List of Exhibits |
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xix | |
Preface |
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xxi | |
Chapter 1 Getting Started: Possibilities and Decisions |
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1 | (21) |
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5 | (1) |
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6 | (1) |
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Getting Started in Research |
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6 | (1) |
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Basic Assumptions Behind Communication Research |
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6 | (3) |
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Observations Capture/Do Not Capture an Underlying Reality |
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7 | (1) |
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Theories About Human Behavior Can/Cannot Be Generalized |
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7 | (1) |
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Researchers Should/Should Not Distance Themselves From Their Research Participants |
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7 | (1) |
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Research Should/Should Not Be Done for a Specific Purpose |
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7 | (1) |
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There Is/Is Not One Best Position From Which to Observe Human Behavior |
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8 | (1) |
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Some Research Possibilities: What Can We Do With an Ad? |
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9 | (3) |
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10 | (1) |
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What Can Readers and Viewers Tell Us? |
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10 | (1) |
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What Can the Content Tell Us? |
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11 | (1) |
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What Can the Creators of the Ad Tell Us? |
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12 | (1) |
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Some Research Possibilities: Beyond the Ad |
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12 | (1) |
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A Series of Unavoidable Decisions |
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13 | (4) |
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The Field of Study-Wide or Narrow? |
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13 | (1) |
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The Researcher-Dispassionate or Involved? |
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13 | (2) |
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The Approach-Objective or Subjective? |
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15 | (1) |
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The Perspective-Your Questions or Their Answers? |
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15 | (1) |
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The Sample-Large or Small? |
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15 | (1) |
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The Data-Quantitative or Qualitative? |
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16 | (1) |
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The Report-Subjective or Objective? |
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16 | (1) |
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Ethics Panel: A Health Communication Dilemma |
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17 | (1) |
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18 | (1) |
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18 | (1) |
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18 | (1) |
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Exercise 1: Finding Research Questions |
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18 | (1) |
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Exercise 2: Exploring Communication Interest Areas |
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19 | (1) |
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Exercise 3: The Internet and American Life |
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19 | (1) |
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Exercise 4: Improving the Effectiveness of Health and Safety Messages |
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19 | (1) |
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19 | (1) |
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19 | (1) |
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20 | (1) |
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Organizational Communication |
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20 | (1) |
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20 | (1) |
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Interpersonal Communication |
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20 | (1) |
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20 | (1) |
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Recommended Web Resources |
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20 | (1) |
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21 | (1) |
Chapter 2 First Decisions: From Inspiration to Implementation |
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22 | (21) |
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23 | (1) |
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24 | (1) |
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Starting With Basic Beliefs and Perspectives |
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24 | (5) |
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The Relationship Between Theory and Observations |
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27 | (2) |
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27 | (1) |
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28 | (1) |
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28 | (1) |
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29 | (3) |
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Research Questions: Less Certainty; More Room to Move |
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29 | (1) |
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Hypotheses: Statements of Prediction |
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30 | (1) |
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Operationalizing Constructs |
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30 | (2) |
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32 | (3) |
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32 | (1) |
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33 | (1) |
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33 | (1) |
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33 | (1) |
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34 | (1) |
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34 | (1) |
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34 | (1) |
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Starting With the "What" Question |
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35 | (1) |
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Starting With "Who," "Where," and "When" Questions |
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36 | (1) |
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Starting With the "How" Question |
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37 | (1) |
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Starting From the Work of Others |
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37 | (1) |
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Ethics Panel: Do Some Research Methods Have More Ethical Implications Than Others? |
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38 | (1) |
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38 | (1) |
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39 | (1) |
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39 | (2) |
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Exercise 1: Identifying Your Interests |
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39 | (1) |
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Exercise 2: Finding Your Worldview |
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40 | (1) |
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Exercise 3: Fine-Tuning Your Worldview |
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41 | (1) |
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41 | (1) |
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Recommended Web Resources |
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42 | (1) |
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42 | (1) |
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Applied Communication Research |
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42 | (1) |
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42 | (1) |
Chapter 3 Ethics: What are My Responsibilities as a Researcher? |
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43 | (21) |
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44 | (1) |
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44 | (1) |
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Introduction: Some Ethical Decisions |
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44 | (2) |
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Sex, Violence, and Deception |
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45 | (1) |
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45 | (1) |
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Ethics Issues in Communication Research |
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46 | (4) |
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46 | (1) |
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Confidentiality and Anonymity |
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47 | (1) |
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47 | (1) |
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48 | (1) |
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48 | (1) |
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49 | (1) |
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49 | (1) |
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49 | (1) |
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Some Classic Ethical Positions |
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50 | (1) |
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Two Brief Histories-Or Why We Care About Research Ethics |
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50 | (1) |
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Contemporary Codes of Ethics |
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51 | (1) |
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51 | (1) |
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The Declaration of Helsinki |
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51 | (1) |
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51 | (1) |
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51 | (2) |
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Peer Review and Institutional Review Boards |
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53 | (1) |
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What Should I Call You? The Ethics of Involvement |
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53 | (1) |
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The Internet and Research Ethics |
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54 | (4) |
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54 | (1) |
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Anonymity and Identification on the Internet |
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55 | (1) |
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55 | (1) |
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Informed Consent and Debriefing on the Internet |
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56 | (1) |
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Guidelines and Questions for Internet Research |
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57 | (1) |
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Ethics Panel: Data Security and Access |
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58 | (1) |
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59 | (1) |
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59 | (1) |
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60 | (1) |
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Exercise 1: The Ethics of Internet Research |
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60 | (1) |
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Exercise 2: IRBs Revisited |
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60 | (1) |
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Exercise 3: "#MeToo" and Research Ethics |
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60 | (1) |
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60 | (1) |
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Recommended Web Resources |
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61 | (1) |
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Formal Ethics and Codes of Practice |
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61 | (1) |
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61 | (1) |
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62 | (1) |
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Human Subjects Protection Training |
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62 | (1) |
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62 | (2) |
Chapter 4 You Could Look It Up: Reading, Recording, and Reviewing Research |
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64 | (26) |
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65 | (1) |
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65 | (1) |
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Library Research: Why Bother? |
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66 | (1) |
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66 | (1) |
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66 | (1) |
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67 | (1) |
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67 | (1) |
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67 | (1) |
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Finding Relevance, Finding Quality |
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67 | (1) |
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Identifying Relevant Information |
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68 | (1) |
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Identifying Quality Information |
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68 | (1) |
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Scholarly Databases Versus Search Engines |
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68 | (2) |
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68 | (1) |
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69 | (1) |
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Scholarly Journals: A Good Starting Point |
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70 | (1) |
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Assessing Scholarly Journals |
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70 | (1) |
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Scholarly, Popular, and Trade Publications: What Is the Difference? |
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71 | (1) |
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How Will I Know a Scholarly Article When I See One? |
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71 | (1) |
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Primary Versus Secondary Sources |
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72 | (1) |
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Search Strategies: General to Specific and Specific to General |
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73 | (1) |
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Search Terms and Search Fields |
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73 | (2) |
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How Can the Library of Congress Help My Literature Search? |
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75 | (1) |
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75 | (1) |
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Being Skeptical About Information: Websites and Fake News |
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75 | (2) |
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Stage 1: Think Book or Journal |
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75 | (1) |
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Stage 2: Additional Questions for Websites |
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76 | (1) |
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Assessing Fake News and Other Nonscholarly Sources |
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77 | (1) |
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Mr. Boole and the Three Bears |
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77 | (1) |
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Saving Your Search Results |
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78 | (3) |
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Information You Must Record |
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78 | (1) |
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Information You Should Record |
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79 | (2) |
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Citation Management Software |
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81 | (1) |
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81 | (1) |
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The Literature Review: Writing Your Search Results |
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81 | (3) |
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Structuring the Literature Review |
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83 | (1) |
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83 | (1) |
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Ethics Panel: The Ethics of Scholarly Publication |
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84 | (1) |
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85 | (1) |
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85 | (1) |
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86 | (1) |
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86 | (1) |
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Exercise 2: Comparing Primary and Secondary Sources |
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86 | (1) |
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Exercise 3: Nonscholarly Sources and Fake News |
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86 | (1) |
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Exercise 4: Search Terms and Boolean Operators |
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86 | (1) |
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Exercise 5: Writing a Literature Review |
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86 | (1) |
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87 | (1) |
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Recommended Web Resources |
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87 | (1) |
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APA, Chicago, and MLA Style Guides |
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88 | (1) |
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88 | (1) |
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Citation Management Software |
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88 | (1) |
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88 | (1) |
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88 | (1) |
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What Is Everybody Else Searching For? |
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88 | (1) |
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88 | (2) |
Chapter 5 Measurement: Research Using Numbers |
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90 | (18) |
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91 | (1) |
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91 | (1) |
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What Do Your Head Size, Attitudes, and Readability Have in Common? |
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91 | (1) |
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An Introduction to Scales |
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92 | (1) |
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93 | (3) |
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93 | (1) |
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94 | (1) |
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94 | (1) |
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94 | (1) |
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95 | (1) |
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96 | (1) |
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To NOIR Is Not Enough: Reliability and Validity |
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96 | (1) |
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96 | (3) |
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97 | (1) |
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Intercoder or Observer Reliability |
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97 | (1) |
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Inter-Item or Internal Reliability |
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98 | (1) |
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Established Measures Reliability |
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99 | (1) |
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99 | (2) |
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Content Validity: Looks OK |
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100 | (1) |
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Construct Validity: Theoretically OK |
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100 | (1) |
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Criterion Validity: Tests OK |
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101 | (1) |
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Who Wins in the Reliability-Validity Shootout? |
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101 | (1) |
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Two Common Measurement Scales |
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101 | (3) |
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102 | (1) |
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The Semantic Differential Scale |
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102 | (2) |
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Ethics Panel: The Ethics of Measurement Scales |
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104 | (1) |
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104 | (1) |
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105 | (1) |
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105 | (1) |
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105 | (1) |
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Exercise 1: NOIR Revisited |
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105 | (1) |
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Exercise 2: Teens, Social Media, and Technology |
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106 | (1) |
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Exercise 3: Parlez-moi d'amour |
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106 | (1) |
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106 | (1) |
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107 | (1) |
Chapter 6 Sampling: Who, What, and How Many? |
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108 | (21) |
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109 | (1) |
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109 | (1) |
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109 | (1) |
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110 | (3) |
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110 | (1) |
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Purposive or Judgmental Sampling |
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110 | (1) |
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111 | (1) |
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Network or Snowball Sampling |
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111 | (1) |
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111 | (2) |
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113 | (5) |
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114 | (1) |
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Stratified Random Sampling |
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114 | (1) |
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115 | (2) |
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Multistage Cluster Sampling |
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117 | (1) |
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How Big Does My Sample Have to Be? |
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118 | (1) |
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Some Issues With Sampling Frames |
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119 | (5) |
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119 | (1) |
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Telephone Sampling Frames |
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120 | (1) |
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121 | (2) |
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Special Population Sampling |
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123 | (1) |
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The Future of Survey Sampling |
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123 | (1) |
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Ethics Panel: Checking the Ethics of Survey Research |
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124 | (1) |
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124 | (1) |
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124 | (1) |
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125 | (1) |
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125 | (1) |
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Exercise 1: Systematic Sampling |
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125 | (1) |
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Exercise 2: How Does Sampling for One Variable Affect Another Variable? |
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125 | (1) |
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Exercise 3: Multistage Cluster Sampling |
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125 | (1) |
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Exercise 4: Pew Research Center Internet Knowledge Survey |
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125 | (1) |
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126 | (1) |
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Recommended Web Resources |
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126 | (1) |
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127 | (2) |
Chapter 7 Summarizing Research Results: Data Reduction and Descriptive Statistics |
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129 | (23) |
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130 | (1) |
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131 | (1) |
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131 | (3) |
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Preliminary Considerations: Missing Data and Anomalous Data |
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132 | (2) |
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134 | (5) |
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Data Reduction and Univariate Data |
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135 | (1) |
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Data Reduction and Bivariate Data |
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136 | (2) |
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Data Reduction and Multivariate Data |
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138 | (1) |
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Measures of Central Tendency: Mean, Median, and Mode |
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139 | (1) |
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Measures of Dispersion: Minimum, Maximum, Range, Interquartile Range, Variance, and Standard Deviation |
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140 | (4) |
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Minimum, Maximum, Range, and Interquartile Range |
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141 | (1) |
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Variance and Standard Deviation |
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141 | (3) |
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141 | (1) |
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Standard Deviation: Formula |
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142 | (1) |
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Variance and Standard Deviation: Example |
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142 | (2) |
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144 | (1) |
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144 | (1) |
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144 | (1) |
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145 | (3) |
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146 | (1) |
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146 | (2) |
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Ethics Panel: Can Rankings Be Misleading? |
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148 | (1) |
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148 | (1) |
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148 | (1) |
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149 | (1) |
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149 | (1) |
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Exercise 1: Basic Statistics |
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149 | (1) |
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Exercise 2: Brand, Color, and Gender Preferences |
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149 | (1) |
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Exercise 3: "The Internet of Things" |
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149 | (1) |
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Exercise 4: A Social Media Study |
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150 | (1) |
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150 | (1) |
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Recommended Web Resources |
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151 | (1) |
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151 | (1) |
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151 | (1) |
Chapter 8 Generalizing From Research Results: Inferential Statistics |
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152 | (23) |
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153 | (1) |
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153 | (1) |
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154 | (1) |
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154 | (1) |
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Generalizing From Data: Inferential Statistics |
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155 | (6) |
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The Normal Curve and the Central Limit Theorem |
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155 | (1) |
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The Normal Curve, z Scores, and the Return of Standard Deviation |
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156 | (2) |
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Calculating Probabilities Based on the Normal Distribution |
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158 | (1) |
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z Scores, Hypotheses, and Decision Making |
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159 | (1) |
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Confidence Level and Sample Size |
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160 | (1) |
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Testing for Differences Between and Among Groups |
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161 | (6) |
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161 | (4) |
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162 | (2) |
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164 | (1) |
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t Test for Dependent Samples |
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165 | (1) |
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165 | (2) |
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166 | (1) |
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166 | (1) |
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Testing for Relationships Between and Among Variables |
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167 | (4) |
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167 | (1) |
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168 | (1) |
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168 | (1) |
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Accept or Reject My Findings? |
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168 | (1) |
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If It's Significant, Is It Significant? |
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169 | (2) |
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Ethics Panel: A Communicative Tension |
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171 | (1) |
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171 | (1) |
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171 | (1) |
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172 | (1) |
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172 | (1) |
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Exercise 1: Predicting Group Wealth |
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172 | (1) |
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Exercise 2: Generalizing From a Sample to a Population |
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172 | (1) |
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Exercise 3: Occupation and Beverage Preferences |
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173 | (1) |
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Exercise 4: "The Internet of Things" Revisited |
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173 | (1) |
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173 | (1) |
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Recommended Web Resources |
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173 | (1) |
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174 | (1) |
Chapter 9 Surveys: Putting Numbers On Opinions |
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175 | (22) |
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176 | (1) |
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176 | (1) |
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Introduction: Advantages and Disadvantages of Surveys |
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177 | (1) |
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178 | (1) |
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178 | (1) |
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178 | (1) |
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178 | (1) |
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179 | (1) |
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179 | (1) |
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179 | (4) |
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179 | (1) |
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179 | (1) |
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180 | (1) |
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180 | (1) |
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180 | (3) |
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Online and Mobile Survey Design |
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181 | (2) |
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Writing, Introducing, and Formatting Questions |
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183 | (3) |
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184 | (1) |
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184 | (1) |
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Multiple-Choice Questions |
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185 | (1) |
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186 | (1) |
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Survey Wording: "If It Can be Misinterpreted, It Will Be" |
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186 | (4) |
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Common Problems With Wording |
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187 | (1) |
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187 | (1) |
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Double-Barreled Questions |
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187 | (1) |
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187 | (1) |
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188 | (1) |
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188 | (1) |
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Guiding Respondents Through Surveys |
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188 | (1) |
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Branching and Filter Questions |
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189 | (1) |
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Improving Survey Response Rates |
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190 | (1) |
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Using Other People's Surveys |
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191 | (1) |
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Big Data and the End of Surveys? |
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191 | (1) |
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Ethics Panel: Clients and Methods as Ethical Decisions |
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192 | (1) |
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192 | (1) |
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193 | (1) |
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193 | (1) |
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193 | (1) |
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Exercise 1: Comparing Survey Methods |
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193 | (1) |
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Exercise 2: Survey Wording and Formatting |
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193 | (1) |
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Exercise 3: Mobile Technologies |
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194 | (1) |
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Exercise 4: Balancing Respondent and Researcher Interests in an Age of Gender Fluidity |
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194 | (1) |
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194 | (1) |
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Recommended Web Resources |
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195 | (1) |
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195 | (1) |
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196 | (1) |
Chapter 10 Experiments: Researching Cause and Effect |
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197 | (21) |
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198 | (1) |
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198 | (1) |
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Introduction: Advantages and Disadvantages of Experiments |
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198 | (2) |
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Field Experiments and Ex Post Facto Designs |
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200 | (2) |
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Basic Experimental Design |
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202 | (1) |
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One-Group Pretest-Posttest Design |
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202 | (1) |
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203 | (1) |
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Two-Group Pretest-Posttest Design |
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203 | (1) |
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Designing for Random Assignment |
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204 | (1) |
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Two-Group Random Assignment Pretest-Posttest Design |
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204 | (1) |
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The Solomon Four-Group Design |
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205 | (1) |
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205 | (2) |
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Between-Subjects and Within-Subjects Design |
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207 | (1) |
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208 | (1) |
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Validity and Experimental Design |
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208 | (4) |
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208 | (2) |
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210 | (1) |
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211 | (1) |
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212 | (1) |
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Advantages and Disadvantages of Online Experiments |
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212 | (1) |
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Running Online Experiments |
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213 | (1) |
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Ethics Panel: Two Famous and Controversial Experiments |
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213 | (1) |
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Stanley Milgram's Experiments on Authority |
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214 | (1) |
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Philip Zimbardo's Stanford Prison Experiment |
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214 | (1) |
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214 | (1) |
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214 | (1) |
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215 | (1) |
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215 | (1) |
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Exercise 1: Assessing the Effect of an Instructional Program |
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215 | (1) |
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Exercise 2: Students and the "Opt Out" Question |
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215 | (1) |
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216 | (1) |
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Recommended Web Resources |
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216 | (1) |
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217 | (1) |
Chapter 11 Quantitative Understanding of Content: Content Analysis |
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218 | (19) |
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219 | (1) |
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219 | (1) |
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Introduction: Advantages and Disadvantages of Content Analysis |
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220 | (2) |
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222 | (5) |
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223 | (1) |
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Define the Content to Be Analyzed |
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223 | (1) |
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223 | (1) |
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223 | (1) |
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224 | (1) |
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Assign Each Occurrence of a Unit in the Sample to a Code in the Coding Scheme |
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224 | (1) |
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Count Occurrences of the Coded Units |
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224 | (1) |
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Report Results, Patterns of Data, and Inferences From Data |
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225 | (1) |
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A Basic Content Analysis: Further Questions |
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226 | (1) |
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Content Analysis of Human Interaction |
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227 | (2) |
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Content Analysis of the Web |
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229 | (1) |
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Computer Analysis of Content |
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230 | (1) |
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Content Analysis as Quantitative and Qualitative |
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231 | (2) |
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Ethics Panel: Could Content Analysis Result In Harm? |
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233 | (1) |
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233 | (1) |
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233 | (1) |
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234 | (1) |
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234 | (1) |
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Exercise 1: Warming Up With Wordle |
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234 | (1) |
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Exercise 2: A Basic Content Analysis |
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234 | (1) |
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Exercise 3: News Media Bias |
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234 | (1) |
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Exercise 4: Stereotyping in Entertainment Media and Advertising |
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234 | (1) |
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Exercise 5: Analyzing Online Harassment: Quantitatively |
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234 | (1) |
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Recommended Web Resources |
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235 | (1) |
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235 | (1) |
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235 | (2) |
Chapter 12 Qualitative Understanding of Content: Rhetorical and Critical Analyses, and More |
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237 | (21) |
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238 | (1) |
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238 | (1) |
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Introduction: Advantages and Disadvantages of Qualitative Analyses of Content |
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239 | (1) |
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239 | (3) |
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239 | (1) |
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240 | (1) |
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241 | (1) |
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242 | (1) |
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242 | (1) |
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243 | (1) |
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244 | (3) |
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245 | (1) |
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245 | (1) |
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245 | (1) |
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246 | (1) |
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247 | (2) |
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Semiotic Thinking: The Tobacco King and Sleeping Policemen |
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247 | (1) |
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Roman Jakobson Visits Sam's Car Lot |
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248 | (1) |
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249 | (4) |
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250 | (1) |
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Critical Discourse Analysis |
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250 | (1) |
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251 | (1) |
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252 | (1) |
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Ethics Panel: Research as Manipulative Practice |
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253 | (1) |
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253 | (1) |
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254 | (1) |
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254 | (1) |
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254 | (1) |
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Exercise 1: Discourse Analysis |
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254 | (1) |
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Exercise 2: Matching Method With Interest |
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255 | (1) |
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Exercise 3: Analyzing Organizational Stories |
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255 | (1) |
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Exercise 4: Analyzing Online Harassment: Qualitatively |
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255 | (1) |
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255 | (1) |
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255 | (1) |
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255 | (1) |
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256 | (1) |
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256 | (1) |
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256 | (1) |
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256 | (1) |
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256 | (1) |
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256 | (1) |
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256 | (1) |
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256 | (1) |
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Recommended Web Resources |
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256 | (1) |
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257 | (1) |
Chapter 13 Qualitative Understanding of Communication Behavior: Interviews, Focus Groups, and Ethnography |
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258 | (22) |
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259 | (1) |
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259 | (1) |
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Introduction: Advantages and Disadvantages of Watching and Listening Methods |
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260 | (1) |
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Qualitative and Quantitative: Similarities and Differences |
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260 | (1) |
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Researcher-Participant Relationships |
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261 | (1) |
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Watching and Listening Methods |
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262 | (11) |
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262 | (1) |
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262 | (3) |
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263 | (1) |
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263 | (1) |
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263 | (1) |
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Interviewee Considerations |
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264 | (1) |
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264 | (1) |
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265 | (1) |
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266 | (1) |
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266 | (4) |
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Ethnographic Starting Points |
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268 | (1) |
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269 | (1) |
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270 | (1) |
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270 | (1) |
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271 | (2) |
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Making Sense of Qualitative Data |
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273 | (2) |
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273 | (1) |
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273 | (2) |
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Qualitative Analysis Software |
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275 | (1) |
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Ethics Panel: In Which a Professor Becomes a Student |
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275 | (1) |
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276 | (1) |
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276 | (1) |
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276 | (1) |
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277 | (1) |
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277 | (1) |
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Exercise 1: An Ethnographic Study |
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277 | (1) |
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277 | (1) |
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Exercise 3. Performance Studies |
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277 | (1) |
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278 | (1) |
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Recommended Web Resources |
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278 | (1) |
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Qualitative Data Analysis Software |
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278 | (1) |
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278 | (2) |
Chapter 14 Research Results In Print and Online: Writing and Presenting for Scholarly and Other Publics |
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280 | (20) |
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281 | (1) |
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281 | (1) |
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282 | (1) |
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283 | (3) |
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283 | (1) |
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284 | (1) |
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285 | (1) |
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286 | (5) |
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286 | (2) |
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288 | (2) |
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288 | (1) |
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289 | (1) |
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Subjective-Objective (Language and Bias) |
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290 | (1) |
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290 | (1) |
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291 | (2) |
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291 | (1) |
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292 | (1) |
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292 | (1) |
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292 | (1) |
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293 | (1) |
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293 | (3) |
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Ethics Panel: Balancing Between Scholarly and Popular Writing |
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296 | (1) |
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296 | (1) |
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296 | (1) |
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296 | (1) |
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297 | (1) |
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297 | (1) |
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Exercise 2: Writing Styles |
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297 | (1) |
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Exercise 3: Assessing Researchers' Community Engagement |
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|
297 | (1) |
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297 | (1) |
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Recommended Web Resources |
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298 | (1) |
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298 | (1) |
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Scholarly Social Networks |
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|
298 | (1) |
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|
299 | (1) |
Glossary |
|
300 | (13) |
Index |
|
313 | (10) |
About the Authors |
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323 | |