HDTenEightyP/NetNews huggingface dataset:
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Date:         Fri, 2 Oct 1992 14:03:06 -0500
              <QUALRS-L@UGA.BITNET>
From:         REYNOLDS@TCUCVMS.BITNET
Subject:      request for information
Comments: To: qualrs-l@uga.bitnet

I am relatively new to naturalistic research.  I have a
small amount of money to travel to a conference and I
want to try to locate a small conference where I can
learn and discuss issues related to naturalistic or human
research .. I attended the human sciences research
conference last summer and found it quite helpful but
I'm not sure I can go as far as the netherlands, which
is where it is located this year.  If you know of such
a conference, please let know.

Alternatively, if you know of a conference where someone
like Shubert, Ayers, Lincoln .. anyone of that sort might
be presenting, that would be another way to search.

Thanks for your help.

Sherrie
Sherrie Reynolds
REYNOLDS@TCUCVMS
PO BOX 32925
Texas Christian University
Fort Worth, TX 76129
From: cids05@vaxa.strath.ac.uk (Dr Stephen K Tagg)
Newsgroups: bit.listserv.qualrs-l
Subject: Re: Replications
Date: 29 Sep 92 16:29:12 GMT
Organization: Univ of Strathclyde, GLASGOW, SCOTLAND

>>In the use  of animals, it is considered unacceptable to perform even the
>>most benign study solely for the sake of replication (on the same or
>>different subjects). There are federal guidelines that state this.
This discussion is beginning to require some levity....
It's the same topic as the joke....
Did you here that the cognitive psychology lab has given up using rats and
started using Market Researchers? (At this point substitute any current
unpopular profession -eg currency speculator)
WHY?
1	The experimenters were getting emotionally involved with the rats
	(no problem of that with Market Researchers)
2	Can't find any rats these days
	(market researchers are too common)
3	Market researchers will do anything for money.
Obviously the fourth answer has to be you can replicate as many times as
you like with market researchers (in fact some people will encourage you -
especially if your experiment is NOT benign)
-- 
Dr Stephen K Tagg                   Bsc in Psychology, PhD in Architecture
Lecturer, Department of Marketing   IT & Stats for Marketing, Consumer Research
Univ of Strathclyde, GLASGOW        Mental Maps, Multidimensional Scaling, CSCW
G4 0RQ, SCOTLAND Tel 041-552-4400x2409 Fax 552 2802 Email s.k.tagg@uk.ac.strath
From: JENNINGT@CGSVAX.CLAREMONT.EDU
Newsgroups: bit.listserv.qualrs-l
Subject: Re: Participatory Action Research
Date: 2 Oct 92 21:01:51 GMT
              <QUALRS-L@UGA.BITNET>
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Comments: To: QUALRS-L@uga.cc.uga.edu

Did I find the Deaken solicitation offensive?  Not really, but I certainly see
your concerns.  I would hate for this network to become the "home shopping
club" but on the other hand I do appreciate knowing about opportunities
to improve my skills and thinking as a qualitative researcher.  I wonder if
we couldn't somehow reach consensus on some general guidelines that will
keep info re: opportunities flowing but still not just be another good thing
ruined by advertising.

Todd.
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Newsgroups: bit.listserv.qualrs-l
Date:         Sat, 26 Sep 1992 16:32:00 CDT
              <QUALRS-L@UGA.BITNET>
From:         "Jim Thomas (tk0jut1@niu.bitnet)" <TK0JUT1@NIU.BITNET>
Subject:      Re: Sifting along the bank of Heraclitus' (was "Hegel's") river

Topic drift:

Jim Ellison writes:

   >Jim Thomas, please accept my public apology for offending you. It
   >honestly was not my intention.

Jim, you didn't offend me, and that you think you did indicates that
my own comments were far more strident and excessive than I intended.
As I indicated to you in a private note, some of us forget on occasion
that the non-verbal cues we express when we write don't always come
across in CMC. If my comments reflected stridency, then *I* should be
the one apologizing to you. Which I'm doing here. I'm sorry if my tone
reflected rancor.  Sometimes, when we (notice how quickly the personal
"I" becomes the empirial "we" when we try to diffuse culpability)
write to strangers, we forget the corresponding courtesy norms that we
take for granted are understood when responding to those who know our
foibles.

Jim (chagrined) Thomas
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Newsgroups: bit.listserv.qualrs-l
Date:         Mon, 28 Sep 1992 14:21:15 EDT
              <QUALRS-L@UGA.BITNET>
From:         U5546@WVNVM.BITNET
Subject:      Re: replication

michael:

Please explain what you mean by Piaget's having a "static quality".  I have alw
ays interpreted Piaget's theories and ideas about knowledge as having a
dynamic quality because of the interaction of the individual with the
environment and because in the process of the interaction the individual
constructs the knowledge.  Beyond that there is the "what if ..." which is
the creative interaction which dialogs, probes, and plays with the
environment and the knowledge.

Are we looking at Piaget's ideas differently?

Sandra L. Starkey, Ph.D,
West Virginia Graduate College
      U5546@WVNVM.BITNET
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Date:         Sat, 3 Oct 1992 18:52:13 EDT
              <QUALRS-L@UGA.BITNET>
From:         "(GERALD WEINSTEIN)" <geraldw@TITAN.UCC.UMASS.EDU>
Subject:      Re: hyperresearch vs. nudist on the mac
Comments: To: QUALRS-L@uga.cc.uga.edu

Jean, if you get any private responses to your software evaluation request
would you kindly share them with the list. So far the products most discussed
have been HyperQual and Ethnograph. I'm curious about the two you mentioned.
Jerry W.
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Date:         Sat, 26 Sep 1992 14:22:37 -0400
Reply-To:     aa248@yfn.ysu.edu
              <QUALRS-L@UGA.BITNET>
From:         "(Nicholas Sturm)" <aa248@YFN.YSU.EDU>
Subject:      Re: Replication
Comments: To: QUALRS-L@UGA.bitnet

  Jim Thomas words, whether they be long or short, are much appreciated.
Although the idea he explains is not new, it is well to be reminded of it,
and in a different context.

  I would like to add that the purpose of much repetition of studies in
natural sciences does have much in common with that in the social sciences.
This is particularly true in studies that utilize statistics for inference
as opposed to finding central tendencies, for example, in quantitative
investigations.

  The natural world of physical and biological sciences does not repeat
itself precisely either, but we are commonly looking for laws (rules of/for
understanding) what seem to govern (loosely or more precisely) events so we
may develop some confidence of what is likely to happen given our ability
to detect or produce a certain set of similar (near identical?) conditions.
The act of replicating gives us greater confidence not only of the mechanics
of the experimentation, but also of the interpretation of the observations
which are often far from mechanically recorder or reported.

  We may find a single report interesting or pleasing, but the history of
science is abundantly supplied with case of observation duly reported, but
largely ignored until they were report again and often again and again.

  The qualitative methods descirbed from time to time on this LIST have
not been particularly useful (transportable) but these discussions of
philosophy of interpretation have been very meaningful in reviewing
the history of (natural) science.  Thank you.



--
Nicholas Sturm, 4037 Ward Beecher, 410 Wick Ave., Youngstown, Ohio 44555
  * aa248@yfn.ysu.edu *
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Newsgroups: bit.listserv.qualrs-l
Date:         Thu, 1 Oct 1992 22:48:22 CDT
              <QUALRS-L@UGA.BITNET>
From:         Yvonna Lincoln <E101YL@TAMVM1.BITNET>
Subject:      Re: students and evaluating qualitative work

Dear Kathleen:
     I believe you're on the Indiana University campus, or at least their netwo
rk.  You ought to know that one of the most knowledgeable people in this countr
y about quality criteria for qualitative research is right there at Bloomington
 and his name is Tom Schwandt.  He's over in the Wright Building, in Education,
 has a fine mind, and is quite open to talking to colleagues.  Look him up, tel
l him I sent you, and he will send you to many useful and well-written things,
including some he has done on his own.  You needn't go afield looking for help
-- it is right about the corner!  Or at least on Rose Street, right there on ca
mpus...

Yvonna Lincoln
Texas A & M University
E101yl@TAMVM1
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Date:         Mon, 5 Oct 1992 15:10:00 CST
              <QUALRS-L@UGA.BITNET>
From:         Alison Griffith <AIGEL@CANAL.CRC.UNO.EDU>
Subject:      Re: Participatory Action Research
Comments: To: QUALRS-L@uga.cc.uga.edu

The 'discussion' on participatory action research has reminded me of the
ambivalence I felt when teaching a course on-line -- a course on
qualitative research, in fact.  It was both a very personal and intimate
experience and a thoroughly alienated one.  Personal in that I 'logged
on' at any time to the day or night, as my schedule permitted, and found
the latest musings, field notes, jokes, etc. that my students had sent
over the lines for all of us in the course.  Alienating in that I couldn't
see the faces of students as they interacted with me and others.  I think
we did some good work in the course but I missed the F2F (face to face in
the on-line jargon) knowledge that is so much a part of teaching or taking
a course.

One of the interesting issues to consider in terms of the 'economics' of
such courses is the impact they have/will have on the organization of
university teaching.  For example, students in my course did not live in
Toronto (the course was at OISE which has an excellent distance ed
program).  They lived around Ontario and one even lived in Newfoundland.
Distance ed makes it possible for a university to draw students from
outside its immediate area.  So the OISE course could draw students that
would not have attended university because there was no university in their
area.  AND it could draw students from areas in which the local university
was not one that students found attractive, for whatever reason.  This
is a version of 'choice' that possibly impacts on student enrollment,
university credentials and, of course, faculty positions and benefits.  So,
the struggle around higher ed takes on a different character with the
advent of distance ed courses.

Having said how ambivalent I feel about distance ed, I also want to say
that distance ed courses are fun, both to teach and as a way of learning.
But I also want to remember that distance ed courses/learning is different
from other versions and that has an impact on what is learned as well as on
the kind of knowledge you can learn when the interaction is screen to
screen and not F2F.

Alison Griffith
AIGEL@UNO
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Date:         Fri, 2 Oct 1992 11:02:49 -0500
              <QUALRS-L@UGA.BITNET>
From:         REYNOLDS@TCUCVMS.BITNET
Subject:      Re: Participatory Action Research

Jim,
I have problems with that posting ... but partly because
I have serious problems with the notion that university
courses can be taught by disembodied profs to disembodied
students.

Sherrie Reynolds
Sherrie Reynolds
REYNOLDS@TCUCVMS
PO BOX 32925
Texas Christian University
Fort Worth, TX 76129
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Date:         Thu, 1 Oct 1992 09:58:00 EST
              <QUALRS-L@UGA.BITNET>
From:         JIMANDE@HOPE.CIT.HOPE.EDU
Subject:      Re: HELP! EMPIRICIST DROWNS IN HEGALIAN RIVER
Comments: To: QUALRS-L@uga.cc.uga.edu

Mark:
I certainly hope god reads E-mail.  We could use some help out here.
Nonetheless, I think the members of this list often sound a theme of
unexamined empiricism as an irrudicible foundation for the claims to
be advanced in hermeneutic science.  (irrudicible?) it is a position
which can be read as a desperate attempt to keep separate the
descriptive and the normative.  But if observation is as much an
intepretation as understanding is--but carried on in different lines
of discourse--then the descriptive and the normative are joined.  Claims
of what is are claims of what ought to be.  (They ought to be because
they are true.)  We then become ethically responsible for our
descriptions because we are active agents in the social construction
business.  We aren't just describing a persistent practice; we are
also participating in its maintenance, distribution and legitimation.

When we claim deviant group X does Y (and how often do our studies
exploit those who are less) we participate in the very semiotic methods
by deviant group X is known as deviant.  The flip of the coin is
the consistent counsel against "going native"  You become one of them
instead of one of us. Us being right; them being different, of course.

Our observations reside inthe semiotic domain fully politicized.  There's
no brute fact innocence.

And here it is Thursday already.
Jim Anderson
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Date:         Thu, 1 Oct 1992 22:43:28 -0700
              <QUALRS-L@UGA.BITNET>
From:         JENNINGT@CGSVAX.CLAREMONT.EDU
Subject:      Qualitative Sociology

Does anyone have a phone # to request an exam copy of the journal
"Qualitative Sociology"?

Or even an E-mail address?  Thanks.

Todd Jennings
JENNINGT@CLARGRAD (bitnet)
JENNINGT@CGSVAX.CLAREMONT.EDU (internet)
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Newsgroups: bit.listserv.qualrs-l
Date:         Tue, 6 Oct 1992 15:13:13 HST
              <QUALRS-L@UGA.BITNET>
From:         Daniel Blaine <DANIEL@UHUNIX.BITNET>
Subject:      Position Announcement

                ASSISTANT OR ASSOCIATE PROFESSOR
                  University of Hawaii at Manoa
                      College of Education
              Department of Educational Psychology
                   Telephone:  (808) 956-7775

     The UNIVERSITY OF HAWAII at Manoa, Department of Educational
Psychology intends to make a full-time, tenure-track, 9-month
appointment effective August 1, 1993.  Applications are invited
from candidates in all areas of educational psychology, including
(but not restricted to) learning, development, and cognition.
Candidates are expected to have a strong scholarly orientation.
Responsibilities:  The successful candidate will teach basic
undergraduate courses in educational psychology and graduate
courses in human learning, cognition, or development; conduct
research; advise graduate degree candidates; and participate in
teacher education, departmental and other interdisciplinary
activities.  Minimum Qualifications:  Assistant Rank - earned
doctorate in educational psychology or related discipline, with
evidence of effective teaching experience at the college/university
level, strong methodological background, and demonstrated research
ability.  Associate Rank - additional evidence of scholarly
productivity sufficient for appointment to graduate faculty and
four years in rank as assistant professor.
     The Department is administratively within the College of
Education and has graduate programs leading to the M.Ed. and the
Ph.D.  The current faculty members (four professors, one associate
professor, and two assistant professors) have research interests in
learning, development, cognition, and quantitative methods.
     The University of Hawaii at Manoa is a doctoral/research
institution with approximately 20,000 students on the campus.  It
is part of the larger University of Hawaii system which enrolls
over 50,000 students per year.
     The applicant should send a letter specifying the academic
rank for which he/she is applying; a curriculum vitae; evidence of
effective teaching; copies of publications; names, addresses, and
phone numbers of five references; and a doctoral transcript to Dr.
Harold Ayabe, Chair, Educational Psychology Department, College of
Education, University of Hawaii at Manoa, 1776 University Avenue,
Honolulu, Hawaii 96822.  Inquiries may also be addressed to
edpsych@uhunix.uhcc.Hawaii.Edu or edpsych@uhunix.BITNET.  Review of
materials will begin on November 16, 1992 and will continue until the
position is filled. The minimum 9-month salary at the rank of assistant
professor is $40,000 and at the rank of associate professor is
$47,000.

The University of Hawaii is an affirmative action/equal opportunity
employer.
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Date:         Sat, 26 Sep 1992 23:02:56 -0700
              <QUALRS-L@UGA.BITNET>
Comments:     Warning -- original Sender: tag was rotha@SFU.CA
From:         Michael_Roth@SFU.CA
Subject:      replication
Comments: To: qualrs-l@uga.cc.uga.edu

I re-read part of the exchange on replication when I came across Jim's
paraphrase of Hegel, "empirical studies give us appearances, reason gives
us reality."

Both Jean Piaget and Nelson Goodman take a different stance on the second
half of the sentence (and I think I am siding with them).  Accordingly,
there is a dialectic relationship between reason and reality: Piaget
indicated that "Intelligence organizes the world by organizing itself" (in
von Glasersfeld, 1987a, p. 5) while in Goodman's (1978) words,
"Comprehension and creation [of the world] go together" (p. 22).    Now to
come back to knowing versus knowledge.  Traditionally, the contents of this
intelligence were seen to match the world (knowledge).  Piaget's notion has
this more static quality.  In Goodman's notion, however, we have two
actions, comprehending and creating which are in a dialectical relationship
(knowing).

Michael
Micheal_Roth@sfu.ca
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Newsgroups: bit.listserv.qualrs-l
Date:         Mon, 5 Oct 1992 10:30:57 EDT
              <QUALRS-L@UGA.BITNET>
From:         "Penny Oldfather" <POLDFATH@UGA.BITNET>
Subject:      Re: PARTICIPATORY ACTION RESEARCH

In observing the passionate reactions to McTaggert's posting of the
participatory action research correspondence course I have been puzzled, and
I must say, feeling very uncomfortable about the harsh criticism offerred by
some on the list.  The participants on our list would be among those most
interested not only in the focus of the course, but in the medium of email.
I agree with Yvonna that the prospect of a more systematic means of pursuing
some of these issues might be extremely interesting and valuable.

I personally do not doubt the integrity or intentions of those who offered the
course.  One of the lessons to be learned from this experience may be that we
should try to make more explicit the expectations or etiquette that are
appropriate for email.  I am concerned that those who may be considering
participating in the list may think twice before doing so, if they run the
risk of being treated so harshly for their offerings.  For the most part, I
have been impressed with the quality of human regard in our interchanges, and
I hope we can be careful to make this a forum in which participants can risk
participation without what verges on public humiliation.  Penny Oldfather

*****************************************************************
* PENNY OLDFATHER                                               *
* ASSISTANT PROFESSOR, ELEMENTARY EDUCATION                     *
* 427 ADERHOLD HALL                       TEL: (706) 542-4324   *
* UNIVERSITY OF GEORGIA                   FAX: 706-542-4277     *
* ATHENS, GA  30602                       BITNET: POLDFATH@UGA  *
* INTERNET: POLDFATH@UGA.CC.UGA.EDU                             *
*****************************************************************
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Date:         Tue, 6 Oct 1992 16:59:00 MST
              <QUALRS-L@UGA.BITNET>
From:         JANE HOOD <JHOOD@UNMB.BITNET>
Subject:      Re: hyperresearch vs. nudist on the mac

The last people I know who used hyperresearch found that it was still
full of bugs and was not useable on the most recent MAC operating system.

I have not tried Nudist and would like to hear from people who have
tried the IBM PC version. I learned about the mainframe version two
years ago, and the program sounds very useful.

If hyperresearch ever can doo all it is trying to do, it should
be useful.

Jane Hood
From: john7552@MACH1.WLU.CA ((Niall Johnson u))
Newsgroups: bit.listserv.qualrs-l
Subject: Re: PARTICIPATORY RESEARCH
Date: 5 Oct 92 21:26:19 GMT
              <QUALRS-L@UGA.BITNET>
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Comments: To: "(Jim Thomas)" <QUALRS-L@uga.cc.uga.edu>
              92 4:52 pm

Jim Thomas wrote:

> PS--for those who've asked, my discomfort with the course solicitation
> extends beyond "advertising." I saw little pedagogical integrity in a
> "course" that is vulnerable to potential abuse, found severe
> adminstrative problems with it that, in the academic universe I live
> in, struck me as potentially unethical, and the "course" initially
> impressed me as akin to hucksterism.  Action-oriented researchers
> often fight against the perception that the perspective isn't serious,
> and such "courses" reinforce this inaccurate perception. I would like
> to be demonstrated wrong on this, and perhaps the original posters
> could join the dialogue and elaborate their goals. I take no pleasure
> in criticizing colleagues in this manner, and it would please me to be
> able to change my views.  Unless that happens, my view that the
> solicitation of $2,000 for essentially a non-credit course with some
> seemingly serious pedagogical and administrative problems is improper
> for this particular forum remains strong.

These are precisely the concerns I had. I have no trouble with distance
education or alternative methods of education delivery.. it was just that
the way in which the information was presented, the way money was solicited,
etc. that made me so uncomfortable with the proposition.

I feel that perhaps if the initial presentation from the Deakin people had
been a little more measured then they could have spared themselves all this
flak. What they are presenting may be first-rate but the way it has been
introduced to us via the net has been flawed and reeks of something
underhand.

Deakin is a fine university (I have lived in Australia for many years and
studied in the country for a long time also) and that alone makes me
optimistic that the scheme is acceptable to many... but it just doesn't look
too good.

--
Ciao

Niall Johnson,
Dept. of Geography,
Wilfrid Laurier University.
     john7552@mach1.wlu.ca
From: RPSY@ASC.UPENN.EDU
Newsgroups: bit.listserv.qualrs-l
Subject: Knowledge
Date: 29 Sep 92 16:14:30 GMT
              <QUALRS-L@UGA.BITNET>
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Comments: To: qualrs-l@uga.cc.uga.edu

Jim A:  <it would do different work to think of these as different levels
	<of discourse with separate qualities ...> You've just rather gentlyu
given
 us[A[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[
 C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[C[Ca subtle
 summary of an alternative view of inquiry. Perhaps some of
the rest of us could use some time in the woods of western Michigan.
Stan Yoder
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