages in length. Complete the following:
Describe each concept.
Explain the application each has to modern psychology or ‘real life.’
.
Presentation skills
The document provides guidance on preparing and delivering effective presentations. It discusses objectives such as developing communication skills, improving research and delivery techniques, and increasing confidence. It recommends choosing a topic and key messages, creating an outline and visual aids, rehearsing, and anticipating questions. Tips are provided on posture, movement, facial expressions, voice, eye contact, and answering questions to help address nervousness and engage the audience. The overall aim is to organize content clearly and relax while delivering presentations with impact.
Learning Journals
Learning journals allow individuals to reflect on experiences and events in order to develop their understanding, knowledge, and behaviors. They provide a record of learning, a space for open thinking about experiences, and help identify opportunities for growth. Learning journals can take many forms, including blogs, paper diaries, word documents, audio diaries, photo diaries, and more. Entries typically describe significant incidents, discussions, questions that arise, and reflections on how to continue improving. While initially feeling pointless, sticking with journaling routines can lead to long-term benefits like articulating ideas, raising questions, seeing growth, and connecting to wider issues and opportunities.
UV0116 Rev. Mar. 11, 2016 This note was prepared by.docx
UV0116
Rev. Mar. 11, 2016
This note was prepared by Robert F. Bruner. Copyright © 2001 by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights
reserved. To order copies, send an e-mail to [email protected]dardenbusinesspublishing.com. No part of this publication may be reproduced, stored in a retrieval system, used in a
spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of the Darden School Foundation.
Note to the Student: How to Study and Discuss Cases
Get a good idea and stay with it. Dog it and work at it until it’s done, and done right.
—Walt Disney
You enroll in a case-method course, pick up the book of case studies or the stack of loose cases, and get
ready for the first class meeting. If this is your first experience with case discussions, the odds are that you are
clueless and a little anxious about how to prepare for this course. That is fairly normal, but something you
should try to break through quickly in order to gain the maximum benefit from your studies. Quick
breakthroughs come from a combination of good attitude, good “infrastructure,” and good execution—this
note offers some tips.
Good Attitude
Students learn best that which they teach themselves. Passive and mindless learning is ephemeral. Active,
mindful learning simply sticks. The case method makes learning sticky by placing you in situations that require
the invention of tools and concepts in your own terms. The most successful case-method students share a set of
characteristics that drive self teaching:
1. Personal initiative and self-reliance: Case studies rarely suggest how to proceed. Professors are more like
guides on a long hike: they can’t carry you, but they can show you the way. You must arrive at the
destination under your own power. You must figure out the case on your own. To teach yourself means
that you must sort ideas out in ways that make sense to you personally. To teach yourself is to give
yourself two gifts: the idea you are trying to learn and greater self-confidence in your own ability to
master the world.
2. Curiosity, a zest for exploration as an end in itself: Richard P. Feynman, who won the Nobel Prize in Physics
in 1965, was once asked whether his key discovery was worth it. He replied, “[The Nobel Prize is] a
pain in the [neck]… I don’t like honors.… The prize is the pleasure of finding the thing out, the kick
in the discovery, the observation that other people use it [my work]—those are the real things; the
honors are unreal to me.”1
3. A willingness to take risks: Risk taking is at the heart of all learning. Usually, one learns more from failures
than from successes. Banker Walter Wriston once said, “Good judgment comes from experience.
Experience comes from bad judgment.”
1 Richard P. Feynman, The Pleasure of Finding Things Out (Camb ...
DISC_Report
Shawn Kesling's DISC personality profile indicates a primary Dominant style with secondary Inspiring and Supportive traits, known as a D/IS blend. Some key points:
- Shawn is driven to motivate and influence others toward accomplishing goals.
- Strengths include high energy, cooperation, vision, handling multiple tasks and people, and making decisions.
- Potential blind spots could include a lack of detailed planning, lack of tact at times, ignoring others' opinions when trying to influence them, and acting before thinking things through.
- In communication, Shawn tends to get to the point quickly and persuasively while also enjoying discussion of ideas, but may grow impatient if not moving
Special education professionals need to create, safe, inclusive, .docx
Special education professionals need to create, "safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions." (CEC Initial Preparation Standards with Elaborations, Element 2.1)
Create a PowerPoint presentation that addresses the following questions for the inclusive, resource, self-contained, and online environments:
What are the advantages for students with and without disabilities?
What are the disadvantages for students with and without disabilities?
How can you ensure students with disabilities can be successful in this type of classroom?
The presentation must include a title slide, a reference slide, and speaker’s notes that detail what you would be saying during the presentation.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
.
Specify what can be done in each Systems Development Pro.docx
Specify what can be done in each
S
ystems
D
evelopment
P
rocess phase to mitigate the risk for each entry in the table. Be specific, but high-level in your mitigations. Most or all items will have something to check or do in each stage of the systems development process.
AREA OF SYSTEM
THREAT
Potential VUNERABILITY
CUSTOMERS USERS ACCOUNT UNAUTHORIZED ACCESS TO USER ACCT
EXTERNAL COMPANIES ACCESS External Companies products may be comprised
Kudler Fine Foods ACCESS Kudker's Products maybe compromised
This is for a customer rewrds program for Kudler Fine Foods.
.
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The document outlines an assignment to observe and understand the context of a neighborhood bodega. It provides guidance on tools and methods for conducting interviews and observations, such as cultural probes, user diaries, emotional maps, and guerrilla ethnography. The goals are to develop empathy, understand customer needs, and learn stories from stakeholders in order to inform future design work. Students are asked to document their findings and tools in a 5 minute multimedia presentation and explanation of their methodology.
IDp Lab/Co-operative 2010 Assignment 2
The document outlines an assignment to observe and understand the context of a neighborhood bodega. It provides guidance on tools and methods for conducting interviews and observations, such as cultural probes, user diaries, emotional maps, and guerrilla ethnography. The goals are to develop empathy, understand customer needs, and learn stories from stakeholders in order to inform future design work. Students are asked to document their findings and tools used in a 5 minute multimedia presentation and explanation of their methodology.
Writing and Research Strategies
This powerpoint is designed for graduate students interested in starting writing groups, as well as address some of the major issues facing these writers.
Empathy map
The document provides guidelines for conducting empathy interviews and creating empathy maps and problem statements as part of the design thinking process. It outlines best practices for interviewing such as asking open-ended questions, following up with "why" to get deeper insights, and listening more than talking. It also provides tips for creating empathy maps such as making inferences about people's thoughts and feelings based on their words. Finally, it instructs how to write problem statements in a specific format that identifies a stakeholder's need and provides insight into the root cause based on the empathy map. The overall goal is to understand people's perspectives through interviews and define problems related to redesigning the school-to-work transition.
PRACTICE #1 Practice Awareness SkillsInstructions for Practici.docx
The document provides instructions for students to practice their awareness and listening skills. It describes various challenges students can undertake, such as paying attention to conflict styles, noticing when they use "roadblocks" in communication, turning off their phone to focus on listening, or acknowledging people they don't normally talk to. For each challenge, students are asked to describe their experience, any insights gained, and how it relates to emotional intelligence. They are also instructed to write a paper reflecting on practicing their skills in interpersonal interactions, discussing the impact of using specific skills.
Chapters 3, 4, and 5
The document provides guidance on planning a fieldwork project, including developing research questions, determining participants and sampling strategies, and building trust with participants. It discusses important elements like obtaining consent, deciding who and how to interview, and presenting results. Specific tips for Japanese contexts include using introductions to find participants, as trust is borrowed through others. Developing relationships is emphasized over research ends. Honesty, keeping promises, and checking in with participants regularly are advised to build trusting relationships.
When you answered the questionnaire you were asked to indicate.docx
When you answered the questionnaire you were asked to indicate your preferences
regarding a number of different pairs of words or phrases. From analysing your
responses, certain themes can be identified. These themes can be used to suggest
the style and approach that you are likely to find most comfortable - something that
others may recognise as your ‘personality’.
Your personality, together with your values and your motivation, are core
components of your identity. Identity is something that continues to evolve
throughout our lives, but taking stock of who we think we are can be really useful
in helping us to recognise what we do and what we want to do – and to take
responsibility for our own future.
What follows in this report is a description
of your preferences. Remember though
that your preferences alone do not fully
define you; nor do they limit you. We are all
complex and adaptable beings who respond
to situations in a variety of ways which are
not always defined by our personality. A
knowledge of your ‘personality’ therefore
can only suggest ways in which you might
prefer to behave in a given situation. It does
not determine what you actually do.
Your Results
The style which is suggested
by your pattern of responses to
the questionnaire is described in
the following pages. Remember
that the name assigned to this
style is just a label to help you
to remember this complex set
of preferences. Such a label
sometimes suggests things that
were not intended so please
remember that it is not a definition
and it does not encapsulate the
complexity of your personality.
In this report you will see some
ideas and suggestions about
the implications of your set of
preferences.
When reading your results, do bear in mind that:
These are only suggestions and only define
what you seem most comfortable with - not
necessarily what you are good at.
Everyone can adapt his/her style to fit different circumstances - although some
people find it easier to adapt than others.Sometimes your answers do not give a clear-cut pattern and so the ideas and suggestions below may not always fit closely - so feel free to identify those that fit
and to question those that don’t.
If you find yourself questioning the accuracy of the report, before rejecting the
suggestions it can be useful to imagine that they are true for some part of your life.
Ask yourself where (specific situations) or
when (perhaps when you were younger)
they might be true - such an approach is
generally more useful.
1© Profiling for Success
People with this style are the most sociable of all the types.
Harmonisers need jobs that involve people and situations
where they can promote goodwill and co-operation. They are
energised by interaction and harmony and get their best ideas
through discussion with others. They abhor isolation and play
an extremely important role in humanising the workplace – by
remembering names, engaging in social .
Chapter 7 Qualitative Research Methodologies.ppt
This document discusses various approaches and methods used in qualitative research, specifically ethnographic fieldwork. It describes participant observation as the most common approach, where the researcher immerses themselves in a community to observe and participate in daily life. The researcher aims to gain insider perspectives while remaining an outsider observer. Data collection methods for ethnography include interviews, observations, diaries and letters. The document outlines different roles for researchers, from complete participation to complete observation. It also discusses other qualitative methods like photography, oral histories, ethnomethodology and dramaturgy. Important steps for fieldwork are planning, keeping field logs and notes, and writing reflective field diaries. Guidance is provided on conducting interviews and building trust with informants.
Josh_Brunsdon_Type Dynamics Indicator_Type at Work Report (1)
The document provides information about a personality assessment the author completed. It describes the author's preferences on various scales based on their responses. The author's preferences indicate they have an "Inspector" personality type, which suggests they prefer structure, order, and tangible results over flexibility, ambiguity, and abstract ideas. The report then provides further details about what this personality type implies for how the author prefers to work, contribute, manage time, and achieve goals. It emphasizes their preference for order, detail, structure, and seeing tasks through to completion.
Social responsibility includes intercultural competence, knowled.docx
Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers.
Intercultural competence includes
:
Knowledge of your own culture and how it has shaped your world view.
Knowledge of significant characteristics of other cultures.
Awareness of differences and similarities in cultures.
Ability to adjust your actions to successfully interact with someone of another culture.
How do we continuously improve our intercultural competence? First, by understanding that intercultural competence is complex, and it requires growing and maturing in three areas: mind set, heart set, and skill set.
Mindset
is the domain where as we learn and engage with others, we recognize similarities and differences. A growth mind set requires self-awareness and cultural awareness.
Heart set
is the domain where we learn to acknowledge, appreciate, and accept cultural differences. There are six dimensions to your heart set:
Self esteem
Self-monitoring
Empathy
Open mindedness
Reserved judgment
Social relaxation
Listening
Skill set
involves our intercultural agility; the ability to adjust your actions to successfully interact with someone of another culture. Specific skills include message skills, appropriate self-disclosure, behavioral flexibility, and interaction management.
Review the power point on eCampus, and watch the following videos:
Defining Intercultural Competence
https://www.youtube.com/watch?v=SJqBhLgSNQY
The danger of a single story | Chimamanda Ngozi Adichie
https://www.youtube.com/watch?v=D9Ihs241zeg
Engagement is the Answer! Cross-Cultural Lessons in Life and Psychology
Laura Johnson | TEDxUM
https://www.youtube.com/watch?v=l0x4GPNz4Ho
If I Could Change the World
https://www.youtube.com/watch?v=wuRURJ9E3iQ
Knowledge of civic responsibility includes:
Recognizing your civic responsibility to a specific community: locally, nationally, globally.
Identifying actions you will take as a citizen to address the pertinent issues within your community.
Engagement in a community includes:
Describing effective participation in civic engagement activities.
Understanding the purpose and benefits of your engagement in the community.
Intercultural Competence Questions
PART I
1. Define your culture. Include display rules (e.g., culturally accepted ways of communicating with others in your culture). Go beyond discussing food, dance, music, and holidays. What makes your culture special?
2. Discuss and record the things that you love about your culture. How has your culture
shaped your identity
and how you feel about your place in the world?
3. Discuss the misconceptions about your culture – what bothers you the most?
4. Discuss the contr.
Essay #3 Social Media EssayHow does social media (and your use .docx
Essay #3: Social Media Essay
How does social media (and your use of devices which allow you to access social media) affect your life, your relationships with friends and family, your experience and performance at school?
Write an essay in which you describe your experience with social media (either direct experience or what you've observed in friends/family). Discuss the effects of social media, and try to arrive at some conclusions that sum up your thoughts and feelings on this subject.
In your discussion, refer briefly to one or two of the authors we have read on this topic, using a relevant quotation (or paraphrase or summary). Incorporating ideas from these experts lets the reader know that you are a serious person and are aware of what other people are saying about this topic. It's also to give you some points to agree or disagree with. However, the focus of the essay should be on your ideas. This one is about you. The quotations or references to other authors are just to lend you a little credibility. (For examples, look at how Shirky and Pinker refer briefly to other published works.)
This is a reflective essay, not an argumentative essay, so you do not have to try to convince your reader to agree with your point of view. Cruser's "Cropped Out of My Own Fantasy" is probably the best example of the kind of essay you are meant to write, though yours should be more of an academic essay rather than a newspaper article.
For this essay, "social media" can refer to such services as Facebook, Twitter, Instagram, and so on, which are used to communicate and share information, ideas, updates, and life events with friends.
(Not a social media user? If you do not use social media, or if you were previously a user and have given it up, write about that. What is behind your decision not to engage? Did something happen? What is your reasoning? How does your non-use of social media affect your relationships with other people who do use it? Do you feel more or less connected, or differently connected? Explain. What are your thoughts about social media?)
Do not try to say everything you can think of about every kind of social media.
Do not simply summarize your experiences with social media. Choose examples for specific reasons.
Do not simply make a catalogue of "positive effects" and "negative effects."
Think about your experiences and think about what they mean. Use a couple of illustrative examples that you can describe in some detail and explore and explain. You might even choose just one major experience you have had (the time my life was saved/ruined by something that happened on Twitter!) and use that experience as a way into a meaningful exploration and discussion. Again: Cruser's "Cropped Out of My Own Fantasy" is probably the best example of the kind of essay you are meant to write, though yours should be more of an academic essay rather than a newspaper article.
Your grade will be based largely on the quality of your thinking. If you stick wi ...
Writing For Acceptance in Abstracts, Posters & Presentations
Slides for a skills workshop on conceptual and technical skills for writing non-fiction generally and abstracts for conference papers in particular. Activities and presenter notes are available.
Business communication-Case - How to Proofread like a Pro.doc
This document discusses the benefits of electronic reporting over hard-copy reporting. It provides examples of companies that use electronic reporting systems successfully, including Mrs. Fields, Mrs. Paul's, and FedEx. Mrs. Fields uses a computerized system in its stores to transmit sales and productivity reports electronically to headquarters. Mrs. Paul's uses a computerized system to monitor fish processing yields. FedEx uses satellite and computer technologies to track package locations and allow customers to view shipment status reports online. The document concludes that keeping stakeholders informed electronically is essential in today's global business environment.
MUSC 1033 Music Appreciation Sec. 104Dr. Matthew LuttrellGrou.docx
MUSC 1033: Music Appreciation Sec. 104 Dr. Matthew Luttrell
Group Assignment – Online
Your Assignment
Step One: Musicologists consistently argue over what should be considered a “classic” Rock n’ Roll song. Using the time periods of the 1970’s and 1980’s, choose ONE (1) song that you feel best represents what classic rock is. Be concise, do not plagiarize, and use your original thinking.
Step Two: Once you have completed this form, your information will be linked with another member of class. You are then required to compose a short rebuttal as to why YOUR selection is the most definitive representation of what classic rock is. I will assign the groups as required.
Please fill out the following form with the requested information.
Name of Song:
Original Artist:
Year:
Synopsis of lyrics (two sentence overview):
Reasoning why this is your definitive “classic” rock tune:
Other student’s song:
Original Artist:
Year:
Synopsis of lyrics (two sentence overview):
REBUTTAL as to why your definitive “classic” rock tune is a superior selection:
Background
Given the importance of international business today, and the fact that more and more people work as expatriates in other countries, it’s vital we understand differences in management approaches and styles. Many of the topics you’ll read about and explore in our course (e.g., motivation, decision making, teams, etc.) become even more important when working with those from different cultures. For example, a common motivation technique in the U.S. might involve creating a competition among groups for the best process improvement ideas. And, the winners might get a cash award or some other perk for their efforts. If you’re an American reading this, you might say “of course….this can be a good technique and I’ve experienced it myself.” But, this may not be the case in other cultures. Plus, what if you’re an American who’s managing Indonesian employees at your firm’s plant in that country? If you use this competition approach to motivation it could fall flat on its face and end up being de-motivating instead.
What might explain this difference? Why might such a technique not ‘travel’ across borders and cultures all that well? Let’s pursue the brief example above to illustrate. Research seems to show that Americans are more likely to be “individualists” – they are taught from childhood to stand out, take chances, and to showcase their abilities/self. (As a result, some have said they don’t work well in groups – if you’re a U.S. student, have you ever had the experience of people freeloading on group projects???). Some Latin and Asian cultures, however, have different views on this issue. They may have been taught to have close ties with groups their whole life, to be highly respectful of them, and work hard to fit in. Contrast this traditional Japanese saying: “The nail that sticks out get hammered down” with a common U.S. saying that .
UNDERSTAND mixtape
This document provides instructions for conducting user research through interviews and observations to gain empathy and insights. It outlines an 8-step process: 1) Prepare your team and schedule time for research. 2) Frame the work in a human-centered way focused on understanding users. 3) Launch the research with an energizing activity. 4) Conduct interviews and observations in the field. 5) Share findings visually and note tensions. 6) Synthesize insights and unexpected needs. 7) Recap learnings and plan next steps. 8) Integrate insights into the project and consider further ideation. The goal is to engage with real people, particularly target users, to gain new perspectives that can inspire novel solutions through a deeper understanding of user
PART IPeople Watching 101 – Naturalistic Observation.docx
PART I
People Watching 101 – Naturalistic Observation
Many people enjoy sitting and watching other people.
As a budding psychologist, you should know that this is how psychologists often discover what they would like to study in greater depth.
For this assignment, you will go out into a space where people are congregating and observe them for about 30 minutes.
This type of research is called naturalistic observation.
The goal of naturalistic observation is to watch a naturally occurring behavior and not change it in any way.
People should not know they are being watched; otherwise, they may not act naturally.
Bring a pad of paper along with you and take notes about the things that you find interesting.
Just try to be unobtrusive.
Choose one particular behavior to focus on and watch several people.
Make sure that you focus on one behavior to watch and take notes on the behavior.
Try to be objective.
Note the behavior, but try not to interpret it.
Once you have completed your observations, attempt to form a theory about human behavior based on the observations you made.
Can you say anything about people in general based on what you saw?
Did you see similarities in people’s behaviors?
Document your findings in a 2 to 3 page paper.
Address the following:
1.
Describe the setting and time period.
2.
Describe the specific behavior you observed
3.
How was the behavior measured?
4.
What theory can you develop resulting from the observation?
5.
Describe and provide rationale/support for your generalization.
PART II
Respond to the prompt below.
Follow APA guidelines and include a title page, citations, and references.
Please utilize LIRN to help you get started with your search.
You may visit the Academic Resource Center for a guide on how to utilize LIRN successfully.
Choose three concepts from Module 1 that you have found most interesting.
Your submission must be at least 2 pages in length. Complete the following:
Describe each concept.
Explain the application each has to modern psychology or ‘real life.’
.
Presentation skills
The document provides guidance on preparing and delivering effective presentations. It discusses objectives such as developing communication skills, improving research and delivery techniques, and increasing confidence. It recommends choosing a topic and key messages, creating an outline and visual aids, rehearsing, and anticipating questions. Tips are provided on posture, movement, facial expressions, voice, eye contact, and answering questions to help address nervousness and engage the audience. The overall aim is to organize content clearly and relax while delivering presentations with impact.
Learning Journals
Learning journals allow individuals to reflect on experiences and events in order to develop their understanding, knowledge, and behaviors. They provide a record of learning, a space for open thinking about experiences, and help identify opportunities for growth. Learning journals can take many forms, including blogs, paper diaries, word documents, audio diaries, photo diaries, and more. Entries typically describe significant incidents, discussions, questions that arise, and reflections on how to continue improving. While initially feeling pointless, sticking with journaling routines can lead to long-term benefits like articulating ideas, raising questions, seeing growth, and connecting to wider issues and opportunities.
UV0116 Rev. Mar. 11, 2016 This note was prepared by.docx
UV0116
Rev. Mar. 11, 2016
This note was prepared by Robert F. Bruner. Copyright © 2001 by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights
reserved. To order copies, send an e-mail to [email protected]dardenbusinesspublishing.com. No part of this publication may be reproduced, stored in a retrieval system, used in a
spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of the Darden School Foundation.
Note to the Student: How to Study and Discuss Cases
Get a good idea and stay with it. Dog it and work at it until it’s done, and done right.
—Walt Disney
You enroll in a case-method course, pick up the book of case studies or the stack of loose cases, and get
ready for the first class meeting. If this is your first experience with case discussions, the odds are that you are
clueless and a little anxious about how to prepare for this course. That is fairly normal, but something you
should try to break through quickly in order to gain the maximum benefit from your studies. Quick
breakthroughs come from a combination of good attitude, good “infrastructure,” and good execution—this
note offers some tips.
Good Attitude
Students learn best that which they teach themselves. Passive and mindless learning is ephemeral. Active,
mindful learning simply sticks. The case method makes learning sticky by placing you in situations that require
the invention of tools and concepts in your own terms. The most successful case-method students share a set of
characteristics that drive self teaching:
1. Personal initiative and self-reliance: Case studies rarely suggest how to proceed. Professors are more like
guides on a long hike: they can’t carry you, but they can show you the way. You must arrive at the
destination under your own power. You must figure out the case on your own. To teach yourself means
that you must sort ideas out in ways that make sense to you personally. To teach yourself is to give
yourself two gifts: the idea you are trying to learn and greater self-confidence in your own ability to
master the world.
2. Curiosity, a zest for exploration as an end in itself: Richard P. Feynman, who won the Nobel Prize in Physics
in 1965, was once asked whether his key discovery was worth it. He replied, “[The Nobel Prize is] a
pain in the [neck]… I don’t like honors.… The prize is the pleasure of finding the thing out, the kick
in the discovery, the observation that other people use it [my work]—those are the real things; the
honors are unreal to me.”1
3. A willingness to take risks: Risk taking is at the heart of all learning. Usually, one learns more from failures
than from successes. Banker Walter Wriston once said, “Good judgment comes from experience.
Experience comes from bad judgment.”
1 Richard P. Feynman, The Pleasure of Finding Things Out (Camb ...
DISC_Report
Shawn Kesling's DISC personality profile indicates a primary Dominant style with secondary Inspiring and Supportive traits, known as a D/IS blend. Some key points:
- Shawn is driven to motivate and influence others toward accomplishing goals.
- Strengths include high energy, cooperation, vision, handling multiple tasks and people, and making decisions.
- Potential blind spots could include a lack of detailed planning, lack of tact at times, ignoring others' opinions when trying to influence them, and acting before thinking things through.
- In communication, Shawn tends to get to the point quickly and persuasively while also enjoying discussion of ideas, but may grow impatient if not moving
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Activity:
Historically, North America was home to at least two species of large canids. The gray wolf, Canis lupus, existed in forests throughout most of North America, where they preyed on large ungulates such as elk and moose. The much smaller coyote, C. latrans, was restricted to the plains and deserts of central and western North America, where they fed on much smaller prey. Coyotes and wolves are easily distinguished by morphology. Since 1900, wolves have been almost completely extirpated in the United States, though populations still exist in Canada. In response to declines in wolf populations, coyotes dramatically increased their range northward and eastward. Coyotes also took advantage of concomitant losses in habitat due to deforestation and agriculture that turned forested areas into a more open habitat.
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Part I:
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Reference:
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APA style formatting
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http://www.bbc.co.uk/religion/religions/
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POINTS
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Presentation
Objectives:
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»
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Instructions
Assignment Files
Grading
Create
an 8- to 10-slide Microsoft
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Describe
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The concept of spatial organization
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Click
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Faculty Materials
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Part 1 – Social Roles and Status
Status
Identify the different statuses you hold in society, both ascribed and achieved.
Master Status
Identify your master status in society.
Social Roles
Describe the roles associated with the various statuses identified above.
Role conflict, strain, exit
Discuss a time when you experienced either role conflict, role strain, or role exit.
Groups
Identify one primary group and one secondary group to which you belong.
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Sociological imagination
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Sociology of Mental Health
Fall 2015
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Please respond to THREE of the following questions in essays 1.5 to 2 pages long.
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4) Karp and Sisson write, “I believe that one of the most important missions of sociology is to give voice…to the experiences of those whose voices and experiences would typically otherwise be blunted, marginalized…or simply ignored. If we want to understand how society works…we need particularly to listen well to the narratives of those who are too often powerless, marginalized, disenfranchised, and stigmatized (p. 4).” What do the narratives presented in Voices From the Inside tell us about how society works? Utilizing at least
two
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two
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In general, the responses will be evaluated as follows:
1) Each response should be written in an
essay
format (introduction, body and conclusion-writing matters!).
2) Incorporation of
specific examples
from the relevant texts (you should demonstrate that you have a solid grasp of the material by drawing on the texts to support your claim, argument or analysis). If you pull an exact quote from one of our readings, you must include the author’s last name, year of publication and page number. For exam.
Social scientists have proposed a number of theories to explain juve.docx
Social scientists have proposed a number of theories to explain juvenile delinquency. Each has its own strengths and weaknesses.
Top 10 Young Killers
Mirian Calin
May 14, 2011
A number of child killings have been recorded throughout the years. These often have involved disturbing acts one can hardly imagine a child suffering through. These cases are becoming more controversial as the number of child killings increases every year. However, what happens if that innocent and vulnerable-looking child is the one responsible for the abduction and murders in your neighborhood? Would you believe the accusations made of someone so young? Could a child really commit such crimes? These are not your typical childish crimes of stealing toys from a friend, or bullying a schoolmate. This is the list for the top 10 young killers. There is a small amount of overlap from the list of evil children, for the sake of including people that really do deserve to be on this list.
10
Eric Smith
January 22, 1980
“You may think I’m a threat to the well-being of society. And I can understand why you would feel that way. The fact is that I’m not. I’d be an asset to society.”
At 13, Eric Smith was bullied because of his thick glasses, freckles, long red hair and one other quality: He had protruding, elongated ears. These were believed to be a side effect of medicine his mother had taken for her epilepsy when she was pregnant. Police charged Smith with the murder of a four-year-old boy named Derrick Robie. The younger child had been strangled, had large rocks dropped on his head, and had been sodomized with a small stick. When asked why he did it, Smith cannot give a definite answer. A psychiatrist diagnosed Smith with intermittent explosive disorder, a condition in which a person cannot control inner rage. Smith was convicted and went to prison. As of today, he’s been in prison for six years and has been denied parole five times.
Get a closer look at the disturbed mind of a killer with
Serial Killers: The Method and Madness of Monsters
at
Amazon.com!
9
Joshua Phillips
March 17, 1984
“There should be a sensitivity to the fact that a 14-year-old is not a little adult.” – Florida Governor Jeb Bush
What started as a regular room cleaning ended with the conviction of a 14-year-old boy named Joshua Phillips. His mother went to clean up his room one morning after Phillips left for school. Mrs. Phillips noticed a wet spot under her son’s bed and thought it was a leak from his waterbed. As she was investigating the bed to see if it needed to be drained, she found electrical tape holding the frame together. She thought her son had known the about leak but didn’t want to get into trouble. She removed enough tape to discover her son’s sock underneath, but she was surprised to feel something cold. The beam of her flashlight showed her the dead body of Maddie Clifton, an 8-year-old neighbor who had been missing for seven days.
People in the community, especially the boy’s parents, .
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- 1. SOC121 Writing Assignment 1 Instructions 1 The goal of field observation is to obtain “thick descriptions” (as described by Clifford Geertz in The Interpretation of Cultures) of a setting or group from the perspective of the participants, and to explain what you observe using insights from the sociological perspective. Observe the activities at a public place for two hours. Choose a place where you do not need to ask permission to stay and will not get in trouble for observing what is going on. This can be a coffee shop, a farmer’s market, a mall, a religious service, a train station, a courtroom, etc. Avoid schools, hospitals, anything on a military base, or any other restricted place. Make sure to go at a time when there will be a lot of activity. Take some notes about what is happening: What does this place look like? How is it organized spatially? Who comes here? What do they do? How do people interact with each other? What kind of conversations go on? Are there any subgroups? How do people handle unexpected or upsetting situations? Write a narrative summary of your notes describing what you experienced. Then, explain how each of the three sociological perspectives (structural-functionalism, symbolic interactionism, and social conflict) would analyze what you say. Your description of your observation should represent about 50% of your paper and your analysis another 50%, divided evenly between the three perspectives. At the end of your paper, discuss which perspective you think is the best suited to analyze your observation and why you think so. Whenever appropriate, link the information you present to concepts, theories, facts, and core values of “community and social justice” from the course. You may use additional resources, provided they are
- 2. appropriately cited. You are required to use the American Sociological Association (ASA) formatting style to format your paper and sources. Information on ASA is available in the course under Resources. For additional information on plagiarism, click here to view a 15-minute video lesson by Dr. Patricia Campion. You will be prompted to enter your SLU Portal username and password to gain access to the video. Once the video starts playing (may take a few minutes to load), forward it to Slide 28 titled, “Am I Plagiarizing? Why, or why not?” and view through Slide 195. The paper will be a minimum of seven (7) pages in length and include a title page and a reference page, using a standard 12- point font. You may use additional resources, provided they are appropriately cited. You are required to use the American Sociological Association (ASA) formatting style to format your paper and sources. Information on ASA is available in the course under Resources. This assignment is due no later than Sunday 11:59 PM EST/EDT of Module 4. This assignment will be automatically submitted to Turnitin via the Dropbox to verify its originality. How to choose a setting or group: For this project, choose a group or setting that you have some knowledge of. Don’t be too ambitious. Avoid putting yourself and others at risk at all cost. Do not choose a setting or group that you are not comfortable with. Before you start your project, think about potential risks (physical, emotional, legal). Most public settings are suitable and safe. Places to avoid include bathrooms, any places where illegal activity is likely to take place, or your own work setting (the potential for conflict, discomfort, and legal issues is too
- 3. high). For groups, some groups you are involved in, such as sports teams, may work, but you have to think about how to balance your involvement with the group and your role as a researcher. Put together a plan for your observations: How often are you going to observe? How long will the observation sessions last? You want to capture as much interesting behavior as possible, so take that into account. For some groups/settings, there will be a fixed duration (church service, sports game, etc.). For others (malls, parking lots, etc.), you will have to make a determination of what would be feasible and useful. Some observations may last only a few minutes, and others over an hour. SOC121 Writing Assignment 1 Instructions 2 How to behave in the field: If you need permission, make sure you obtain it from the appropriate person (director of the organization, head of the group) before you start your observation. Be upfront about the goal of your project: you are conducting an observation for a college class, and you will use your findings in a class paper. You are guaranteeing everybody anonymity. When you start your observation, it is possible that people will react to your presence. Be as inconspicuous as possible. Think about how you dress: you should blend in. Be casual and discreet. Do not stare. Be respectful. People may indicate that they want privacy, even in a public setting. Give them that privacy. If they indicate that you make them uncomfortable, leave them alone. If you talk to people, do not impose your views, do not take a stand. Let people talk rather than try to give your opinion. Remember that you are in the field to learn about them. Be as
- 4. neutral as possible in your statements, but remain open and friendly to encourage them to speak. Strive to become invisible. Match your mood to that of the group or setting so your reactions are read as appropriate. Adopt a neutral position to what you observe: appreciate situations rather than try to correct it. Do not judge. Should you feel threatened in any way by a person or situation, leave the setting. Should a conflict occur, do not get involved. Should anybody be in need of immediate assistance, step out of your research role, and respond to the situation as best you can. How to record your observations: Good notes are key to an observation project because they are the basis upon which you are going to build your findings. Note-taking takes place in two stages: 1) In the field: take cryptic notes. Jot down brief accounts of what is going on so that you do not forget it. Write a few key words or phrases, not complete sentences. Be a sponge: write down what you see, hear, smell, without trying to analyze it. 2) At home: transcribe your notes. Type them up in a word processor, elaborating on your cryptic notes to include everything you remember. The notes should be very descriptive. Reserve any judgment for a separate section of comments of your own, where you relate your reaction to the events, and start analyzing what you have observed using what you are learning in class. Also write down any questions that come to mind about things you did not understand and want to probe into in your next observation. Reminder: You have to guarantee people anonymity, so you cannot write down any names, in your notes or paper. Use pseudonyms or codes. Think about what you are going to take your notes on. You have to be discreet in most settings, so think
- 5. about something that fits well in your purse or pocket. Bring several pens! In most groups or settings, you will be too conspicuous if you take notes in the open. So if you conduct a lengthy observation, plan to take a break to go to a private place (your car, a bathroom, etc.) where you can write down some notes. Take in the physical setting; draw a map of the location, including how the main participants are positioned. You may do this only once during your first observation, or every time, if the participants or the organization of the setting change. Write down bits of conversations between participants, verbatim as much as possible. Eavesdropping is against our social norms, but it is essential to good observation, so do not be bashful. Just be discreet. Note the sequence of events. This is easily forgotten. SOC121 Writing Assignment 1 Instructions 3 Write about the relationships between participants (how they are connected to each other). Are there prominent individuals? Leaders? Popular people? If you cannot write your cryptic notes as you observe, or find a quiet place to go and write them at regular intervals, limit your observation time to about 20 minutes. Transcribe your notes as soon as possible after you have completed your observation session, and in all cases, within 72 hours. If you concentrate on remembering, aided by your cryptic notes, you will see that you will remember a lot. Write down everything you remember. Your transcribed notes have to be as detailed as possible.