Natural and Field Experiments: the Role of Qualitative Methods
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Outline of Science
Outline of science The following outline is provided as a topical overview of • Empirical method – science: • Experimental method – The steps involved in order Science – systematic effort of acquiring knowledge— to produce a reliable and logical conclusion include: through observation and experimentation coupled with logic and reasoning to find out what can be proved or 1. Asking a question about a natural phenomenon not proved—and the knowledge thus acquired. The word 2. Making observations of the phenomenon “science” comes from the Latin word “scientia” mean- 3. Forming a hypothesis – proposed explanation ing knowledge. A practitioner of science is called a for a phenomenon. For a hypothesis to be a "scientist". Modern science respects objective logical rea- scientific hypothesis, the scientific method re- soning, and follows a set of core procedures or rules in or- quires that one can test it. Scientists generally der to determine the nature and underlying natural laws of base scientific hypotheses on previous obser- the universe and everything in it. Some scientists do not vations that cannot satisfactorily be explained know of the rules themselves, but follow them through with the available scientific theories. research policies. These procedures are known as the 4. Predicting a logical consequence of the hy- scientific method. pothesis 5. Testing the hypothesis through an experiment – methodical procedure carried out with the 1 Essence of science goal of verifying, falsifying, or establishing the validity of a hypothesis. The 3 types of -
Integrating Traditional and Scientific Knowledge Through Collaborative Natural Science Field Research: Identifying Elements for Success Author(S): HENRY P
Integrating Traditional and Scientific Knowledge through Collaborative Natural Science Field Research: Identifying Elements for Success Author(s): HENRY P. HUNTINGTON, SHARI GEARHEARD, ANDREW R. MAHONEY and ANNE K. SALOMON Source: Arctic, Vol. 64, No. 4 (DECEMBER 2011), pp. 437-445 Published by: Arctic Institute of North America Stable URL: http://www.jstor.org/stable/41319238 . Accessed: 19/04/2013 19:36 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Arctic Institute of North America is collaborating with JSTOR to digitize, preserve and extend access to Arctic. http://www.jstor.org This content downloaded from 142.104.194.93 on Fri, 19 Apr 2013 19:36:47 PM All use subject to JSTOR Terms and Conditions ARCTIC VOL.64, NO. 4(DECEMBER 2011)P. 437-445 Integrating Traditional and Scientific Knowledge through Collaborative Natural Science Field Research: Identifying Elements for Success HENRY P. HUNTINGTON,1SHARI GEARHEARD,2ANDREW R. MAHONEY3 and ANNE K. SALOMON4 ( Received23 December 2010; accepted in revised form 21 April 2011) ABSTRACT.We discuss two recent projects to examine the role of collaborative environmental fieldwork both in research and inthe interactions between academically trained researchers and experienced local residents. -
Methodological Fit in Management Field Research
Academy of Management Review 2007, Vol. 32, No. 4, 1155–1179. METHODOLOGICAL FIT IN MANAGEMENT FIELD RESEARCH AMY C. EDMONDSON Harvard Business School STACY E. MCMANUS Monitor Executive Development Methodological fit, an implicitly valued attribute of high-quality field research in organizations, has received little attention in the management literature. Fit refers to internal consistency among elements of a research project—research question, prior work, research design, and theoretical contribution. We introduce a contingency framework that relates prior work to the design of a research project, paying particular attention to the question of when to mix qualitative and quantitative data in a single research paper. We discuss implications of the framework for educating new field researchers. To advance management theory, a growing This article introduces a framework for as- number of scholars are engaging in field re- sessing and promoting methodological fit as an search, studying real people, real problems, and overarching criterion for ensuring quality field real organizations. Although the potential rele- research. We define methodological fit as inter- vance of field research is motivating, the re- nal consistency among elements of a research search journey can be messy and inefficient, project (see Table 1 for four key elements of field fraught with logistical hurdles and unexpected research). Although articles based on field re- events. Researchers manage complex relation- search in leading academic journals usually ex- ships with sites, cope with constraints on sam- hibit a high degree of methodological fit, guide- ple selection and timing of data collection, and lines for ensuring it are not readily available. often confront mid-project changes to planned Beyond the observation that qualitative data are research designs. -
A General Survey of Qualitative Research Methodology. PUB DATE 88 NOTE 60P
DOCUMENT RESUME ED 304 448 TM 012 671 AUTHOR Cary, Rick TITLE A General Survey of Qualitative Research Methodology. PUB DATE 88 NOTE 60p. PUB TYPE Information Analyses (070) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Educational Research; Literature Reviews; Naturalism; *Qualitative Research; *Research Methodology; Social Influences IDENTIFIERS Positivism ABSTRACT Current definitions and philosophical foundations of qualitative research are presented; and designs, evaluation methods, and issues in application of qualitative research to education are discussed. The effects of pusitivism and the post-positivist era on qualitative research are outlined, and naturalist and positivist approaches are contrasted. Contributions of anthropology, the social survey movement, sociology, and the social upheavals of the 1960's are noted; and the growth of qualitatiVe tee-eafdh in the field of education during the past 30 years is briefly reviewed. General traits characterizing qualitative research and naturalistic research are discussed. Topics associated with design issues include inquiry focus, the fit of the paradigm, data collection and recording, successive phases of inquiry; instrumentation, data analysis, logistics, and trustworthiness. Case studies and multi-site studies are discussed. In terms of the evaluation of qualitative research, issues covered include truth value, applicability, dependability, and confirmability. It is concluded that educational researchers need to be fluent in both qualitative and quantitative research methods. (TJH) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ********************************************************************** U.S. DEPARTMENT OF EDUCATION Once of Educat.onal Research and Improvement "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) V1;nisdocument has been reproduced as received from the person or organization ie Nfitaeht,e1 originating d. -
Survey Experiments
IU Workshop in Methods – 2019 Survey Experiments Testing Causality in Diverse Samples Trenton D. Mize Department of Sociology & Advanced Methodologies (AMAP) Purdue University Survey Experiments Page 1 Survey Experiments Page 2 Contents INTRODUCTION ............................................................................................................................................................................ 8 Overview .............................................................................................................................................................................. 8 What is a survey experiment? .................................................................................................................................... 9 What is an experiment?.............................................................................................................................................. 10 Independent and dependent variables ................................................................................................................. 11 Experimental Conditions ............................................................................................................................................. 12 WHY CONDUCT A SURVEY EXPERIMENT? ........................................................................................................................... 13 Internal, external, and construct validity .......................................................................................................... -
Lab Experiments Are a Major Source of Knowledge in the Social Sciences
IZA DP No. 4540 Lab Experiments Are a Major Source of Knowledge in the Social Sciences Armin Falk James J. Heckman October 2009 DISCUSSION PAPER SERIES Forschungsinstitut zur Zukunft der Arbeit Institute for the Study of Labor Lab Experiments Are a Major Source of Knowledge in the Social Sciences Armin Falk University of Bonn, CEPR, CESifo and IZA James J. Heckman University of Chicago, University College Dublin, Yale University, American Bar Foundation and IZA Discussion Paper No. 4540 October 2009 IZA P.O. Box 7240 53072 Bonn Germany Phone: +49-228-3894-0 Fax: +49-228-3894-180 E-mail: [email protected] Any opinions expressed here are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but the institute itself takes no institutional policy positions. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. -
Anthropology 1
Anthropology 1 ANTHROPOLOGY [email protected] Hillary DelPrete, Assistant Professor (Graduate Faculty). B.S., Tulane Chair: Christopher DeRosa, Department of History and Anthropology University; M.A., Ph.D., Rutgers University. Professor DelPrete is a biological anthropologist with a specialization in modern evolution. The Anthropology curriculum is designed to provide a liberal arts Teaching and research interests include human evolution, human education that emphasizes the scientific study of humanity. Three areas variation, human behavioral ecology, and anthropometrics. of Anthropology are covered: [email protected] • Cultural Anthropology, the comparative study of human beliefs and Christopher DeRosa, Associate Professor and Chair (Graduate Faculty). behavior with special attention to non-Western societies; B.A., Columbia University; Ph.D., Temple University. Fields include • Archaeology, the study of the human cultural heritage from its military history and American political history. Recent research prehistoric beginnings to the recent past; and concerns the political indoctrination of American soldiers. • Biological Anthropology, the study of racial variation and the physical [email protected] and behavioral evolution of the human species. Adam Heinrich, Assistant Professor (Graduate Faculty). B.S., M.A., The goal of the Anthropology program is to provide students with a broad Ph.D., Rutgers University. Historical and prehistoric archaeology; understanding of humanity that will be relevant to their professions, their -
Combining Epistemic Tools in Systems Biology Sara Green
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Philsci-Archive Final version to be published in Studies of History and Philosophy of Biological and Biomedical Sciences Published online: http://www.sciencedirect.com/science/article/pii/S1369848613000265 When one model is not enough: Combining epistemic tools in systems biology Sara Green Centre for Science Studies, Department of Physics and Astronomy, Ny Munkegade 120, Bld. 1520, Aarhus University, Denmark [email protected] Abstract In recent years, the philosophical focus of the modeling literature has shifted from descriptions of general properties of models to an interest in different model functions. It has been argued that the diversity of models and their correspondingly different epistemic goals are important for developing intelligible scientific theories (Levins, 2006; Leonelli, 2007). However, more knowledge is needed on how a combination of different epistemic means can generate and stabilize new entities in science. This paper will draw on Rheinberger’s practice-oriented account of knowledge production. The conceptual repertoire of Rheinberger’s historical epistemology offers important insights for an analysis of the modelling practice. I illustrate this with a case study on network modeling in systems biology where engineering approaches are applied to the study of biological systems. I shall argue that the use of multiple means of representations is an essential part of the dynamic of knowledge generation. It is because of – rather than in spite of – the diversity of constraints of different models that the interlocking use of different epistemic means creates a potential for knowledge production. -
Experimental Philosophy and Feminist Epistemology: Conflicts and Complements
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2018 Experimental Philosophy and Feminist Epistemology: Conflicts and Complements Amanda Huminski The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/2826 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] EXPERIMENTAL PHILOSOPHY AND FEMINIST EPISTEMOLOGY: CONFLICTS AND COMPLEMENTS by AMANDA HUMINSKI A dissertation submitted to the Graduate Faculty in Philosophy in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2018 © 2018 AMANDA HUMINSKI All Rights Reserved ii Experimental Philosophy and Feminist Epistemology: Conflicts and Complements By Amanda Huminski This manuscript has been read and accepted for the Graduate Faculty in Philosophy in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. _______________________________ ________________________________________________ Date Linda Martín Alcoff Chair of Examining Committee _______________________________ ________________________________________________ Date Nickolas Pappas Executive Officer Supervisory Committee: Jesse Prinz Miranda Fricker THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT Experimental Philosophy and Feminist Epistemology: Conflicts and Complements by Amanda Huminski Advisor: Jesse Prinz The recent turn toward experimental philosophy, particularly in ethics and epistemology, might appear to be supported by feminist epistemology, insofar as experimental philosophy signifies a break from the tradition of primarily white, middle-class men attempting to draw universal claims from within the limits of their own experience and research. -
Diapositiva 1
Establishing a New Indigenous Miskitu Territory in Honduras Participatory Research Mapping (PRM) & Training of Local Geographers Concejo Territorial KATAINASTA Concejo Territorial KATAINASTA -Geographers from the University of Kansas (KU) and American Geographical Society (AGS) formed a collaboration with the indigenous Miskitu federation MASTA and the new Concejo Territorial Katainasta. -The PRM research in Muskitia is part of the KU/AGS Centroamérica Indigena project, funded by a prestigious Minerva Initiative for University-led Research Award of the U. S. Department of Defense. Mesa Geográfica Indígena A research center at Universidad Pedagógica Nacional Francisco Morazán (UPNFM) where indigenous and other university students collaborate with professors in our applied geographic research. CONCEJO TERRITORIAL KATAINASTA • First “Concejo Territorial” in Honduras • First multi-community titling modality awarded to Miskitu in 2012. Developing the cartographic bases Local participation in PRM Participant Observation Information Cultural filters Researcher of researcher Researched Collaborative Research Information Participatory Research Mapping (PRM) Information PRM Cognitive sketch maps & toponyms Consensual maps Standard maps Defining PRM Community-based cartographic and ethnographic research Transformation of cognitive spatial knowledge to consensual maps to standard cartographic forms Data collection and interpretation released to trained community representatives Community Approval Training Local Investigators Standard maps Field -
Verification and Validation in Computational Fluid Dynamics1
SAND2002 - 0529 Unlimited Release Printed March 2002 Verification and Validation in Computational Fluid Dynamics1 William L. Oberkampf Validation and Uncertainty Estimation Department Timothy G. Trucano Optimization and Uncertainty Estimation Department Sandia National Laboratories P. O. Box 5800 Albuquerque, New Mexico 87185 Abstract Verification and validation (V&V) are the primary means to assess accuracy and reliability in computational simulations. This paper presents an extensive review of the literature in V&V in computational fluid dynamics (CFD), discusses methods and procedures for assessing V&V, and develops a number of extensions to existing ideas. The review of the development of V&V terminology and methodology points out the contributions from members of the operations research, statistics, and CFD communities. Fundamental issues in V&V are addressed, such as code verification versus solution verification, model validation versus solution validation, the distinction between error and uncertainty, conceptual sources of error and uncertainty, and the relationship between validation and prediction. The fundamental strategy of verification is the identification and quantification of errors in the computational model and its solution. In verification activities, the accuracy of a computational solution is primarily measured relative to two types of highly accurate solutions: analytical solutions and highly accurate numerical solutions. Methods for determining the accuracy of numerical solutions are presented and the importance of software testing during verification activities is emphasized. The fundamental strategy of 1Accepted for publication in the review journal Progress in Aerospace Sciences. 3 validation is to assess how accurately the computational results compare with the experimental data, with quantified error and uncertainty estimates for both. -
THE SOCIAL ANTHROPOLOGICAL FIELD EXPERIENCE* George M
THE SOCIAL ANTHROPOLOGICAL FIELD EXPERIENCE* George M. Foster University of California, Berkeley Contemporary social anthropology differs from the other social sciences in its emphasis on the field experience, a data-gathering and theory-generating technique in which, in classic form, the scientist im- merses himself in a research setting in a way unparalleled in other dis- ciplines. Over a period of months or even years, he lives a life--24 hours a day--which is quite distinct from his normal home life. Field work as a way of gathering data is, of course, by no means exclusive to anthropology. It is a technique also used by geographers, geologists, botanists, and zoologists, to name a few. But anthropological field work differs from that of these fields in the degree of personal involvement which the investigator must achieve with the local people, and in the psychological adjustments he must make if he is to be successful. In most other disciplines characterized by field trips, scientists do not necessarily need fluent control of local languages; interpreters usually can serve their needs. And while they must establish contact with local people for food and other necessities, their lives usually are rather separated from those of the indigenous population. Probably they will set up tent camps, cook their own food, and otherwise minimize contact with the human element in their field environment. In other words, although anthropology shares the field trip technique with a number of other disciplines, the nature of field work in these subjects is quite different from that of social anthropology. It is therefore important for anthropologists to understand the special qualities of their field experience, its purposes, the methodological as- sumptions that underlie it, and the ways in which it influences the de- velopment of their theory.