Joy Marie Prior
The Threefold Cord: Marital Commitment in Religious Couples
SFL 290 Critical Inquiry and Research Meth
Section 001
Lambert, Nathaniel M
Article Evaluations DUE __________August 2 2011____________
Introduction
The article clearly stated that the purpose of the study was to further explore the influence religion has on marital commitment level- namely the “sanctification of marriage” a term coined by Mahoney and his study team in the late 90’s. This study is important because it addresses current social issues- namely the article mentions the high rate of divorce in the United States.
Although the review of literature did relate to the study’s purpose not all of the publications were within 10 years of the article being published. The studies mentioned explored other articles that relate religiosity to the reducing the risk of divorce and marital commitment.
The research hypotheses were not stated clearly, possibly because this was a qualitative research. Although I understood from the review of the literature roughly how the researchers approached the research question there was not a clearly stated hypothesis. This would have been difficult because there are no numerical values or statistics that could have been used to form a hypothesis. The study did clarify that it was focusing on religiosity and marital commitment at a dyadic level.
Methods
The sampling method was done by recommendation from members of various religious denominations. They interviewed 57 married couples (57 husbands and 57 wives) who their religious leaders considered especially involved in within their Christian, Jewish, and Islamic communities. They were interviewed in New England and Northern California, and I assume that the couples are from those areas.
There were 57 couples- 57 husbands and 57 wives interviewed. This was a large enough sample to collect conceptual saturation in the data.
The sampling population was over 80% Caucasian but on average all of the couples were considered well educated and able to contribute an average of 7% of their income to religious causes. The average couple had been married for 21 years and attended religious services on average once a week, although the article did not specify if the couple would consider themselves highly religious their entire marriage. They ranged from different sects of religion, but the most of them classified as Christian. The sample was adequate described so that I could imagine generally who was interviewed.
If I know all of the specific questions I could conduct the study. They explained the process of forming the questions, modifying the questions, and clarifying the questions well. I would have liked to know a little about the interview- were they of the same religious back ground as the participant they were interviewing or not. This also relates to me wondering if the questions were subjective and could be considered cross religious, or if the questions used phrases and words that catered to specific religious denominations.
The independent and dependent variables were not specified, but the study mentioned how during the review of the interview the research team made subgroups and also themed the common elements of the interviews into classifications. These themes were collected and organized in an attempt to support one another and the author’s claims.
The measurements of the independent and dependent variables were the people organizing the themes and common elements in the recorded interviews. I don’t know exactly how the information was organized, but after reading the article I learned that the information was reviewed and some of the themes were cut from the study because they lacked support. So, much of it was objective but I don’t really know how else this type of information could be described unless there was the research team chose to use a software that counted the number of words such as “commitment”, “covenant”, and “religion” were said in the interview.
Results & Discussion
The results pointed to the idea that the core concept that by including God in a marriage the stability and marital commitment are enhanced. This was supported by the three specified themes mentioned in the paper and the various subgroups. There were specific quotes from the participants used to support the themes and subgroups. While I read the article I was a little taken back, because many of the scripture used to articulate the themes were common Christian scriptures. I counted two quotes from the ones interviewed of the Jewish faith and did not see any from the Muslim religion mentioned. There were numeral quotes from the interviewed participants who were of a Christian denomination though, and this lead me to wonder if the study was measuring if religion in general has a relationship with marital commitment or if the study was truly measuring if Christianity has a relationship to marital commitment.
I personally enjoyed reading the study, and found it meaningful. This research generates a plethora of new hypotheses, but I do not believe that the study could be generalized to religion as a whole and marital commitment because of I believe the study has an overwhelming domination of Christian views taken in the study by the author, possibly interview questions, and sample. This weakens the strength of the study to me.
Thursday, July 28, 2011
Tuesday, July 26, 2011
Rel assignment #10
Joy Marie Prior
Religion C 261 – Sister Kelly Summers
Assignment #10 - One Page Biographical Sketch for your Ancestor – 40 pts
Write a 1 page biographical sketch of your ancestor. Sources you may use include interviews, diaries, newspaper clippings, county histories, etc. A photo may be attached to your completed biography. You may summarize something you know about your ancestor.
Do not “copy” what others have written. Write the experience in your own words possibly quoting words of your ancestor. The motivation of this paper is to help a family member make a connection with your ancestor.
If you do not have access to actual information left by your ancestor you will need to rely on information from the locality assignment and maybe a county history to write your biographical sketch.
I hope this project is just the beginning of a much larger ancestor book.
Carl A. Carlquist
He was born in Sweden in 1857. His mother never told him who his father was, but let it be assumed that it was a man she had once been engaged to named Carl. Although his mother did eventually marry her husband died living her a penniless. During the cold winter months of his Childhood Carl would put together small match boxes, but often he went to bed hungry. Later in his mature life he formed a relationship with Carl, and his supposed half siblings. His mother was a maid in a high society retreat. Once someone gave him a free postcard with the picture of the prince of Sweden on it because they had mistaken him as the Prince of Sweden. He did not want to embrace the individual so he accepted it graciously.
His childhood seems disheveled and he believes that it showed in his appearance. On his first mission to the church a women welcomed her into his house and told him that he should stand against a door frame each day to help straighten his back. She also told him that he should speak with marbles in his mouth to help him learn to articulate. Later while serving his third mission for the Church of Jesus Christ of Latter Day Saints Carl gave over 50% of the sermons in his district. Many unsettled Swedes wanted to banish the Mormon missionaries from Sweden, and Carl was an avid speaker for the Mormons. His campaign followed behind one of the most avid anti-Swedish-Mormon campaign. He even spoke as a representative for the church to the King of Sweden.
He met Hulda, the only love of his life, while on his mission in Sweden. The rules were a little different then, and he kissed her on one of their long walks after he promised to follow her to Utah when he could and after his mission. She left for Utah shortly after and spent two years saving enough money to send to Carl so that he could immigrate to Utah and join the other members in Zion. They were married in Utah on the 3rd of September in 1877. Every night they would pray by their bedside before going to be so that they could say they never went to bed angry. She supported him while he served his missions for the church and when his businesses collapse, and he supported her when she was admitted into the Utah Insane Asylum. In their old age Hulda would lean against the fence and watch Carl walk home from work; then she would turn to her youngest daughter of her nine children and say in her thick accent, “doesn’t he look like a king?”
Carl loved to buy memorable gifts for Hulda. During a time of great economical turmoil Carl bough Hulda a dozen red roses and one white one. Later she said that at the time she wished he had spent the money on food; time made her forget how it feels to be hungry, but she has never forgotten those roses. He took out the diamond in his ring and put in a glass one so that she could have one in her ring.
Although, he was Swedish he loved the United States despite some of the discrimination he received when he first immigrated. He was actively involved in political affairs, and served in the original Scandinavian Salt Lake City Wards. One of the original gardeners of Lagoon amusement park immigrated to Utah from Sweden. Carl recommended him to the owner of Lagoon, but the man was not going to heir a Swede who did not speak English. Carl told the owner of Lagoon that although he did not speak English he spoke the language of the flowers; the man got the job. Many flea infested and lice covered immigrants stayed at the Carlquist home were Hulda poured cleaner down the bed stands and scrubbed them thoroughly; all were welcome to stay until they could support themselves.
He died on the 24 of July in 1938 in Salt Lake City. His wife died a few years later.
Religion C 261 – Sister Kelly Summers
Assignment #10 - One Page Biographical Sketch for your Ancestor – 40 pts
Write a 1 page biographical sketch of your ancestor. Sources you may use include interviews, diaries, newspaper clippings, county histories, etc. A photo may be attached to your completed biography. You may summarize something you know about your ancestor.
Do not “copy” what others have written. Write the experience in your own words possibly quoting words of your ancestor. The motivation of this paper is to help a family member make a connection with your ancestor.
If you do not have access to actual information left by your ancestor you will need to rely on information from the locality assignment and maybe a county history to write your biographical sketch.
I hope this project is just the beginning of a much larger ancestor book.
Carl A. Carlquist
He was born in Sweden in 1857. His mother never told him who his father was, but let it be assumed that it was a man she had once been engaged to named Carl. Although his mother did eventually marry her husband died living her a penniless. During the cold winter months of his Childhood Carl would put together small match boxes, but often he went to bed hungry. Later in his mature life he formed a relationship with Carl, and his supposed half siblings. His mother was a maid in a high society retreat. Once someone gave him a free postcard with the picture of the prince of Sweden on it because they had mistaken him as the Prince of Sweden. He did not want to embrace the individual so he accepted it graciously.
His childhood seems disheveled and he believes that it showed in his appearance. On his first mission to the church a women welcomed her into his house and told him that he should stand against a door frame each day to help straighten his back. She also told him that he should speak with marbles in his mouth to help him learn to articulate. Later while serving his third mission for the Church of Jesus Christ of Latter Day Saints Carl gave over 50% of the sermons in his district. Many unsettled Swedes wanted to banish the Mormon missionaries from Sweden, and Carl was an avid speaker for the Mormons. His campaign followed behind one of the most avid anti-Swedish-Mormon campaign. He even spoke as a representative for the church to the King of Sweden.
He met Hulda, the only love of his life, while on his mission in Sweden. The rules were a little different then, and he kissed her on one of their long walks after he promised to follow her to Utah when he could and after his mission. She left for Utah shortly after and spent two years saving enough money to send to Carl so that he could immigrate to Utah and join the other members in Zion. They were married in Utah on the 3rd of September in 1877. Every night they would pray by their bedside before going to be so that they could say they never went to bed angry. She supported him while he served his missions for the church and when his businesses collapse, and he supported her when she was admitted into the Utah Insane Asylum. In their old age Hulda would lean against the fence and watch Carl walk home from work; then she would turn to her youngest daughter of her nine children and say in her thick accent, “doesn’t he look like a king?”
Carl loved to buy memorable gifts for Hulda. During a time of great economical turmoil Carl bough Hulda a dozen red roses and one white one. Later she said that at the time she wished he had spent the money on food; time made her forget how it feels to be hungry, but she has never forgotten those roses. He took out the diamond in his ring and put in a glass one so that she could have one in her ring.
Although, he was Swedish he loved the United States despite some of the discrimination he received when he first immigrated. He was actively involved in political affairs, and served in the original Scandinavian Salt Lake City Wards. One of the original gardeners of Lagoon amusement park immigrated to Utah from Sweden. Carl recommended him to the owner of Lagoon, but the man was not going to heir a Swede who did not speak English. Carl told the owner of Lagoon that although he did not speak English he spoke the language of the flowers; the man got the job. Many flea infested and lice covered immigrants stayed at the Carlquist home were Hulda poured cleaner down the bed stands and scrubbed them thoroughly; all were welcome to stay until they could support themselves.
He died on the 24 of July in 1938 in Salt Lake City. His wife died a few years later.
SFL experience application
My freshman year I went to the Tribe of Many Feathers club expecting free fry bread. Instead, I was invited to join the Native American Hoop club. That night I curled up against the whitewashed wall next to my bed and watched the moon cross the sky through my broken blinds. It was the first time I had been a minority; buckets of emotions poured into my soul. I have honey blond hair, sapphire eyes, strawberry cream skin, and no one in that group looked like me at all. In those twilight hours the dawning of a new chapter of my life rose as I realized that the world is filled with people who I wanted to love but who I knew nothing about. I promised myself that I was going to go back to the dance class and I was going to learn.
After my freshman year of dancing hoop with the Tribe of Many Feathers I joined a local multicultural dance group called Remembering Our Culture. We volunteered a minimum of 10 hours a week, and I needed all the practice I could get. At first I remember wanting to cry myself to sleep because I felt so misplaced, but I knew that I wanted to be there and that helped me to want to go back. I had danced with the Native American Club for a year now, but this group was different. It was harder.
It makes me laugh when I think of how uncomfortable I felt when I first joined, because all of my dearest friends I meet while dancing. Throughout the winter semester we toured through Utah, the Navajo Reservation, New Mexico, and a at the end of the semester we went on a two week tour through Texas. Our goal was to encourage students to embrace their unique heritage and to aflame a desire for a secondary education. If it were the early 70s I could call it an Ethnography. I would have been a horrible researcher because I completely lost my objective (if I ever did have one) you could say I went “native”. I don’t see how a ethnography research could not turn native, because after working, crying, and laughing together I know I could never return to the person I used to be; I no longer think the same.
The second night of my visit to the Navajo Reservation was over a year ago and I remember warping myself in the cotton blankets and watching the shadows move across the welting wood floor as my reality crumbled. There were people who did not have the same opportunities I did: education, running water, housing, and even family. I guess I had always known that, but it was “stuff” for national geographic articles and not for the pages of my own life. On the drive home I began to rewrite my life goals. I felt driven not only to do something, but to become something. Above all I wanted to help others reach beyond what others expect them to obtain but more importantly above what they believe they are capable of.
My future goals are to apply for the Early Childhood Education program at Brigham Young University, and then I would like a Masters in possibly Special Education. A few months ago I served as a teacher assistant on the Navajo Nation. The Navajo Nation is an Indian reservation that crosses the boarders of Utah, Arizona, and New Mexico. It has it’s own system of government, but the government depends on the United States National financial aid. In one of the resource classrooms there was a single teacher for over ten students at one time. Their ages ranged from kindergarten to fifth grade; all of the students had minor to sever mental disabilities that require personal attention.
After, serving for a week the school asked me if I would like to work there as a hired teacher in the fall. I have no certificate, no official experience, but there is a constant shortage of teachers, finances, and motivation within the education system on the reservation. Although, I chose to return to Brigham Young University this fall I can not forget the black-eyed students with their long ponytails and warm chocolate skin. I am a firm believer that education is more valuable than any federal financial assistance ever could be. I want to organize opportunities for others (particularly children and adolescents) to have not only the opportunities but to have the motivation to become educated.
I feel strongly that this research project would help me to reach my goal. It is painful to know how many hundreds of minority students drop out of college because of the sudden pressure. True, the cultural differences of college are overwhelming, but from what I have observed that is not as hard as feeling like you are different. I remember one night after Christmas vacation my friend and I were coming home from a ward party. My friend turned to me, a few strands of her hair bounced off her high check bones as we walked in the slush, “I forgot that I am a minority here; I should want to be here, but I… yah know just being home for a few weeks, and I forgot what it feels like to be the minority.”
That night I made a startling self discovery. No one at our ward party was constantly thinking; she is a minority; she looks different than we do; she should not be here, but she was constantly thinking that. When I realized this I blushed at myself because I have felt this same insecurity, so often. I believe that this research project has the potential to help people who I love become more than they ever expected themselves to be. This is a research team I want to be apart of because it does not simply state the obvious-we are all different- it searches for how we can accept our differences.
After my freshman year of dancing hoop with the Tribe of Many Feathers I joined a local multicultural dance group called Remembering Our Culture. We volunteered a minimum of 10 hours a week, and I needed all the practice I could get. At first I remember wanting to cry myself to sleep because I felt so misplaced, but I knew that I wanted to be there and that helped me to want to go back. I had danced with the Native American Club for a year now, but this group was different. It was harder.
It makes me laugh when I think of how uncomfortable I felt when I first joined, because all of my dearest friends I meet while dancing. Throughout the winter semester we toured through Utah, the Navajo Reservation, New Mexico, and a at the end of the semester we went on a two week tour through Texas. Our goal was to encourage students to embrace their unique heritage and to aflame a desire for a secondary education. If it were the early 70s I could call it an Ethnography. I would have been a horrible researcher because I completely lost my objective (if I ever did have one) you could say I went “native”. I don’t see how a ethnography research could not turn native, because after working, crying, and laughing together I know I could never return to the person I used to be; I no longer think the same.
The second night of my visit to the Navajo Reservation was over a year ago and I remember warping myself in the cotton blankets and watching the shadows move across the welting wood floor as my reality crumbled. There were people who did not have the same opportunities I did: education, running water, housing, and even family. I guess I had always known that, but it was “stuff” for national geographic articles and not for the pages of my own life. On the drive home I began to rewrite my life goals. I felt driven not only to do something, but to become something. Above all I wanted to help others reach beyond what others expect them to obtain but more importantly above what they believe they are capable of.
My future goals are to apply for the Early Childhood Education program at Brigham Young University, and then I would like a Masters in possibly Special Education. A few months ago I served as a teacher assistant on the Navajo Nation. The Navajo Nation is an Indian reservation that crosses the boarders of Utah, Arizona, and New Mexico. It has it’s own system of government, but the government depends on the United States National financial aid. In one of the resource classrooms there was a single teacher for over ten students at one time. Their ages ranged from kindergarten to fifth grade; all of the students had minor to sever mental disabilities that require personal attention.
After, serving for a week the school asked me if I would like to work there as a hired teacher in the fall. I have no certificate, no official experience, but there is a constant shortage of teachers, finances, and motivation within the education system on the reservation. Although, I chose to return to Brigham Young University this fall I can not forget the black-eyed students with their long ponytails and warm chocolate skin. I am a firm believer that education is more valuable than any federal financial assistance ever could be. I want to organize opportunities for others (particularly children and adolescents) to have not only the opportunities but to have the motivation to become educated.
I feel strongly that this research project would help me to reach my goal. It is painful to know how many hundreds of minority students drop out of college because of the sudden pressure. True, the cultural differences of college are overwhelming, but from what I have observed that is not as hard as feeling like you are different. I remember one night after Christmas vacation my friend and I were coming home from a ward party. My friend turned to me, a few strands of her hair bounced off her high check bones as we walked in the slush, “I forgot that I am a minority here; I should want to be here, but I… yah know just being home for a few weeks, and I forgot what it feels like to be the minority.”
That night I made a startling self discovery. No one at our ward party was constantly thinking; she is a minority; she looks different than we do; she should not be here, but she was constantly thinking that. When I realized this I blushed at myself because I have felt this same insecurity, so often. I believe that this research project has the potential to help people who I love become more than they ever expected themselves to be. This is a research team I want to be apart of because it does not simply state the obvious-we are all different- it searches for how we can accept our differences.
SFL 290 application part 1
This past year I joined a multicultural dance group and we toured through Texas, I taught on the Navajo Reservation in both public and private school, I traveled through the Hawaiian Islands with a backpack for over two weeks living in different Latter Day Saints homes, and on Brigham Young University Campus I am an active member of the BYU Tribe of Many Feathers club (for the native American students) and take pictures for the Multicultural paper. I am Caucasian: I have blond hair, strawberry cream white skin, and sea blue eyes, but have learned to LOVE my physical differences the more that I learn and appreciate other people’s differences. I mention all of this because I enjoy talking to people, specifically people who know that they are different, but why I am so interested in this qualitative research is because the question is how do you deal with feeling different. This interreges me because instead of just talking about differences or how people treat each other because of our differences this research asks people to do something about it. I want to be apart of something that helps people to become empowered by discovering ways to positively (and negatively) handle differences.
Naturally, I am a talkative person and interviews and interviewing does not frighten me. Although I am sure that would have to learn how to do a scientific interview. I am comfortable with talking to a wide variety of people, and after class when you introduced the research topic all I could think of were people I would want to research. Both of my roommates are African American and grew up in Provo; they have some of the most interesting ways that they feel different. My best friend is Native American and grew up on the Navajo Reservation. My sister is six two, and has always felt out of place because of her height. Then I really would love to hear Emit’s life, Jennifer, Michael, Abe… I am sure that the actual research project would be organized and I could not just have a party with all of my friends, but that makes me all the more excited to be apart of the research. I want to know how other people handle their insecurities and what makes people feel different.
This research not only interests me, but I feel that I would be a positive and strong contributor to the research team. I would be willing to learn how to interview, enter in data, edit, because I want to learn and discover with a group of people who are interested in similar topics that I am. I believe that this would be the opportunity not only to learn more personally but to be apart of a team and group of people learning and growing together.
Naturally, I am a talkative person and interviews and interviewing does not frighten me. Although I am sure that would have to learn how to do a scientific interview. I am comfortable with talking to a wide variety of people, and after class when you introduced the research topic all I could think of were people I would want to research. Both of my roommates are African American and grew up in Provo; they have some of the most interesting ways that they feel different. My best friend is Native American and grew up on the Navajo Reservation. My sister is six two, and has always felt out of place because of her height. Then I really would love to hear Emit’s life, Jennifer, Michael, Abe… I am sure that the actual research project would be organized and I could not just have a party with all of my friends, but that makes me all the more excited to be apart of the research. I want to know how other people handle their insecurities and what makes people feel different.
This research not only interests me, but I feel that I would be a positive and strong contributor to the research team. I would be willing to learn how to interview, enter in data, edit, because I want to learn and discover with a group of people who are interested in similar topics that I am. I believe that this would be the opportunity not only to learn more personally but to be apart of a team and group of people learning and growing together.
Monday, July 25, 2011
Rel assignment #9
Joy Marie Prior
Religion C 261 - Sister Kelly Summers
Assignment #9 - Vital Records, Civil Registration & Church Records – 40 pts
Use FamilySearch.org and Wiki.FamilySearch.org to locate information about Vital Records in one area. Choose a locality in which a vital event occurred for your ancestor. Example: birth, marriage or death.
U.S. Research
1 - Search the Library Catalog found at FamilySearch.org
Make a list of possible films (include film numbers) that could give you a vital event date. These films would be found under a “place search” then “vital records”.
I began to search for specifically vital records in Salt Lake City, because that is were my ancestors moved to when they came to America. To feed my own curiosity I searched through some of the film records for my ancestors in Sweden. I did not do the entire assignment on international research but I found a few interesting places that I could eventually go to.
1 – Search the Library Catalog found at FamilySearch.org
Make a list of possible films (include film numbers) that could give you a vital event date. These films would be found under a “place search” then “civil registration”.
I really wanted to find vital records in Sweden for one of my ancestors in the family I have chosen to research. I did not find an icon that was specifically “vital records” but I did find films that were for immigration and emigration. I also found a few church records that might have my ancestors’ names on them.
Location Event/record Dates Description Film Number Retrieve
Sweden, Jönköping Immigration and Emigration Index 1869, 1874-1895, 1860-1895 Personregister till SCB:s nominativa förteckningar Jönköpings län, invandrare 1869,1874-1895, utvandrare 1860-1895 1703139 FHL INTL Film
Sweden, Jönköping Church Records 1856-1859 Protokoll 150118 FHL INTL Film
Sweden, Jönköping Church Records 1859-1860 Protokoll 150119 FHL INTL Film
Sweden, Skaraborg emigration 1877 Emigrantlistor 83141 Items 4-5 FHL INTL Film
Sweden, Skaraborg emigration 1875 Emigrantlistor 83133 Item 4 FHL INTL Film
Sweden, Halland, Ljungby Church records 1852-1870 Kyrkoböcker 400374 FHL INTL Film
Sweden, Halland, Ljungby Church records 1871-1892 Kyrkoböcker 1043253 Item 1 FHL INTL Film
USA, Utah, Salt Lake City birth 1898-1900 Register of births at Union and Sandy, Salt Lake County, Utah, 1898-1900 1597688 Item 16 FHL US/CAN Film
USA, Utah, Salt Lake City birth 1886-1902 Births 1886-1902, attended by Mary Catherine Smith Shipp, Obstetrician of Draper, Utah 194376 FHL US/CAN Film
USA, Utah, Salt Lake City death 1938 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26571 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1945 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26578 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1918-1919 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26559 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1883 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26553 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1889 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26553 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1908-1910 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26555 FHL US/CAN Film
Spanish Fork, Utah, Utah death Prior to 1922 Pioneers buried in Spanish Fork City 164644 FHL US/CAN Film
2 - Locate information on how to order vital records from your state. Mention which year vital records were recorded on a state level. Include the address.
According to family search, “You can order microfilms through your nearest family history center. You can also use the microfilms, books, and other items at the Family History Library in Salt Lake City, Utah, USA. To order a microfilm, you need to know the microfilm number. Again, to obtain the microfilm number, see the Film Notes section. Before ordering microfilms or microfiche, please check the Notes field. Any restrictions on the use of the item will be mentioned there.” The dates that the vital records that I would like to obtain are recorded in the chart above.
Some of the vital records that I am searching for would not be found in the State Utah, but as a territory. Because many of the vital events of my ancestors lives were in the late 1800s they would be classified as a territory. “The library has some territorial vital records on compact disc for the 1800s to 1906. This index contains birth, marriage, guardianship, naturalization, divorce records and wills. The territory includes Utah, Arizona, Colorado, Idaho, Nevada, Wyoming, and Indian territory. Sources include Deseret News notices of vital records, marriages performed by justices of the peace, Methodist marriages, and records of The Church of Jesus Christ of Latter-day Saints records.”
Although state births and deaths did not begin to be registered until 1905 the webpage on wiki.Familysearch.org said that an individual born before 1905 could have received a delayed birth certificate and that would be in the Utah State Archives and Records Service. Some counties kept earlier records, and I assume that Salt Lake was among them most kept entries of births and deaths by 1898 when it became a state law. The death records from 1898-1905 have all been indexed except Salt Lake County, but I can still use the Spanish Fork records.
Most of my ancestors lived in Salt Lake County and the birth records from 1898-1905 along with registered deaths from 1897-1905 but do not included Salt Lake City but only the county so I do not know if these records will be useful to me.
Civil registration of marriage was not required in Utah until 1887; about ten years after Carl and Hulda were married. I can look at Salt Lake City county marriages in Utah Territory 1850-1884 that were published from the Deseret News 1850-1872 and compiled by Judeth W. Hansen and Norma Lundberg.
3 – Include an explanation of your findings.
I found that it is important to know if I am looking at a territory, county, or state record. I realized the importance of knowing the location of your ancestors. It also made me aware of how important it is it to know the absolute location and not simply the general location. The boundaries were changing, and I had to use different dates to know when the boundaries would be considered what.
4 – If available, find a vital record for your ancestor from the “Historical Records” collection, at FamilySearch.org bring it to class.
Religion C 261 - Sister Kelly Summers
Assignment #9 - Vital Records, Civil Registration & Church Records – 40 pts
Use FamilySearch.org and Wiki.FamilySearch.org to locate information about Vital Records in one area. Choose a locality in which a vital event occurred for your ancestor. Example: birth, marriage or death.
U.S. Research
1 - Search the Library Catalog found at FamilySearch.org
Make a list of possible films (include film numbers) that could give you a vital event date. These films would be found under a “place search” then “vital records”.
I began to search for specifically vital records in Salt Lake City, because that is were my ancestors moved to when they came to America. To feed my own curiosity I searched through some of the film records for my ancestors in Sweden. I did not do the entire assignment on international research but I found a few interesting places that I could eventually go to.
1 – Search the Library Catalog found at FamilySearch.org
Make a list of possible films (include film numbers) that could give you a vital event date. These films would be found under a “place search” then “civil registration”.
I really wanted to find vital records in Sweden for one of my ancestors in the family I have chosen to research. I did not find an icon that was specifically “vital records” but I did find films that were for immigration and emigration. I also found a few church records that might have my ancestors’ names on them.
Location Event/record Dates Description Film Number Retrieve
Sweden, Jönköping Immigration and Emigration Index 1869, 1874-1895, 1860-1895 Personregister till SCB:s nominativa förteckningar Jönköpings län, invandrare 1869,1874-1895, utvandrare 1860-1895 1703139 FHL INTL Film
Sweden, Jönköping Church Records 1856-1859 Protokoll 150118 FHL INTL Film
Sweden, Jönköping Church Records 1859-1860 Protokoll 150119 FHL INTL Film
Sweden, Skaraborg emigration 1877 Emigrantlistor 83141 Items 4-5 FHL INTL Film
Sweden, Skaraborg emigration 1875 Emigrantlistor 83133 Item 4 FHL INTL Film
Sweden, Halland, Ljungby Church records 1852-1870 Kyrkoböcker 400374 FHL INTL Film
Sweden, Halland, Ljungby Church records 1871-1892 Kyrkoböcker 1043253 Item 1 FHL INTL Film
USA, Utah, Salt Lake City birth 1898-1900 Register of births at Union and Sandy, Salt Lake County, Utah, 1898-1900 1597688 Item 16 FHL US/CAN Film
USA, Utah, Salt Lake City birth 1886-1902 Births 1886-1902, attended by Mary Catherine Smith Shipp, Obstetrician of Draper, Utah 194376 FHL US/CAN Film
USA, Utah, Salt Lake City death 1938 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26571 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1945 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26578 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1918-1919 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26559 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1883 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26553 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1889 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26553 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1908-1910 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26555 FHL US/CAN Film
Spanish Fork, Utah, Utah death Prior to 1922 Pioneers buried in Spanish Fork City 164644 FHL US/CAN Film
2 - Locate information on how to order vital records from your state. Mention which year vital records were recorded on a state level. Include the address.
According to family search, “You can order microfilms through your nearest family history center. You can also use the microfilms, books, and other items at the Family History Library in Salt Lake City, Utah, USA. To order a microfilm, you need to know the microfilm number. Again, to obtain the microfilm number, see the Film Notes section. Before ordering microfilms or microfiche, please check the Notes field. Any restrictions on the use of the item will be mentioned there.” The dates that the vital records that I would like to obtain are recorded in the chart above.
Some of the vital records that I am searching for would not be found in the State Utah, but as a territory. Because many of the vital events of my ancestors lives were in the late 1800s they would be classified as a territory. “The library has some territorial vital records on compact disc for the 1800s to 1906. This index contains birth, marriage, guardianship, naturalization, divorce records and wills. The territory includes Utah, Arizona, Colorado, Idaho, Nevada, Wyoming, and Indian territory. Sources include Deseret News notices of vital records, marriages performed by justices of the peace, Methodist marriages, and records of The Church of Jesus Christ of Latter-day Saints records.”
Although state births and deaths did not begin to be registered until 1905 the webpage on wiki.Familysearch.org said that an individual born before 1905 could have received a delayed birth certificate and that would be in the Utah State Archives and Records Service. Some counties kept earlier records, and I assume that Salt Lake was among them most kept entries of births and deaths by 1898 when it became a state law. The death records from 1898-1905 have all been indexed except Salt Lake County, but I can still use the Spanish Fork records.
Most of my ancestors lived in Salt Lake County and the birth records from 1898-1905 along with registered deaths from 1897-1905 but do not included Salt Lake City but only the county so I do not know if these records will be useful to me.
Civil registration of marriage was not required in Utah until 1887; about ten years after Carl and Hulda were married. I can look at Salt Lake City county marriages in Utah Territory 1850-1884 that were published from the Deseret News 1850-1872 and compiled by Judeth W. Hansen and Norma Lundberg.
3 – Include an explanation of your findings.
I found that it is important to know if I am looking at a territory, county, or state record. I realized the importance of knowing the location of your ancestors. It also made me aware of how important it is it to know the absolute location and not simply the general location. The boundaries were changing, and I had to use different dates to know when the boundaries would be considered what.
4 – If available, find a vital record for your ancestor from the “Historical Records” collection, at FamilySearch.org bring it to class.
Religion Assignment #13
Joy Marie Prior
Religion C 261 - Sister Kelly Summers
Assignment #13 – Family History Project – 60 pts
You may devote 6 hours to any family history project relating to indexing, temple attendance, creating a Book of Remembrance, etc. Any project is acceptable as long as there is a connection to family or temple. This project should take a minimum of 6 hours to complete.
Submit a written explanation of your project and how you spent your 6 hours. This project is due the last day of class.
For my six hour assignment I read a bibliography for one of my ancestors. I read a little throughout the semester and finished the book on the 24 of July. It is over 400 pages, and filled with the life, loves, and hardships of Carl A. Carlquist. I read an average of one page per minute and so I know that it took me a minimum of 6 hours to finish the entire book. While I read I feel in love with my ancestors, and would walk around my house reading some passages out loud to anyone who would listen. I still find it almost unbelievable that the book was about someone related to me. There were chapters that made me want to cry, and parts were I laughed out loud. Throughout the book there were pictures, poems, and news clippings.
I admired how much Carl loved his wife, and how much she loved him. Their lives seemed more like an adventure than a bibliography. Carl was born illegitimately and meet and became engaged to Hulda while serving his first mission. They both immigrated to America, had business failures and successes, worked hard to support Carl on his missions for the Church of Jesus Christ of Latter Day Saints, cried at the deaths of their children, welcomed Swedish immigrants into their home, baked bread, and loved life, each other, and God. When I closed the book and put it away on my night stand I was overwhelmed to think that all lives are intricately filled by the hopes and dreams of the one living it.
Religion C 261 - Sister Kelly Summers
Assignment #13 – Family History Project – 60 pts
You may devote 6 hours to any family history project relating to indexing, temple attendance, creating a Book of Remembrance, etc. Any project is acceptable as long as there is a connection to family or temple. This project should take a minimum of 6 hours to complete.
Submit a written explanation of your project and how you spent your 6 hours. This project is due the last day of class.
For my six hour assignment I read a bibliography for one of my ancestors. I read a little throughout the semester and finished the book on the 24 of July. It is over 400 pages, and filled with the life, loves, and hardships of Carl A. Carlquist. I read an average of one page per minute and so I know that it took me a minimum of 6 hours to finish the entire book. While I read I feel in love with my ancestors, and would walk around my house reading some passages out loud to anyone who would listen. I still find it almost unbelievable that the book was about someone related to me. There were chapters that made me want to cry, and parts were I laughed out loud. Throughout the book there were pictures, poems, and news clippings.
I admired how much Carl loved his wife, and how much she loved him. Their lives seemed more like an adventure than a bibliography. Carl was born illegitimately and meet and became engaged to Hulda while serving his first mission. They both immigrated to America, had business failures and successes, worked hard to support Carl on his missions for the Church of Jesus Christ of Latter Day Saints, cried at the deaths of their children, welcomed Swedish immigrants into their home, baked bread, and loved life, each other, and God. When I closed the book and put it away on my night stand I was overwhelmed to think that all lives are intricately filled by the hopes and dreams of the one living it.
Saturday, July 23, 2011
SFL 290 article review of Faith and unfaithfulness: Can praying for your partner reduce infidelity
Article Evaluation Due Tuesday 26
Faith and unfaithfulness: Can praying for your partner reduce infidelity
Joy Marie Prior
SFL 290
Introduction
(a) What was the purpose of the study? Study 1 To investigate whether prayer for the partner would influence the willingness to engage in extra dyadic romantic behavior that might produce hurt for the partner (e.g. infidelity). Study 2 An experimental design using self report that targeted the impact of prayer on infidelity, unlike study 1 this introduced an undirected prayer condition to control of the possible effects of any form of prayer. Study 3 This study build upon study 2 and introduced objective observes to report on the randomly assigned participants in the experiment commitment to their romantic partner.
Was it stated clearly? The purpose was stated clearly at the end of the review of the literature.
Is there a rationale presented for why the study is important? The relational was presented, because the author discussed how prayer has been viewed in social science, prayer in general, and hypothesized and correlations between prayer and relationships. After, the article discussed infidelity in dating relationships. This was important because it introduced the variables of the study, and why they are important in relationships and society.
(b) Did the review of literature relate to the study's purpose? the literature review was relevant because it introduced the reader to how prayer has been viewed and studied in the social sciences. The review gave the reader a clearer understand of what other studies and what ethical reasons would limit a true experiment on prayer in relationships. Besides discussing prayer in the social science the literature review discussed prayer in the religion.
Were the references cited recent (within 10 years of the article being published)? The references were cited, but a few were not within 10 years of the article being published. There were a few cited references that were from the 90’s and even from the 80’s.
(c) What were the research hypotheses and were they stated clearly? Study 1: The subjects randomly assigned to pray each day for the partner for four weeks would show lower levels of infidelity at the end of the four weeks than subjects assigned to pray in general, to focus on positive partner qualities, or to a neutral activity. Study 2: By believing that the relationship was sacred would mediate the relationship between infidelity and prayer. Study 3: The participants who had prayed for their partner for the four weeks would rate as more committed to their partner by objective observers than the control participants.
Do they present a clear association between the variables? All of the studies related to infidelity and prayer Study 1 there was lots of relation to infidelity and prayer but little related to why relationship satisfaction should be used to control for infidelity and prayer Study 2 There were many references that clarified why there were so many control groups in the study. Study 3 This study tried to over come the restrictions of self report by having observation; the references did not discuses what “observed” characteristics of infidelity could be.
Are they related to the review of literature? Prayer was mentioned several times throughout the review of the literature, but specifically the control variables for prayer were mentioned. The literature discussed the reasons why the different control groups were organized including simply becoming viewing the relationship as holly and that prayer simply makes one more aware of their personal moral compass. It also discussed infidelity and why this would be a relevant element to measure in the strength of a relationship. Although, the review of the literature did not specify why in Study 3 the objective observers would be looking for the commitment to partner, and how this relates to infidelity or what communications and infidelity have in common.
Methods
(d) What type of sampling method was used? Study 1 Convenience Sample? it was not specifically mentioned though. Study 2 Convenience Sample: it was not specifically mentioned though. Study 3 Convenience Sampling? it was not specifically mentioned though.
If no sampling method is specified, what type of sampling do you think they used? Study 1 I believe that the professors and research team used volunteered students from their classes to get course credit; Convenience Sampling. Study 2 The participants in the first study were asked the level of prayer they participate in and then the students who prayed at least minimally were asked to participate in study 2 for extra credit. Study 3 I assume that some of the students in the professors class were asked if they wanted to be in a study by their professor and if they did they would receive extra credit.
Is it clear where the sample comes from and how it was selected? Study 1 It is unclear how the sample was selected, and it appears that the sample came from the same university that published the article but this information is also not specified. It is specified that the sample came from a large university in Southeast in a semi-urban setting. Study 2 It appears just as in study 1 that the sample came from the university, but it does not state how the sample was selected. The student’s could have been in the previous study or they could have all been asked to participate who were walking to class that day. Study 3 The sample came from a selected university, and it was from students who had been in the previous two studies and wanted extra credit.
(e) What are some characteristics of the sample participants? Study 1 The majority of the sample size was overwhelmingly females. The age range was 17 to 29, and the age median was 19. All reported being in a romantic relationship. Study 2 About 89% of the participants were female and they came from a large public university. Each were selected because they were currently in a romantic relationship and they were currently praying. Study 3 The age range was from 18 to 32 and the median age was 19; from this I am assuming that 32 was an outlier for the ages.
How many people were in the sample for each study? Study 1 375 Study 2 83 Study 3 23
What sample characteristics did the author describe (i.e. what information was given about participants)? Study 1 they were undergraduate students at a large public university. They were living in a semi-urban lifestyle in the Southeast. Study 2 they were undergraduate students at a large public university. They were living in a semi-urban lifestyle in the Southeast, and the age range was from 18 to 34 with a median of 19. From this assume that 34 was an outlier age in the data. Study 3 In this study only those participants that reported being comfortable with prayer were asked to participate
Was the sample described adequately (i.e. what additional information could have been given to help better describe the sample)? Study 1 The sample size was described adequately because the reader understood who was in the sample and general characteristics about the participants. Study 2 sample size was described adequately because the reader understood who was in the sample and general characteristics about the participants. I would have liked to know what minimum amount of prayer was defined as though. Study 3 From the previous studies we learned that there was a dominate amount of female participants, but this study does not state how many females were in the study and how many males… it is an odd number so either males or females must have appeared more.
(f) Is it clear how the study was conducted (i.e. what procedures were explained)? Yes
Were the procedures explained in enough detail that YOU could go do the study)? Study 1 I could do by simply making the same test, but I did not know if there was a pretest or if I asked the questions to both partners or only one of the partners. Study 2 I understood the procedure and could make the questionnaire myself. Although, the article did not specify how the subjects were randomly assigned. I wondered if there was a “due” date for the online log or if the subjects simply entered the information at least 2 times a week when ever they felt like it. Study 3 I could do the study, but I think that it would be important to have the coders trained by either the same person or to the exact same standard as the coders used in this particular study because they had a high inter-rater reliability and it would be important to the results of my study that my coders perceived the same levels of infidelity.
What did they explain well? Study 1 the measurements were explained really well to the point that if I wanted to I could use the exact same measuring system in my own experiment. Study 2 The questioner was explained well, but I really appreciated knowing how each of the different groups were trained if you will for the study. The prayer group was given an example of the type of prayer they were asked to give. Study 3 How the subjects were suppose to participate was explained well, and the subjects were trained well so that they tried to eliminate lurking variables and make the conditions as equal as possible.
What could have been explained better? What was the descriptive statistics for Infidelity? Study 1 In the Prayer for Partner, and Relationship Satisfaction the coefficient alpha and the correlation were given, but not for infidelity. What were the levels of infidelity? Study 2 An example prayer for the group that was simply asked to pray for their partner. Study 3 I would have liked to know a little more about the video taping process and how long the videotape was and what questions were asked during the video taping duration.
(g) What were the independent and dependent variables studied? Study 1 The independent variable was prayer for partner and the dependent variable was infidelity and relationship satisfaction. With relationship satisfaction acting as a control. Study 2 The independent variable was prayer for partner and the dependent variables were Infidelity (thoughts and acts), Infidelity acts, and perception of a sanctified relationship. Study 3 the independent variables were the prayer for partner the dependent variables was infidelity that was measured by the trained observers that rated commitment to partner on a scale from one to seven.
What level of measurement was used for each of the independent and dependent variables (categorical or continuous)? Study 1 The independent variable was measured categorically by prayer for partner. The dependent variable were continuous. Study 2 The independent variable was continuous. The dependent variables were continuous. Study 3 The independent variable was categorical while the dependent variable was continuous.
o Hint: sometimes looking at the statistical analysis that was used will help you to figure out the level of measurement of the independent and dependent variables.
(h) What measures/instruments were used to measure the independent and dependent variables? Study 1 the measures were all self report. The independent variable was continuous by a five point scale that measured frequency of actions. The dependent variable of Infidelity was a response that asked if the subject simply had or had not participated in infidel acts with someone other than their romantic partner. Relationship satisfaction was measured by a four item on a six point scale. Study 2 All were self report. Infidelity was measured with a 9-item scale that asked them about their relationship to and level of attraction to someone other than their romantic partner. Infidelity acts measured on a scale how participants behaved around a person they were attracted to. The perception of sanctified relationship was measured by a 2-item scale. Study 3 The groups were assigned and categorical, but the level of commitment was on a interval scale from 1 to 7.
How were they described? Study 1 they were described by the levels that each number represented and what questions were specifically asked. Study 2 They were interval, because it was on a scale of how the subject felt about a particular person and the numbers had significance because they went from lowest to highest and the author had to explain what the values signified. Study 3 The scores were interval because the author told us what the values for each number were and how they ranged; the lower the score the less committed the couple while the higher the score the more committed that couple appeared to be.
Were they adequately described (i.e. did they provide enough information that you know what the measure assessed, where it can be found, sample items included, how to score it, and information about reliability and validity)? Study 1 I was able to create the questions and understood what the various levels signified, although because of external validity I do not know if relationship satisfaction would be measured and considered the same be a population in a different social context. Study 2 I did not know all of the specific questions asked but I knew were the questionnaires came from and why the researchers chose those scales. Study 3 I did not know how long the video type was or if the person asking questions was the objective observers or another party. I did have enough information though that I understood what was being assessed.
Results & Discussion
(i) In discussing the results, what conclusions were drawn and were they appropriate (i.e. in the discussion were the results related to the research questions/hypotheses and the review of literature)? Study 1 The results were not only given, but they were analyzed. The study controlled for relationship satisfaction and found that there was not a statistically significant influence. It also controlled for relationship length, and relationship status (which was not specified as to what this meant, but I assumed it meant dating or married). Study 2 The study explained not only what the results were but that they eliminated some of the subjects in prayer group because they were praying for their partner. It was interesting to see how these subjects changed the results. The authors noted how each of the groups did and why (from the reference articles) the authors analyzed the data and why the researchers felt that not including the data of the participants who prayed for their partner consistently in the group asked to pray was justified. Study 3 The results were simple and did not included all of the statistics of the controlled groups.
Is the discussion of the results consistent with the actual results? Study 1 The author stays true to the results and notes that study 1 could only obtain a correlation between prayer and infidelity not a causation. Study 2 The discussion used the statistically significant results to make conclusions and implications about the prayer for partner did make a difference over the other control variables. Study 3 The discussion notes that the study results were not significant and that although it appears that the subjects asked to pray for their partner had less infidelity and praying for partner might have an effect but not a significant effect.
Do the authors stray too far from the actual results when speculating about implications of the results? Study 1 The author stayed within the premise of the results and noted that it was unclear in this study if specifically praying for partner decrease infidelity or if people who chose to pray for their partner have characteristics that would make them more faithful. Study 2 The author’s used what was considered statistically significant and made their implications based on the results in the study. They also noted that the study was based on self reports and that these self reports could inaccurately depict infidelity. Study 3 The author does say that the effects of praying for one’s partner is apparent to objective observers although after wards the author states that these results are not statistically significant.
(j) Your general evaluation of the strengths and weaknesses of the study. Was it clearly written and understandable? Study 1 I was able to follow the study, but I because of the lectures in class I am familiar with the study and believe that this familiarity helped me to understand it clearly. Study 2 Same as study 1. Study 3 Same as study 1.
Other
If you believe any of the above issues have not been addressed, be sure to tell me that, too.
Please do not try to make up components that are not in the article. For example, if there are no hypotheses, just state that.
For each article evaluation you are required to do an evaluation of the participation of group members (Group evaluation form available on Blackboard under Assignments).
o Group members who receive low evaluations will receive fewer points.
o If you do not hand in a group evaluation form on the day the article evaluation is due, you will be docked one point on this assignment.
o If you do not participate as part of a group for this assignment, you will also receive fewer points.
Faith and unfaithfulness: Can praying for your partner reduce infidelity
Joy Marie Prior
SFL 290
Introduction
(a) What was the purpose of the study? Study 1 To investigate whether prayer for the partner would influence the willingness to engage in extra dyadic romantic behavior that might produce hurt for the partner (e.g. infidelity). Study 2 An experimental design using self report that targeted the impact of prayer on infidelity, unlike study 1 this introduced an undirected prayer condition to control of the possible effects of any form of prayer. Study 3 This study build upon study 2 and introduced objective observes to report on the randomly assigned participants in the experiment commitment to their romantic partner.
Was it stated clearly? The purpose was stated clearly at the end of the review of the literature.
Is there a rationale presented for why the study is important? The relational was presented, because the author discussed how prayer has been viewed in social science, prayer in general, and hypothesized and correlations between prayer and relationships. After, the article discussed infidelity in dating relationships. This was important because it introduced the variables of the study, and why they are important in relationships and society.
(b) Did the review of literature relate to the study's purpose? the literature review was relevant because it introduced the reader to how prayer has been viewed and studied in the social sciences. The review gave the reader a clearer understand of what other studies and what ethical reasons would limit a true experiment on prayer in relationships. Besides discussing prayer in the social science the literature review discussed prayer in the religion.
Were the references cited recent (within 10 years of the article being published)? The references were cited, but a few were not within 10 years of the article being published. There were a few cited references that were from the 90’s and even from the 80’s.
(c) What were the research hypotheses and were they stated clearly? Study 1: The subjects randomly assigned to pray each day for the partner for four weeks would show lower levels of infidelity at the end of the four weeks than subjects assigned to pray in general, to focus on positive partner qualities, or to a neutral activity. Study 2: By believing that the relationship was sacred would mediate the relationship between infidelity and prayer. Study 3: The participants who had prayed for their partner for the four weeks would rate as more committed to their partner by objective observers than the control participants.
Do they present a clear association between the variables? All of the studies related to infidelity and prayer Study 1 there was lots of relation to infidelity and prayer but little related to why relationship satisfaction should be used to control for infidelity and prayer Study 2 There were many references that clarified why there were so many control groups in the study. Study 3 This study tried to over come the restrictions of self report by having observation; the references did not discuses what “observed” characteristics of infidelity could be.
Are they related to the review of literature? Prayer was mentioned several times throughout the review of the literature, but specifically the control variables for prayer were mentioned. The literature discussed the reasons why the different control groups were organized including simply becoming viewing the relationship as holly and that prayer simply makes one more aware of their personal moral compass. It also discussed infidelity and why this would be a relevant element to measure in the strength of a relationship. Although, the review of the literature did not specify why in Study 3 the objective observers would be looking for the commitment to partner, and how this relates to infidelity or what communications and infidelity have in common.
Methods
(d) What type of sampling method was used? Study 1 Convenience Sample? it was not specifically mentioned though. Study 2 Convenience Sample: it was not specifically mentioned though. Study 3 Convenience Sampling? it was not specifically mentioned though.
If no sampling method is specified, what type of sampling do you think they used? Study 1 I believe that the professors and research team used volunteered students from their classes to get course credit; Convenience Sampling. Study 2 The participants in the first study were asked the level of prayer they participate in and then the students who prayed at least minimally were asked to participate in study 2 for extra credit. Study 3 I assume that some of the students in the professors class were asked if they wanted to be in a study by their professor and if they did they would receive extra credit.
Is it clear where the sample comes from and how it was selected? Study 1 It is unclear how the sample was selected, and it appears that the sample came from the same university that published the article but this information is also not specified. It is specified that the sample came from a large university in Southeast in a semi-urban setting. Study 2 It appears just as in study 1 that the sample came from the university, but it does not state how the sample was selected. The student’s could have been in the previous study or they could have all been asked to participate who were walking to class that day. Study 3 The sample came from a selected university, and it was from students who had been in the previous two studies and wanted extra credit.
(e) What are some characteristics of the sample participants? Study 1 The majority of the sample size was overwhelmingly females. The age range was 17 to 29, and the age median was 19. All reported being in a romantic relationship. Study 2 About 89% of the participants were female and they came from a large public university. Each were selected because they were currently in a romantic relationship and they were currently praying. Study 3 The age range was from 18 to 32 and the median age was 19; from this I am assuming that 32 was an outlier for the ages.
How many people were in the sample for each study? Study 1 375 Study 2 83 Study 3 23
What sample characteristics did the author describe (i.e. what information was given about participants)? Study 1 they were undergraduate students at a large public university. They were living in a semi-urban lifestyle in the Southeast. Study 2 they were undergraduate students at a large public university. They were living in a semi-urban lifestyle in the Southeast, and the age range was from 18 to 34 with a median of 19. From this assume that 34 was an outlier age in the data. Study 3 In this study only those participants that reported being comfortable with prayer were asked to participate
Was the sample described adequately (i.e. what additional information could have been given to help better describe the sample)? Study 1 The sample size was described adequately because the reader understood who was in the sample and general characteristics about the participants. Study 2 sample size was described adequately because the reader understood who was in the sample and general characteristics about the participants. I would have liked to know what minimum amount of prayer was defined as though. Study 3 From the previous studies we learned that there was a dominate amount of female participants, but this study does not state how many females were in the study and how many males… it is an odd number so either males or females must have appeared more.
(f) Is it clear how the study was conducted (i.e. what procedures were explained)? Yes
Were the procedures explained in enough detail that YOU could go do the study)? Study 1 I could do by simply making the same test, but I did not know if there was a pretest or if I asked the questions to both partners or only one of the partners. Study 2 I understood the procedure and could make the questionnaire myself. Although, the article did not specify how the subjects were randomly assigned. I wondered if there was a “due” date for the online log or if the subjects simply entered the information at least 2 times a week when ever they felt like it. Study 3 I could do the study, but I think that it would be important to have the coders trained by either the same person or to the exact same standard as the coders used in this particular study because they had a high inter-rater reliability and it would be important to the results of my study that my coders perceived the same levels of infidelity.
What did they explain well? Study 1 the measurements were explained really well to the point that if I wanted to I could use the exact same measuring system in my own experiment. Study 2 The questioner was explained well, but I really appreciated knowing how each of the different groups were trained if you will for the study. The prayer group was given an example of the type of prayer they were asked to give. Study 3 How the subjects were suppose to participate was explained well, and the subjects were trained well so that they tried to eliminate lurking variables and make the conditions as equal as possible.
What could have been explained better? What was the descriptive statistics for Infidelity? Study 1 In the Prayer for Partner, and Relationship Satisfaction the coefficient alpha and the correlation were given, but not for infidelity. What were the levels of infidelity? Study 2 An example prayer for the group that was simply asked to pray for their partner. Study 3 I would have liked to know a little more about the video taping process and how long the videotape was and what questions were asked during the video taping duration.
(g) What were the independent and dependent variables studied? Study 1 The independent variable was prayer for partner and the dependent variable was infidelity and relationship satisfaction. With relationship satisfaction acting as a control. Study 2 The independent variable was prayer for partner and the dependent variables were Infidelity (thoughts and acts), Infidelity acts, and perception of a sanctified relationship. Study 3 the independent variables were the prayer for partner the dependent variables was infidelity that was measured by the trained observers that rated commitment to partner on a scale from one to seven.
What level of measurement was used for each of the independent and dependent variables (categorical or continuous)? Study 1 The independent variable was measured categorically by prayer for partner. The dependent variable were continuous. Study 2 The independent variable was continuous. The dependent variables were continuous. Study 3 The independent variable was categorical while the dependent variable was continuous.
o Hint: sometimes looking at the statistical analysis that was used will help you to figure out the level of measurement of the independent and dependent variables.
(h) What measures/instruments were used to measure the independent and dependent variables? Study 1 the measures were all self report. The independent variable was continuous by a five point scale that measured frequency of actions. The dependent variable of Infidelity was a response that asked if the subject simply had or had not participated in infidel acts with someone other than their romantic partner. Relationship satisfaction was measured by a four item on a six point scale. Study 2 All were self report. Infidelity was measured with a 9-item scale that asked them about their relationship to and level of attraction to someone other than their romantic partner. Infidelity acts measured on a scale how participants behaved around a person they were attracted to. The perception of sanctified relationship was measured by a 2-item scale. Study 3 The groups were assigned and categorical, but the level of commitment was on a interval scale from 1 to 7.
How were they described? Study 1 they were described by the levels that each number represented and what questions were specifically asked. Study 2 They were interval, because it was on a scale of how the subject felt about a particular person and the numbers had significance because they went from lowest to highest and the author had to explain what the values signified. Study 3 The scores were interval because the author told us what the values for each number were and how they ranged; the lower the score the less committed the couple while the higher the score the more committed that couple appeared to be.
Were they adequately described (i.e. did they provide enough information that you know what the measure assessed, where it can be found, sample items included, how to score it, and information about reliability and validity)? Study 1 I was able to create the questions and understood what the various levels signified, although because of external validity I do not know if relationship satisfaction would be measured and considered the same be a population in a different social context. Study 2 I did not know all of the specific questions asked but I knew were the questionnaires came from and why the researchers chose those scales. Study 3 I did not know how long the video type was or if the person asking questions was the objective observers or another party. I did have enough information though that I understood what was being assessed.
Results & Discussion
(i) In discussing the results, what conclusions were drawn and were they appropriate (i.e. in the discussion were the results related to the research questions/hypotheses and the review of literature)? Study 1 The results were not only given, but they were analyzed. The study controlled for relationship satisfaction and found that there was not a statistically significant influence. It also controlled for relationship length, and relationship status (which was not specified as to what this meant, but I assumed it meant dating or married). Study 2 The study explained not only what the results were but that they eliminated some of the subjects in prayer group because they were praying for their partner. It was interesting to see how these subjects changed the results. The authors noted how each of the groups did and why (from the reference articles) the authors analyzed the data and why the researchers felt that not including the data of the participants who prayed for their partner consistently in the group asked to pray was justified. Study 3 The results were simple and did not included all of the statistics of the controlled groups.
Is the discussion of the results consistent with the actual results? Study 1 The author stays true to the results and notes that study 1 could only obtain a correlation between prayer and infidelity not a causation. Study 2 The discussion used the statistically significant results to make conclusions and implications about the prayer for partner did make a difference over the other control variables. Study 3 The discussion notes that the study results were not significant and that although it appears that the subjects asked to pray for their partner had less infidelity and praying for partner might have an effect but not a significant effect.
Do the authors stray too far from the actual results when speculating about implications of the results? Study 1 The author stayed within the premise of the results and noted that it was unclear in this study if specifically praying for partner decrease infidelity or if people who chose to pray for their partner have characteristics that would make them more faithful. Study 2 The author’s used what was considered statistically significant and made their implications based on the results in the study. They also noted that the study was based on self reports and that these self reports could inaccurately depict infidelity. Study 3 The author does say that the effects of praying for one’s partner is apparent to objective observers although after wards the author states that these results are not statistically significant.
(j) Your general evaluation of the strengths and weaknesses of the study. Was it clearly written and understandable? Study 1 I was able to follow the study, but I because of the lectures in class I am familiar with the study and believe that this familiarity helped me to understand it clearly. Study 2 Same as study 1. Study 3 Same as study 1.
Other
If you believe any of the above issues have not been addressed, be sure to tell me that, too.
Please do not try to make up components that are not in the article. For example, if there are no hypotheses, just state that.
For each article evaluation you are required to do an evaluation of the participation of group members (Group evaluation form available on Blackboard under Assignments).
o Group members who receive low evaluations will receive fewer points.
o If you do not hand in a group evaluation form on the day the article evaluation is due, you will be docked one point on this assignment.
o If you do not participate as part of a group for this assignment, you will also receive fewer points.
Thursday, July 21, 2011
SFL 290 Assignment #3
Joy Marie Prior
Assignment #3
Part I: True/ False
1. true
2. false
3. false
4. false
5. false
6. true
7. true
8. false
10. false
Part II
1. (a) identify the independent: the developmentally appropriate level of the classroom and dependent: aggressive behavior defined by the number of aggressive acts performed during a ten minute period,
(b) decide how they were measured (categorical or continuous), iv: categorical and dv: continuous (possibly ratio)
(c) identify the appropriate statistical test ANOVAS
2. (a) identify the independent: Adolescent-parent communication and dependent: marital satisfaction, SES, and parents’ personality
(b) decide how they were measured (categorical or continuous) iv: continuous adolescent parent communication (continuous) dv: continuous marital satisfaction (continuous), SES(continuous), and parents' personality(continuous) on adolescent-parent communication
(c) identify the appropriate statistical test MANOVA
3. The purpose of the study was to compare the differences in eating habits of 60, 80, and 100 year olds. Researchers asked the respondents the number of dark green vegetables they had eaten in the past week. Results showed that 100 year olds ate significantly more dark green vegetables than 60 and 80 year olds.
(a) identify the independent: age and dependent: eating habits measured by number of dark green vegetables eaten in past week
(b) decide how they were measured (categorical or continuous) iv: categorical dv: continuous
(c) identify the appropriate statistical test unmatched t-test
4. (a) identify the independent: the twin A or B and dependent: level of observed sociability
(b) decide how they were measured (categorical or continuous) iv: categorical dv: continuous
(c) identify the appropriate statistical test matched t-test
5. (a) identify the independent: time in reviewing for the midterm exam and dependent: score on the midterm exam
(b) decide how they were measured (categorical or continuous) iv: continuous dv: continuous
(c) identify the appropriate statistical test t-test
Assignment #3
Part I: True/ False
1. true
2. false
3. false
4. false
5. false
6. true
7. true
8. false
10. false
Part II
1. (a) identify the independent: the developmentally appropriate level of the classroom and dependent: aggressive behavior defined by the number of aggressive acts performed during a ten minute period,
(b) decide how they were measured (categorical or continuous), iv: categorical and dv: continuous (possibly ratio)
(c) identify the appropriate statistical test ANOVAS
2. (a) identify the independent: Adolescent-parent communication and dependent: marital satisfaction, SES, and parents’ personality
(b) decide how they were measured (categorical or continuous) iv: continuous adolescent parent communication (continuous) dv: continuous marital satisfaction (continuous), SES(continuous), and parents' personality(continuous) on adolescent-parent communication
(c) identify the appropriate statistical test MANOVA
3. The purpose of the study was to compare the differences in eating habits of 60, 80, and 100 year olds. Researchers asked the respondents the number of dark green vegetables they had eaten in the past week. Results showed that 100 year olds ate significantly more dark green vegetables than 60 and 80 year olds.
(a) identify the independent: age and dependent: eating habits measured by number of dark green vegetables eaten in past week
(b) decide how they were measured (categorical or continuous) iv: categorical dv: continuous
(c) identify the appropriate statistical test unmatched t-test
4. (a) identify the independent: the twin A or B and dependent: level of observed sociability
(b) decide how they were measured (categorical or continuous) iv: categorical dv: continuous
(c) identify the appropriate statistical test matched t-test
5. (a) identify the independent: time in reviewing for the midterm exam and dependent: score on the midterm exam
(b) decide how they were measured (categorical or continuous) iv: continuous dv: continuous
(c) identify the appropriate statistical test t-test
SFL 222 2 day center write up
Brigham Young University
SFL 222 Learning Center 2-day Assessment Write-up for Joy Marie Prior
The original plan was to asses the children’s ability to create three dimensional objects. To follow Star on the Guideline for Practice I was trying to plan a curriculum that achieved the BYU preschool goals. I thought that painting rocks would be a unique way for the children to start learning about three dimensional objects. Rocks are cheap and I thought that it would be good for the children to see a lopsided object and imagine it as something rather than seeing a symmetrical object.
The first day was Monday, and I wanted to allow a day for the students to familiarize themselves with painting a three dimensional object and the colors. I realized from the Child Development Model that universally children are learning the names of colors in preschool, but I also wanted to work with the unique child. I looked through the “white-assessment-book” and wrote what colors the children did not know on my blue chart, and I wanted to have paint colors available that most of the children did not have recorded. So, I put out the color brown, purple, red… by the time I was done I had about six different colors. It was the first time that I have ever been at a paint center, and looking back I should have had a little more foresight and asked to be put at a painting center earlier in the semester. That way I could have anticipated what happens when a group of preschoolers gets lots of bowls full of lots of paint, but I guess I will just know that much more next time.
I wanted to use sponges to help the children with small motor skills. Basically, I envisioned the children dipping the sponge into the paint and then dabbing the paint all over their rock, and when it had a coat of paint on it helping them to put sparkles over it. The sponges backfired; basically the sponges became giant shovels that the children at the center used to shovel as much paint onto their rock as they could possibly pile. Instead of painted rocks they were creating paint volcanoes. I made a lot of notes of the next day: let rocks dry on the paper plates the children paint them on, use small paint brushes instead of sponges, pour less paint into the bowls, have images that the children can use to get ideas to paint, have all of my materials set out including the smocks before the children come in, and gather smooth and bigger rocks to even out the ratio of rock and paint.
In my mind I was going to just put the rocks on the creative trays and let them dry throughout the day, but remember these were not painted rocks but paint volcanoes. I looked at Victor Jays yellow mound of paint “was there a rock under that mound of paint”. That rock would not be dry until Victor Jay graduated High School. I brought myself back, what are my expectations… “You only need one spoon full of paint for your rock,” I told the table. This slowed down the amount of paint I saw pooling over the small paper plates. A few minutes later I heard Victor Jay, “Look!” he held up a spoonful of paint and smiled at me his eyes sparkled with pride, “I only used ONE spoon full.” He pushed the bowl of paint away and began to swirl his sponge across the jagged edges. This made me laugh, and I was oddly overjoyed that The Partnership Model of Clarity about preferences actually worked.
There was no doubt that the children were active in painting the rocks. They were enjoying themselves, but even though Savanna had paint in her hair, and Penny got paint on her watch I really do feel like there was learning going on. No doubt I needed to modify the environment, because there can still be learning going on and no one has to get paint all over themselves. Jonathan thought that the sparkles were above and beyond spectacular, and when I watched him try and shake the shaker of gold sparkles I had to resist the urge to take the shaker from him and “help” him get the sparkles all over. It was a reminder to me that Jonathan has to learn how to shake the sparkle shaker by himself. Although I thought that the sponges would help them develop motor skills it was the shakers that really were a greater challenge. The children became familiar with the rocks really quickly, and they loved working artistically with something three-dimensional.
Wednesday, I felt more prepared. I even brought printed off pictures of the children to look at of dogs, cats, frogs, and fish. This time I wanted to have a direction, a reason why we were painting. The curriculum goal was to make three dimensional objects that looked like something; I thought that making pet rocks would be a good idea. I put goggle eyes out on the table and a little less paint in the bowls. Above all I remembered to put out small paint brushes, and was prepared well before any of the students arrived.
I thought a lot about how much easier the Learning Model: active learning, meaningful experiences, and nurturing relationships is when there is a base for the lesson. While the children were painting instead of saying directionless statements like, “what color do you want to paint your rock?” I could ask them, “are you painting a dog?” Having a specific direction with the lesson did not simply keep the paint out of each other’s hair, but I could see a difference in how the children approached what they were painting.
Eliza A. started painting a elephant. I think it was because her rock was so much larger than everyone’s around her. With as meticulous as she is it is no surprise that Penny carefully painted brush stroke after stroke of yellow on her rock. When I asked her what animal she was painting she told me it was her grandma’s dog. Victor Jay was painting a dog of some sort; he used his paintbrush to point to the bends in the rock that were the nose, back, and place were the dog poops. Maribel made two purple unicorns, and Mei painted turtles and snails and all sorts of rock pets. Jackson mixed blue and yellow to make green and painted himself a frog while Margot glued on as many goggle eyes as her attention span would allow to create an alien dog. All of the children were able to think of an animal and this made me feel like it was an art project that was opened.
I really wanted to create a community of learners by following the star guidelines for practice. One way I tried to do this was to use self talk while I painted my rock: were I was going to put the eyes, what color I thought I should use, what animal I wanted it to be… I wanted them to share with each other what they were painting. Mei, was able to do this. She told us about her turtle and what colors she liked. Besides reminding everyone that the rule was only one spoonful of paint (he remembered from Monday) Victor Jay told everyone about his dog. Margot loved talking about her alien dog, and after that there were a lot of alien dogs being painted. I was glad that they were talking and thinking about each other’s art work.
Next time we are not going to be painting rocks, but making puppets. I think that I will try and find a few mirrors in the supply closet and have the children look in them when they create a paper bag puppet of themselves. I am debating in my mind if I should use construction paper the first day and try and introduce them to puppets, or if I should use strips of cloth. I think that I will try both on the first day, and just see how it goes.
SFL 222 Learning Center 2-day Assessment Write-up for Joy Marie Prior
The original plan was to asses the children’s ability to create three dimensional objects. To follow Star on the Guideline for Practice I was trying to plan a curriculum that achieved the BYU preschool goals. I thought that painting rocks would be a unique way for the children to start learning about three dimensional objects. Rocks are cheap and I thought that it would be good for the children to see a lopsided object and imagine it as something rather than seeing a symmetrical object.
The first day was Monday, and I wanted to allow a day for the students to familiarize themselves with painting a three dimensional object and the colors. I realized from the Child Development Model that universally children are learning the names of colors in preschool, but I also wanted to work with the unique child. I looked through the “white-assessment-book” and wrote what colors the children did not know on my blue chart, and I wanted to have paint colors available that most of the children did not have recorded. So, I put out the color brown, purple, red… by the time I was done I had about six different colors. It was the first time that I have ever been at a paint center, and looking back I should have had a little more foresight and asked to be put at a painting center earlier in the semester. That way I could have anticipated what happens when a group of preschoolers gets lots of bowls full of lots of paint, but I guess I will just know that much more next time.
I wanted to use sponges to help the children with small motor skills. Basically, I envisioned the children dipping the sponge into the paint and then dabbing the paint all over their rock, and when it had a coat of paint on it helping them to put sparkles over it. The sponges backfired; basically the sponges became giant shovels that the children at the center used to shovel as much paint onto their rock as they could possibly pile. Instead of painted rocks they were creating paint volcanoes. I made a lot of notes of the next day: let rocks dry on the paper plates the children paint them on, use small paint brushes instead of sponges, pour less paint into the bowls, have images that the children can use to get ideas to paint, have all of my materials set out including the smocks before the children come in, and gather smooth and bigger rocks to even out the ratio of rock and paint.
In my mind I was going to just put the rocks on the creative trays and let them dry throughout the day, but remember these were not painted rocks but paint volcanoes. I looked at Victor Jays yellow mound of paint “was there a rock under that mound of paint”. That rock would not be dry until Victor Jay graduated High School. I brought myself back, what are my expectations… “You only need one spoon full of paint for your rock,” I told the table. This slowed down the amount of paint I saw pooling over the small paper plates. A few minutes later I heard Victor Jay, “Look!” he held up a spoonful of paint and smiled at me his eyes sparkled with pride, “I only used ONE spoon full.” He pushed the bowl of paint away and began to swirl his sponge across the jagged edges. This made me laugh, and I was oddly overjoyed that The Partnership Model of Clarity about preferences actually worked.
There was no doubt that the children were active in painting the rocks. They were enjoying themselves, but even though Savanna had paint in her hair, and Penny got paint on her watch I really do feel like there was learning going on. No doubt I needed to modify the environment, because there can still be learning going on and no one has to get paint all over themselves. Jonathan thought that the sparkles were above and beyond spectacular, and when I watched him try and shake the shaker of gold sparkles I had to resist the urge to take the shaker from him and “help” him get the sparkles all over. It was a reminder to me that Jonathan has to learn how to shake the sparkle shaker by himself. Although I thought that the sponges would help them develop motor skills it was the shakers that really were a greater challenge. The children became familiar with the rocks really quickly, and they loved working artistically with something three-dimensional.
Wednesday, I felt more prepared. I even brought printed off pictures of the children to look at of dogs, cats, frogs, and fish. This time I wanted to have a direction, a reason why we were painting. The curriculum goal was to make three dimensional objects that looked like something; I thought that making pet rocks would be a good idea. I put goggle eyes out on the table and a little less paint in the bowls. Above all I remembered to put out small paint brushes, and was prepared well before any of the students arrived.
I thought a lot about how much easier the Learning Model: active learning, meaningful experiences, and nurturing relationships is when there is a base for the lesson. While the children were painting instead of saying directionless statements like, “what color do you want to paint your rock?” I could ask them, “are you painting a dog?” Having a specific direction with the lesson did not simply keep the paint out of each other’s hair, but I could see a difference in how the children approached what they were painting.
Eliza A. started painting a elephant. I think it was because her rock was so much larger than everyone’s around her. With as meticulous as she is it is no surprise that Penny carefully painted brush stroke after stroke of yellow on her rock. When I asked her what animal she was painting she told me it was her grandma’s dog. Victor Jay was painting a dog of some sort; he used his paintbrush to point to the bends in the rock that were the nose, back, and place were the dog poops. Maribel made two purple unicorns, and Mei painted turtles and snails and all sorts of rock pets. Jackson mixed blue and yellow to make green and painted himself a frog while Margot glued on as many goggle eyes as her attention span would allow to create an alien dog. All of the children were able to think of an animal and this made me feel like it was an art project that was opened.
I really wanted to create a community of learners by following the star guidelines for practice. One way I tried to do this was to use self talk while I painted my rock: were I was going to put the eyes, what color I thought I should use, what animal I wanted it to be… I wanted them to share with each other what they were painting. Mei, was able to do this. She told us about her turtle and what colors she liked. Besides reminding everyone that the rule was only one spoonful of paint (he remembered from Monday) Victor Jay told everyone about his dog. Margot loved talking about her alien dog, and after that there were a lot of alien dogs being painted. I was glad that they were talking and thinking about each other’s art work.
Next time we are not going to be painting rocks, but making puppets. I think that I will try and find a few mirrors in the supply closet and have the children look in them when they create a paper bag puppet of themselves. I am debating in my mind if I should use construction paper the first day and try and introduce them to puppets, or if I should use strips of cloth. I think that I will try both on the first day, and just see how it goes.
Tuesday, July 19, 2011
SFL 290 assignment #2
Assignment #2
Joy Prior
Research Methods SFL 290
Experimental Design
1. Dr. Duncan was interested in studying the effects of taking a marriage enrichment course on marital satisfaction. At the beginning and end of the semester, the researcher distributed a questionnaire regarding marital satisfaction to students who had taken the course. Because on the average students improved their marital satisfaction scores after taking the course, he felt he had succeeded.
a) the type of experimental design (please also diagram with appropriate notation)
quasi-experimental nonequivalent control group design
Step 1 Step 2 Step 3 Step 4
Participants are in the marriage enrichment course on marital satisfaction A pretest is administered (questionnaire regarding marital satisfaction to students) A treatment is administered (the class courses) A posttest is administered (questionnaire regarding marital satisfaction to students)
b) the independent variable: course on marriage enrichment and the dependent variable: marital satisfaction
c) Possible confounding variables (threats to internal validity): if simply because a couple is taking the class together they spend more time together because they are walking to class, sitting in class, studying for class, and discussing class and simply spending more time together causes their marital satisfaction to increase not the actual teacher.
d) How to "unconfound" the experiment (redesign the experiment using a classical experimental design) randomly assign participants to the marriage course and randomly assign a control group to take the pretest and posttest but to not participate in the marriage course but another course with similar time commitment.
2. A family therapist was interested in testing out a new “brief therapy” program that she had developed for use with individuals. She went to the alternative high school and asked for volunteers to participate in her “brief therapy” program, and 15 people volunteered. She used brief therapy with these volunteers and then assessed them using a personal adjustment questionnaire. She found that on the average the participants scored fairly high on the adjustment measure, so she deemed her brief therapy program as successful.
a) the type of experimental design (please also diagram with appropriate notation)
one-shot case study design
Step 1 Step 2 Step 3
Participants volunteer to participate in her “brief therapy” program She used brief therapy with these volunteers assessed them using a personal adjustment questionnaire
b) the independent variable: the treatment or brief therapy program received and the dependent variable: the scores on the adjustment questionnaire
c) Possible confounding variables (threats to internal validity) the students who agreed to participate are all a friends and after joining her brief therapy program they all realized that they needed help badly. So together they signed up for a support group and have been receiving in depth attention and therapy from the support group they all joined.
d) How to "unconfound" the experiment (redesign the experiment using a classical experimental design) she would have to randomly select the participants for the experiment and then randomly assign some participates to the brief therapy program and some participates to not participate in the program.
3. Mr. I. M. A. Mapp wanted to test a new “sing-a-long” method to teach geography to eighth graders (e.g. students sing the names of the countries in Africa to a well-known tune). First, he assessed the students’ knowledge of African geography, and then he used the sing-a-long method in his first period class and traditional methods with his second period class. At the end of the term, Mr. Mapp found that the first period class scored significantly higher than the second period class on the African geography test. He concluded that the sing-a-long method was a total success.
a) the type of experimental design (please also diagram with appropriate notation)
pretest posttest control group design
Step 1 Step 2 Step 3 Step 4
Participants are assigned according to class period Pre-test he assessed the students’ knowledge of African geography he used the sing-a-long method Post-test he assessed the students’ knowledge of African geography
Participants are assigned according to class period Pre-test he assessed the students’ knowledge of African geography traditional methods with his second period class Post-test he assessed the students’ knowledge of African geography
b) the independent variable: teaching method (traditional/sing-a-long) and the dependent variable: students’ knowledge of African geography measured by a test
c) Possible confounding variables (threats to internal validity) because of campus scheduling anyone involved in a school sport has weight training for first period and the majority of the students in Mr. Mapp’s second period class are involved in school sports. These students all arrive to class tired from working out, and have little time to study because after school they are at practice.
d) How to "unconfound" the experiment (redesign the experiment using a classical experimental design) Give the student’s the pretest and post-test and then instead of comparing the scores directly compare the improvements in the scores.
4. Dr. Robinson was interested in studying the effect of taking a course in parenting upon attitudes toward childrearing. At the end of the semester, he distributed a questionnaire to students who had taken the course. Questionnaires were also given to an equal number of students who had not taken the course. Students who had taken the course had different attitudes from the students who had not taken the course (ie they had more positive attitudes about having large families).
a) the type of experimental design (please also diagram with appropriate notation)
quasi-experimental static group comparison design
Step 1 Step 2 Step 3
Participants volunteer to participate in the course Participants take the course in parenting and childrearing distributed a questionnaire to students who had taken the course
Participants Participants are unaware of study or the current course in parenting and childrearing and do not take course distributed a questionnaire to students who have not taken the course
b) the independent variable: taking a course on parenting and child rearing and the dependent variable: attitude towards families ie having large families; measured with a questionnaire
c) Possible confounding variables (threats to internal validity) the students who are taking the parenting and childrearing course signed up for the class while the students who are not taking the course did not sign up for the course for one reason or another. The students who did sign up for the course obviously show a level of interest in parent and child rearing because they signed up for the course and probably already had a more positive attitude about families than the students who did not sign up for the course.
d) How to "unconfound" the experiment (redesign the experiment using a classical experimental design) give all of the students a pretest and then randomly assign them to either take the course or not to take the course, which would weaken the effect of the convenience sampling.
5. A high school introduced a critical thinking English program in all of the eleventh grade classes. At the end of the school year, all eleventh grade students took the Scholastic Aptitude test (SAT). The school reported that the SAT verbal scores of the students having the new critical thinking program were significantly higher than the scores of the previous eleventh grade class. The school attributed the difference to the critical thinking program.
a) the type of experimental design (please also diagram with appropriate notation)
static group comparison design
Step 1 Step 2 Step 3
Participants from current school year of eleventh grade class in particular high school introduced a critical thinking English program students took the Scholastic Aptitude test (SAT)
Participants from previous school year of eleventh grade class in particular high school No critical thinking English program students took the Scholastic Aptitude test (SAT)
b) the independent variable: critical thinking English program and the dependent variable: scores on Scholastic Aptitude test (SAT)
c) Possible confounding variables (threats to internal validity) in the previous school year there were different teachers but because of the low scores all of the teachers got fired and new teachers were hired on the same year that the new program was introduced.
d) How to "unconfound" the experiment (redesign the experiment using a classical experimental design) the students could be randomly assigned to either participate in a class that used the critical thinking English program or to participate in a classroom that was not going to use the critical thinking English program and then given a pretest to determine what their original SAT score without treatment or time would be. At the end of the year administer the SAT again and compare the improvement in scores.
6. Dr. Harper wanted to test a new counseling method (cognitive behavioral therapy) with his clients who were experiencing clinical depression. He used cognitive behavioral therapy with his morning clients and his regular form of counseling with his afternoon clients. At the completion of therapy, Dr. Harper found that those who had completed cognitive behavioral therapy were significantly less depressed than those who had experienced his traditional approach.
a) the type of experimental design (please also diagram with appropriate notation)
static group comparison design? Or poorly designed posttest-only control group design because not random
Step 1 Step 2 Step 3
Participants are assigned to group by the time of day that they come into the office cognitive behavioral therapy Measure of level of depression
Participants are assigned to group by the time of day that they come into the office regular form of counseling Measure of level of depression
b) the independent variable: cognitive behavioral therapy and the dependent variable: measure of level of depression
c) Possible confounding variables (threats to internal validity) the afternoon clients are all members of the mental hospital and Dr. Harper counsels them for free as a service to the community; they are clinically classified as more depressed than the morning clients who are middle aged mothers and fathers who pay Dr. Harper for his services.
d) How to "unconfound" the experiment (redesign the experiment using a classical experimental design) when a client enters his office for an appointment Dr. Harper flips a coin. If the coin is heads he uses cognitive behavioral therapy with that client, but if the coin is tales he uses his regular form of counseling.
Mean, Median, and Mode Calculations
Sample 1: 71, 76, 74, 78, 77, 72, 73, 75, 75, 79 Mean: 75 Median: 75 Mode: 75 .
Total: 750
N: 10
71, 72, 73, 74, 75, 75, 76, 77, 78, 79
Sample 2: 71, 76, 74, 78, 77, 72, 73, 75, 75, 99 Mean: 77 Median: 75 Mode: 75 .
Total: 770
N: 10
71, 72, 73, 74, 75, 75, 76, 77, 78, 99
Sample 3: 71, 76, 74, 78, 77, 72, 73, 75, 75, 19 Mean: 69 Median: 74.5 Mode: 75 .
Total: 690
N: 10
19, 71, 72, 73, 74, 75, 75, 76, 77, 78
*Note the underlined scores are atypical outliers in samples 2 and 3. Will they “skew” the mean? ___yes____
Joy Prior
Research Methods SFL 290
Experimental Design
1. Dr. Duncan was interested in studying the effects of taking a marriage enrichment course on marital satisfaction. At the beginning and end of the semester, the researcher distributed a questionnaire regarding marital satisfaction to students who had taken the course. Because on the average students improved their marital satisfaction scores after taking the course, he felt he had succeeded.
a) the type of experimental design (please also diagram with appropriate notation)
quasi-experimental nonequivalent control group design
Step 1 Step 2 Step 3 Step 4
Participants are in the marriage enrichment course on marital satisfaction A pretest is administered (questionnaire regarding marital satisfaction to students) A treatment is administered (the class courses) A posttest is administered (questionnaire regarding marital satisfaction to students)
b) the independent variable: course on marriage enrichment and the dependent variable: marital satisfaction
c) Possible confounding variables (threats to internal validity): if simply because a couple is taking the class together they spend more time together because they are walking to class, sitting in class, studying for class, and discussing class and simply spending more time together causes their marital satisfaction to increase not the actual teacher.
d) How to "unconfound" the experiment (redesign the experiment using a classical experimental design) randomly assign participants to the marriage course and randomly assign a control group to take the pretest and posttest but to not participate in the marriage course but another course with similar time commitment.
2. A family therapist was interested in testing out a new “brief therapy” program that she had developed for use with individuals. She went to the alternative high school and asked for volunteers to participate in her “brief therapy” program, and 15 people volunteered. She used brief therapy with these volunteers and then assessed them using a personal adjustment questionnaire. She found that on the average the participants scored fairly high on the adjustment measure, so she deemed her brief therapy program as successful.
a) the type of experimental design (please also diagram with appropriate notation)
one-shot case study design
Step 1 Step 2 Step 3
Participants volunteer to participate in her “brief therapy” program She used brief therapy with these volunteers assessed them using a personal adjustment questionnaire
b) the independent variable: the treatment or brief therapy program received and the dependent variable: the scores on the adjustment questionnaire
c) Possible confounding variables (threats to internal validity) the students who agreed to participate are all a friends and after joining her brief therapy program they all realized that they needed help badly. So together they signed up for a support group and have been receiving in depth attention and therapy from the support group they all joined.
d) How to "unconfound" the experiment (redesign the experiment using a classical experimental design) she would have to randomly select the participants for the experiment and then randomly assign some participates to the brief therapy program and some participates to not participate in the program.
3. Mr. I. M. A. Mapp wanted to test a new “sing-a-long” method to teach geography to eighth graders (e.g. students sing the names of the countries in Africa to a well-known tune). First, he assessed the students’ knowledge of African geography, and then he used the sing-a-long method in his first period class and traditional methods with his second period class. At the end of the term, Mr. Mapp found that the first period class scored significantly higher than the second period class on the African geography test. He concluded that the sing-a-long method was a total success.
a) the type of experimental design (please also diagram with appropriate notation)
pretest posttest control group design
Step 1 Step 2 Step 3 Step 4
Participants are assigned according to class period Pre-test he assessed the students’ knowledge of African geography he used the sing-a-long method Post-test he assessed the students’ knowledge of African geography
Participants are assigned according to class period Pre-test he assessed the students’ knowledge of African geography traditional methods with his second period class Post-test he assessed the students’ knowledge of African geography
b) the independent variable: teaching method (traditional/sing-a-long) and the dependent variable: students’ knowledge of African geography measured by a test
c) Possible confounding variables (threats to internal validity) because of campus scheduling anyone involved in a school sport has weight training for first period and the majority of the students in Mr. Mapp’s second period class are involved in school sports. These students all arrive to class tired from working out, and have little time to study because after school they are at practice.
d) How to "unconfound" the experiment (redesign the experiment using a classical experimental design) Give the student’s the pretest and post-test and then instead of comparing the scores directly compare the improvements in the scores.
4. Dr. Robinson was interested in studying the effect of taking a course in parenting upon attitudes toward childrearing. At the end of the semester, he distributed a questionnaire to students who had taken the course. Questionnaires were also given to an equal number of students who had not taken the course. Students who had taken the course had different attitudes from the students who had not taken the course (ie they had more positive attitudes about having large families).
a) the type of experimental design (please also diagram with appropriate notation)
quasi-experimental static group comparison design
Step 1 Step 2 Step 3
Participants volunteer to participate in the course Participants take the course in parenting and childrearing distributed a questionnaire to students who had taken the course
Participants Participants are unaware of study or the current course in parenting and childrearing and do not take course distributed a questionnaire to students who have not taken the course
b) the independent variable: taking a course on parenting and child rearing and the dependent variable: attitude towards families ie having large families; measured with a questionnaire
c) Possible confounding variables (threats to internal validity) the students who are taking the parenting and childrearing course signed up for the class while the students who are not taking the course did not sign up for the course for one reason or another. The students who did sign up for the course obviously show a level of interest in parent and child rearing because they signed up for the course and probably already had a more positive attitude about families than the students who did not sign up for the course.
d) How to "unconfound" the experiment (redesign the experiment using a classical experimental design) give all of the students a pretest and then randomly assign them to either take the course or not to take the course, which would weaken the effect of the convenience sampling.
5. A high school introduced a critical thinking English program in all of the eleventh grade classes. At the end of the school year, all eleventh grade students took the Scholastic Aptitude test (SAT). The school reported that the SAT verbal scores of the students having the new critical thinking program were significantly higher than the scores of the previous eleventh grade class. The school attributed the difference to the critical thinking program.
a) the type of experimental design (please also diagram with appropriate notation)
static group comparison design
Step 1 Step 2 Step 3
Participants from current school year of eleventh grade class in particular high school introduced a critical thinking English program students took the Scholastic Aptitude test (SAT)
Participants from previous school year of eleventh grade class in particular high school No critical thinking English program students took the Scholastic Aptitude test (SAT)
b) the independent variable: critical thinking English program and the dependent variable: scores on Scholastic Aptitude test (SAT)
c) Possible confounding variables (threats to internal validity) in the previous school year there were different teachers but because of the low scores all of the teachers got fired and new teachers were hired on the same year that the new program was introduced.
d) How to "unconfound" the experiment (redesign the experiment using a classical experimental design) the students could be randomly assigned to either participate in a class that used the critical thinking English program or to participate in a classroom that was not going to use the critical thinking English program and then given a pretest to determine what their original SAT score without treatment or time would be. At the end of the year administer the SAT again and compare the improvement in scores.
6. Dr. Harper wanted to test a new counseling method (cognitive behavioral therapy) with his clients who were experiencing clinical depression. He used cognitive behavioral therapy with his morning clients and his regular form of counseling with his afternoon clients. At the completion of therapy, Dr. Harper found that those who had completed cognitive behavioral therapy were significantly less depressed than those who had experienced his traditional approach.
a) the type of experimental design (please also diagram with appropriate notation)
static group comparison design? Or poorly designed posttest-only control group design because not random
Step 1 Step 2 Step 3
Participants are assigned to group by the time of day that they come into the office cognitive behavioral therapy Measure of level of depression
Participants are assigned to group by the time of day that they come into the office regular form of counseling Measure of level of depression
b) the independent variable: cognitive behavioral therapy and the dependent variable: measure of level of depression
c) Possible confounding variables (threats to internal validity) the afternoon clients are all members of the mental hospital and Dr. Harper counsels them for free as a service to the community; they are clinically classified as more depressed than the morning clients who are middle aged mothers and fathers who pay Dr. Harper for his services.
d) How to "unconfound" the experiment (redesign the experiment using a classical experimental design) when a client enters his office for an appointment Dr. Harper flips a coin. If the coin is heads he uses cognitive behavioral therapy with that client, but if the coin is tales he uses his regular form of counseling.
Mean, Median, and Mode Calculations
Sample 1: 71, 76, 74, 78, 77, 72, 73, 75, 75, 79 Mean: 75 Median: 75 Mode: 75 .
Total: 750
N: 10
71, 72, 73, 74, 75, 75, 76, 77, 78, 79
Sample 2: 71, 76, 74, 78, 77, 72, 73, 75, 75, 99 Mean: 77 Median: 75 Mode: 75 .
Total: 770
N: 10
71, 72, 73, 74, 75, 75, 76, 77, 78, 99
Sample 3: 71, 76, 74, 78, 77, 72, 73, 75, 75, 19 Mean: 69 Median: 74.5 Mode: 75 .
Total: 690
N: 10
19, 71, 72, 73, 74, 75, 75, 76, 77, 78
*Note the underlined scores are atypical outliers in samples 2 and 3. Will they “skew” the mean? ___yes____
Saturday, July 16, 2011
Reg assignment #8
Religion C 261 – Sister Kelly Summers
Assignment #7 - Census Assignment
U.S, Canada & British Isles
1 - Search for one of your ancestors in every census during your ancestor’s lifetime. Begin with the most recent census and work back in time. Find census records for ancestor as a parent and move back in time and find census records for your ancestor as a child living with parents. Keep a research log, recording your searches and results. Show me “nil” results if you are unable to find your ancestor during one of the census years.
2 - Print out a digital copy of each census found. Label each printout with source information.
3 – Enter the census information into your RootsMagic program.
Instructions:
For an Individual “Add a fact”
Select “census”
Add the complete date and place
Under “Census Details” add a “Note”
In the “Note” transcribe the census and include source citation information.
Assignment Submission:
1 – Updated Family Group Sheet – with census note information printed
2 – Census Images with source citation information
3 – Research Log
4 – Written analysis of census findings
Sample Census Citations:
Source: 1850 U.S. Census – Liberty Township, Henry County, Indiana
Author: NARA Series M432 Roll 136
Publication: Subscription database:, accessed Oct 2007
Detail: Page 47, Dwelling 275, Family 283.
I looked for the 1890 Census records but shortly discovered that these records were destroyed by a warehouse fire. After that I began to search for the 1880 records I used the family search, but the only available census record was for a Carl Carlquist who was over twenty five years older than my ancestor. Even if he had lied about his age I doubt that he would have lied about a twenty five year difference when he was still in his early twenties. The 1880 census was taken in only a few areas of Utah, and I believe from what I discovered that Carl was not in that census. I did find, however, while I was searching his us passport application. It appears to be the passport Carl used for his mission, because I know that he arrived in the US the first time in 1877 to marry Hulda and the stamped date reads 12 March 1910. I know we were only supposed to print off Census records, but I could not resist and I printed off Carl’s passport as well.
Carl married Hulda in 1877 right after he moved to the United States. Before living in the United States he lived in Sweden. I wanted to find records of his life in Sweden. Come to find out Sweden did not do the census as the United States did, and I have to find the right Parish. I started to look through a few of the available records and realized that I need to read Swedish to understand what is being said, or have someone translate. It was a little frustrating to not find any primary record of Carl living in Sweden. I read through a few pages of his bibliography and learned that he refused to be baptized by the local Swedish clergy. I knew that his LDS Baptism was in Sweden and so I tried to find if there was a document from that.
Date Source Comments Results Time
16 July 2011 http://www.censusfinder.com/utah.htm I learned a lot about the actual census from here. This is the website that I was able to type in Carl’s name the search engine found all of the census records The 1890 census was burned in a fire, and not all of the places in Utah took a 1880 census 10 min.
16 July
2011 new.familysearch.org This is not the right family search website for the census records I did not find what I wanted 4 min.
16 July
2011 www.familysearch.org Looked through the countries and census search engine available Did not find census records of correct Carlquist, and searched through a few foreign records 20 min.
16 July
2011 Search.ancestry.com This is the website that the census finder took me to, and I printed off all of the papers I turned in from there 1930, 1920, 1910, and 1900 census and us passport application found here 20 min.
16 July 2011 https://wiki.familysearch.org/en/Sweden Census were not done in Sweden but a (husförhörslängd)
I need to know what parish Carl was from and then I need to learn how to read Swedish because I cannot understand the records available 10 min.
Assignment #7 - Census Assignment
U.S, Canada & British Isles
1 - Search for one of your ancestors in every census during your ancestor’s lifetime. Begin with the most recent census and work back in time. Find census records for ancestor as a parent and move back in time and find census records for your ancestor as a child living with parents. Keep a research log, recording your searches and results. Show me “nil” results if you are unable to find your ancestor during one of the census years.
2 - Print out a digital copy of each census found. Label each printout with source information.
3 – Enter the census information into your RootsMagic program.
Instructions:
For an Individual “Add a fact”
Select “census”
Add the complete date and place
Under “Census Details” add a “Note”
In the “Note” transcribe the census and include source citation information.
Assignment Submission:
1 – Updated Family Group Sheet – with census note information printed
2 – Census Images with source citation information
3 – Research Log
4 – Written analysis of census findings
Sample Census Citations:
Source: 1850 U.S. Census – Liberty Township, Henry County, Indiana
Author: NARA Series M432 Roll 136
Publication: Subscription database:
Detail: Page 47, Dwelling 275, Family 283.
I looked for the 1890 Census records but shortly discovered that these records were destroyed by a warehouse fire. After that I began to search for the 1880 records I used the family search, but the only available census record was for a Carl Carlquist who was over twenty five years older than my ancestor. Even if he had lied about his age I doubt that he would have lied about a twenty five year difference when he was still in his early twenties. The 1880 census was taken in only a few areas of Utah, and I believe from what I discovered that Carl was not in that census. I did find, however, while I was searching his us passport application. It appears to be the passport Carl used for his mission, because I know that he arrived in the US the first time in 1877 to marry Hulda and the stamped date reads 12 March 1910. I know we were only supposed to print off Census records, but I could not resist and I printed off Carl’s passport as well.
Carl married Hulda in 1877 right after he moved to the United States. Before living in the United States he lived in Sweden. I wanted to find records of his life in Sweden. Come to find out Sweden did not do the census as the United States did, and I have to find the right Parish. I started to look through a few of the available records and realized that I need to read Swedish to understand what is being said, or have someone translate. It was a little frustrating to not find any primary record of Carl living in Sweden. I read through a few pages of his bibliography and learned that he refused to be baptized by the local Swedish clergy. I knew that his LDS Baptism was in Sweden and so I tried to find if there was a document from that.
Date Source Comments Results Time
16 July 2011 http://www.censusfinder.com/utah.htm I learned a lot about the actual census from here. This is the website that I was able to type in Carl’s name the search engine found all of the census records The 1890 census was burned in a fire, and not all of the places in Utah took a 1880 census 10 min.
16 July
2011 new.familysearch.org This is not the right family search website for the census records I did not find what I wanted 4 min.
16 July
2011 www.familysearch.org Looked through the countries and census search engine available Did not find census records of correct Carlquist, and searched through a few foreign records 20 min.
16 July
2011 Search.ancestry.com This is the website that the census finder took me to, and I printed off all of the papers I turned in from there 1930, 1920, 1910, and 1900 census and us passport application found here 20 min.
16 July 2011 https://wiki.familysearch.org/en/Sweden Census were not done in Sweden but a (husförhörslängd)
I need to know what parish Carl was from and then I need to learn how to read Swedish because I cannot understand the records available 10 min.
Reg assignment #7
Religion C 261 - Sister Kelly Summers
Assignment #7 - Locality – 40 pts
Select one locality where your ancestor lived. Report important information about your chosen locality, including history and significant dates. If you are researching someplace outside the U.S. locate the Blue Reference binders at the BYU FHL (These are also in pdf format on the HBLL Family History Library website: http://www.lib.byu.edu/sites/familyhistory/).
The following resources are available for U.S. research:
The Handy Book for Genealogists – county map, genealogical & historical societies and trail maps are in the back of the book.
Ancestry’s Red Book – county map, genealogical & historical societies.
USGenWeb.com
All Countries use:
Wiki.FamilySearch.org
Other Resources:
Google.com
Cyndislist.com
WorldGenWeb.com
Include printout of relevant pages (timelines)
Print out a map of the area
1 - Submit a written summary of what you learned about the locality including history or geographic conditions that would influence the locality. Briefly describe the history of the state and county or province and country you have chosen. Include such information as when it became a state, and when the specific county was formed. Or in the case of a country, dates of independence, etc. Include a list of possible resources such as 2 genealogical or historical societies with URL or address in the area. Include a state/county map. (This report should be no more than 2 pages in length).
2 – Submit a Research Log
At first I thought a timeline would show me what was going on in Sweden during 1857, the year Carl Carlquist was born. The timelines were too much of the “Long” term history of Sweden but not the time for the family that I have been researching. On the website www.facts-about.org.uk I found several timelines for various countries. First I looked at the Swedish timeline and then followed the suggestion from the website to look at the Vikings time line, because the Vikings were Scandinavian. The Viking Timeline was from 793 to 1050. Although there was not much information on the actual lifestyle of the Vikings I could not help but to think if my ancestors were Vikings, and if not what did they think of Vikings. In 1397 the union of Kalmar united Denmark, Sweden and Norway under a single monarchy, but in 1523 Gustav the first re-established Swedish rule.
Then I thought that I would change my search to “Sweden 1857”, or “Sweden lifestyle in 1857”. This was a difficult search, because most of the information that came up had nothing to do with Sweden but with other parts of the world. I read an entire article called “3 Lucky Swedes”. It was about 3 Swedish men who left the poverty in Sweden to join the Alaskan Gold Rush. I thought that this would be a good article to read because the men in this article were born during the same time as Carl. My hope was that their lifestyle, and chlanges would be similar this his own. John Brynteson had a minimal education, which was more than most could calaim in those days. This bite of information interested me, and I read through a few pages of my own family history and discovered that Carl was mostly self-taught.
John Brynteson (one of the men from the article) grew up on a family farm. I wanted to know what Carl’s family did for a living. The family legend goes that Carl was an illegitimate son to the king, because he looked so much like the king and he was born illegitimately. I don’t know if he was the son of the king, but I do know his mother’s full name. In my perfect plan I could follow his mother’s family line.
I thought that if I could find the city that they were from I could do a little research to know if it was a rural or town style community. I tried to find the city that Carl was born in… there were three options. I thought that this would not hinder my work, but when I tried to match the contemporary cities with the historic cities I had a hard time. The map proportions were off, and I cannot read Swedish.
The second man in the article was named Jafet Lindeberg. His family was a family of farmers, fisherman, and nomadic reindeer herders. I had never even thought of a reindeer herder being a possible occupation for my ancestors. He also worked as a miner. Jafet Lindeberg was considered highly educated by a private teacher (from the sound of the story) but the focus of his education was language. I thought about how little science and mathematics were taught at that time, and wondered if Carl knew more than basic mathematics.
Erik O. Lindblom was the third man in the article. His father was a schoolteacher, but after his father’s death his mother became a beggar. I realized that Erik O. Lindblom would have had a similar childhood as Carl’s. I am sure that without the support of a husband his mother had to beg to feed Carl. Eventually she did marry, but her husband died leaving her to support Carl, and two other children. I tried to find out if Carl’s mother had any family support. In his early, early, early years Carl lived with another family, but I am not sure if the family he lived with was actually a relatives.
I think that the most helpful information was reading about the lives of the “2 Lucky Swedes”. This was helpful because it gave me ideas about what Sweden was like for other people who were living at the same time as my ancestors. After reading about their life experiences I was able to create a crude image of what my ancestor’s life experiences would have been like. It also sharpened my curiosity because I want to know more about the actual lives of my ancestors and not simply their names and dates.
Assignment #7 - Locality – 40 pts
Select one locality where your ancestor lived. Report important information about your chosen locality, including history and significant dates. If you are researching someplace outside the U.S. locate the Blue Reference binders at the BYU FHL (These are also in pdf format on the HBLL Family History Library website: http://www.lib.byu.edu/sites/familyhistory/).
The following resources are available for U.S. research:
The Handy Book for Genealogists – county map, genealogical & historical societies and trail maps are in the back of the book.
Ancestry’s Red Book – county map, genealogical & historical societies.
USGenWeb.com
All Countries use:
Wiki.FamilySearch.org
Other Resources:
Google.com
Cyndislist.com
WorldGenWeb.com
Include printout of relevant pages (timelines)
Print out a map of the area
1 - Submit a written summary of what you learned about the locality including history or geographic conditions that would influence the locality. Briefly describe the history of the state and county or province and country you have chosen. Include such information as when it became a state, and when the specific county was formed. Or in the case of a country, dates of independence, etc. Include a list of possible resources such as 2 genealogical or historical societies with URL or address in the area. Include a state/county map. (This report should be no more than 2 pages in length).
2 – Submit a Research Log
At first I thought a timeline would show me what was going on in Sweden during 1857, the year Carl Carlquist was born. The timelines were too much of the “Long” term history of Sweden but not the time for the family that I have been researching. On the website www.facts-about.org.uk I found several timelines for various countries. First I looked at the Swedish timeline and then followed the suggestion from the website to look at the Vikings time line, because the Vikings were Scandinavian. The Viking Timeline was from 793 to 1050. Although there was not much information on the actual lifestyle of the Vikings I could not help but to think if my ancestors were Vikings, and if not what did they think of Vikings. In 1397 the union of Kalmar united Denmark, Sweden and Norway under a single monarchy, but in 1523 Gustav the first re-established Swedish rule.
Then I thought that I would change my search to “Sweden 1857”, or “Sweden lifestyle in 1857”. This was a difficult search, because most of the information that came up had nothing to do with Sweden but with other parts of the world. I read an entire article called “3 Lucky Swedes”. It was about 3 Swedish men who left the poverty in Sweden to join the Alaskan Gold Rush. I thought that this would be a good article to read because the men in this article were born during the same time as Carl. My hope was that their lifestyle, and chlanges would be similar this his own. John Brynteson had a minimal education, which was more than most could calaim in those days. This bite of information interested me, and I read through a few pages of my own family history and discovered that Carl was mostly self-taught.
John Brynteson (one of the men from the article) grew up on a family farm. I wanted to know what Carl’s family did for a living. The family legend goes that Carl was an illegitimate son to the king, because he looked so much like the king and he was born illegitimately. I don’t know if he was the son of the king, but I do know his mother’s full name. In my perfect plan I could follow his mother’s family line.
I thought that if I could find the city that they were from I could do a little research to know if it was a rural or town style community. I tried to find the city that Carl was born in… there were three options. I thought that this would not hinder my work, but when I tried to match the contemporary cities with the historic cities I had a hard time. The map proportions were off, and I cannot read Swedish.
The second man in the article was named Jafet Lindeberg. His family was a family of farmers, fisherman, and nomadic reindeer herders. I had never even thought of a reindeer herder being a possible occupation for my ancestors. He also worked as a miner. Jafet Lindeberg was considered highly educated by a private teacher (from the sound of the story) but the focus of his education was language. I thought about how little science and mathematics were taught at that time, and wondered if Carl knew more than basic mathematics.
Erik O. Lindblom was the third man in the article. His father was a schoolteacher, but after his father’s death his mother became a beggar. I realized that Erik O. Lindblom would have had a similar childhood as Carl’s. I am sure that without the support of a husband his mother had to beg to feed Carl. Eventually she did marry, but her husband died leaving her to support Carl, and two other children. I tried to find out if Carl’s mother had any family support. In his early, early, early years Carl lived with another family, but I am not sure if the family he lived with was actually a relatives.
I think that the most helpful information was reading about the lives of the “2 Lucky Swedes”. This was helpful because it gave me ideas about what Sweden was like for other people who were living at the same time as my ancestors. After reading about their life experiences I was able to create a crude image of what my ancestor’s life experiences would have been like. It also sharpened my curiosity because I want to know more about the actual lives of my ancestors and not simply their names and dates.
Wednesday, July 13, 2011
222 SFL assignment reveiw write up
My overall positive impressions from this experience was realistic expectations create active learning. Allow me to explain. When I originally planned to visit the dairy farm I just wanted a “fun” time, and thought that the new environment would be enough to create active learning. Then I realized that just putting “for fun” on my learning objectives was not going to fly. I needed to think of something that involved learning. I looked through children’s books about farms and tried to imagine a learning concept that I could pull out from the story book. Once I had chosen a book I typed up a work sheet and called it good. I felt like as soon as a worksheet was introduced learning would be involved. My expectation of what learning was unrealistic. Not to mention my expectation of the three-year-olds and four-year-olds I would be working with.
After turning in my rough draft I watched the children I was working with in my center. Even when I felt like I was being engaging and active at my center the children I was working with did not have a longer attention span than two possibly three minutes. I realized that trying to drag clipboard and worksheets around a dairy farm was an unrealistic assumption about the student’s attention span. Then I watched the two students in our class with hearing aids. I watched as they talked with their peers and I watched how they listened to their peers. My expectations of what the students wanted to learn about were obscure. These students were interested in sounds, and not in labeling outside and inside. I felt like learning how to alter lesson plans left a really positive impression on me, because I could clearly see how a better developed lesson plan leads to better experiences.
When I readjusted my expectations I not only had a positive experience but it also helped me to better teach to enhance the children’s learning and development. I felt like as I changed my curriculum the activity changed from “just fun” to “to much” to “an active learning experience” as I made my expectations more realistic and specific. By me changing the environment and objectives to a more solid lesson plan I felt not only more confident in the lesson plan, but I felt like it applied to the children better.
I learned that it is important to use all the teachers, adults, visitors and even children in order to effectively manage the children. This related to the nurturing relationships area of the triangle, because the children did develop relationships during our trip. In all honesty I was a little stressed while we were on the dairy farm. It was the first time that I had ever taken preschooler to the dairy farm. I have given the tour before, and I have taken elementary students before. Preschoolers were an entirely different experience though. I was immensely grateful for all of the teacher assistants, and the two visiting elementary aged children who were holding hands and directing students so genuinely. I thought to myself that managing the children would have been impossible without all of this help. By surrounding myself with trusting and supportive assistants I was able to manage the students and I know that when I have my own classroom both the students and I will have a more positive experience if I ask trusting parents and visitors to come on the trip and help manage the class.
I realized that the nurturing relationship area of the developmental triangle was being developed when Miss Chelsea laughed with me in the van because Jackson had put a sticker on her when he heard her talk. I felt like the children were able to develop relationships with each other as they shared in new experiences, with the teachers as they asked questions and explored, and with my dad as the listened and watched him give the tour.
When I changed the lesson from inside/outside worksheet to recognizing new sounds I was using the “unique” center circle of the Child Development Model. I had to kind-a go back to the drawing board when I thought of how truly boring a worksheet would be, and when I reevaluated I changed the lesson to noises because two of the student’s in our class have hearing aids. Originally I thought that pulling a lesson plan from the story book would be effective, but I realize that pulling my lesson plan from what is going on directly in the classroom does not only create a more effective lesson plan but it was a whole lot easier.
I felt like the entire interactive lit. was a meaningful experience for the children because after reading the story I asked a few of the students to tell me an animal sound. Eliza W. was sitting in the front row, and she put her arm up so high I was surprised to see that she was still sitting on the rug. I called on her and asked her what animal sounds she had heard from the story worried that she would have forgotten her animal sound after I called on her. I cannot remember what animal sound she made, but I do remember that she smiled at me and made one. This was meaningful to me personally I guess because I do not think I have ever seen Eliza W. completely answer a question at group rug time. I was so happy for her.
Based on the entire experience I would have done a few things differently. For starters I would have asked the students if they needed to go to the bathroom before we got into the vans. I think this would have helped with the management. I was trying to think of a proper time to ask them that would not be distracting, and would not create a long line out the restroom. I think that I would have asked the teachers to ask the students while we were doing center time, and maybe that would have helped to have had the children go during that time. I don’t know though because sometime when you have to go you just have to go.
Another thing that I would have done would be to tell the teachers to talk about the different sounds they heard while they were on the farm when they were driving back to the preschool. I think that this would have helped to enhance their learning and development because it would have completed the circle of the lesson plan. It would have been really easy to just ask the teachers to talk about a few sounds on the farm, and we did a supper short one in our van. I feel like that would have been a better way to sum up the entire learning experience.
When I took the three students to the bathroom I forgot to get them their stickers. One of them asked me for a sticker later, but they just wanted a sticker because everyone else had a sticker. So I wished that I would have remembered to give them their stickers before or after we went to the bathroom. I feel like this would have helped them to be engaged in the learning process , and made the lesson more active learning for these particular students by giving them a subject to think about while they explored.
In theory I feel like the stickers were a good idea, but I don’t know how effective it really was. The first noise the children heard was the train, and that would have been terrible if they had run up to the train and tried to put a sticker on the train. I still like how simple the stickers were though. I liked that it related to my objective. I liked that we did not have to have clipboards and paper. I think next time though I would ask the children to put the stickers on themselves every time they hear a new noise. That plan would still help me to know if the children were grasping the objective, and it seems simple enough. I feel like this simple adjustment would have made the learning process more active because the children could actually do the activity, and not simply think about doing the activity.
In an ideal world I would have a better grasp of timing, and how to time out my reading, the drive, and the tour so perfectly that we got back to the school with lots of time for Savanna’s dad to read. I felt bad that he was reading kind-a rushed, and I feel like there should have been something I could have done to adjust the time management. I think that Miss Dorie had a lot of realistic expectations when she set up snack in the car, baby whips in the car, and all of the directions. Next time I would have just told Miss Chelsea that I was ready ASAP, because I really was and I feel like I was just walking around in the back of the classroom waiting for her to start and she was sitting in the front of the classroom waiting for me to start. I feel like this would have enhanced their learning because it would not have only allowed for better classroom management but it also would have given Savanna’s dad more time to enjoy reading to the children.
After turning in my rough draft I watched the children I was working with in my center. Even when I felt like I was being engaging and active at my center the children I was working with did not have a longer attention span than two possibly three minutes. I realized that trying to drag clipboard and worksheets around a dairy farm was an unrealistic assumption about the student’s attention span. Then I watched the two students in our class with hearing aids. I watched as they talked with their peers and I watched how they listened to their peers. My expectations of what the students wanted to learn about were obscure. These students were interested in sounds, and not in labeling outside and inside. I felt like learning how to alter lesson plans left a really positive impression on me, because I could clearly see how a better developed lesson plan leads to better experiences.
When I readjusted my expectations I not only had a positive experience but it also helped me to better teach to enhance the children’s learning and development. I felt like as I changed my curriculum the activity changed from “just fun” to “to much” to “an active learning experience” as I made my expectations more realistic and specific. By me changing the environment and objectives to a more solid lesson plan I felt not only more confident in the lesson plan, but I felt like it applied to the children better.
I learned that it is important to use all the teachers, adults, visitors and even children in order to effectively manage the children. This related to the nurturing relationships area of the triangle, because the children did develop relationships during our trip. In all honesty I was a little stressed while we were on the dairy farm. It was the first time that I had ever taken preschooler to the dairy farm. I have given the tour before, and I have taken elementary students before. Preschoolers were an entirely different experience though. I was immensely grateful for all of the teacher assistants, and the two visiting elementary aged children who were holding hands and directing students so genuinely. I thought to myself that managing the children would have been impossible without all of this help. By surrounding myself with trusting and supportive assistants I was able to manage the students and I know that when I have my own classroom both the students and I will have a more positive experience if I ask trusting parents and visitors to come on the trip and help manage the class.
I realized that the nurturing relationship area of the developmental triangle was being developed when Miss Chelsea laughed with me in the van because Jackson had put a sticker on her when he heard her talk. I felt like the children were able to develop relationships with each other as they shared in new experiences, with the teachers as they asked questions and explored, and with my dad as the listened and watched him give the tour.
When I changed the lesson from inside/outside worksheet to recognizing new sounds I was using the “unique” center circle of the Child Development Model. I had to kind-a go back to the drawing board when I thought of how truly boring a worksheet would be, and when I reevaluated I changed the lesson to noises because two of the student’s in our class have hearing aids. Originally I thought that pulling a lesson plan from the story book would be effective, but I realize that pulling my lesson plan from what is going on directly in the classroom does not only create a more effective lesson plan but it was a whole lot easier.
I felt like the entire interactive lit. was a meaningful experience for the children because after reading the story I asked a few of the students to tell me an animal sound. Eliza W. was sitting in the front row, and she put her arm up so high I was surprised to see that she was still sitting on the rug. I called on her and asked her what animal sounds she had heard from the story worried that she would have forgotten her animal sound after I called on her. I cannot remember what animal sound she made, but I do remember that she smiled at me and made one. This was meaningful to me personally I guess because I do not think I have ever seen Eliza W. completely answer a question at group rug time. I was so happy for her.
Based on the entire experience I would have done a few things differently. For starters I would have asked the students if they needed to go to the bathroom before we got into the vans. I think this would have helped with the management. I was trying to think of a proper time to ask them that would not be distracting, and would not create a long line out the restroom. I think that I would have asked the teachers to ask the students while we were doing center time, and maybe that would have helped to have had the children go during that time. I don’t know though because sometime when you have to go you just have to go.
Another thing that I would have done would be to tell the teachers to talk about the different sounds they heard while they were on the farm when they were driving back to the preschool. I think that this would have helped to enhance their learning and development because it would have completed the circle of the lesson plan. It would have been really easy to just ask the teachers to talk about a few sounds on the farm, and we did a supper short one in our van. I feel like that would have been a better way to sum up the entire learning experience.
When I took the three students to the bathroom I forgot to get them their stickers. One of them asked me for a sticker later, but they just wanted a sticker because everyone else had a sticker. So I wished that I would have remembered to give them their stickers before or after we went to the bathroom. I feel like this would have helped them to be engaged in the learning process , and made the lesson more active learning for these particular students by giving them a subject to think about while they explored.
In theory I feel like the stickers were a good idea, but I don’t know how effective it really was. The first noise the children heard was the train, and that would have been terrible if they had run up to the train and tried to put a sticker on the train. I still like how simple the stickers were though. I liked that it related to my objective. I liked that we did not have to have clipboards and paper. I think next time though I would ask the children to put the stickers on themselves every time they hear a new noise. That plan would still help me to know if the children were grasping the objective, and it seems simple enough. I feel like this simple adjustment would have made the learning process more active because the children could actually do the activity, and not simply think about doing the activity.
In an ideal world I would have a better grasp of timing, and how to time out my reading, the drive, and the tour so perfectly that we got back to the school with lots of time for Savanna’s dad to read. I felt bad that he was reading kind-a rushed, and I feel like there should have been something I could have done to adjust the time management. I think that Miss Dorie had a lot of realistic expectations when she set up snack in the car, baby whips in the car, and all of the directions. Next time I would have just told Miss Chelsea that I was ready ASAP, because I really was and I feel like I was just walking around in the back of the classroom waiting for her to start and she was sitting in the front of the classroom waiting for me to start. I feel like this would have enhanced their learning because it would not have only allowed for better classroom management but it also would have given Savanna’s dad more time to enjoy reading to the children.
Monday, July 4, 2011
sfl assignment #1
Joy Marie Prior
Assignment 1
SFL 290
Sampling
Choose one of the research questions below.
5. You are a family scientist. You would like to do a study on the effects of childhood sexual abuse on marital adjustment.
1. What will your research question be? If an individual was sexually abused as a child and obtains a higher level of education they are likely to have a more positive marital adjustment than an individual who was sexually abused as a child and did not continue their education.
2. Describe how you will measure (operationalize) your variables. Marital satisfaction is the ability to complete tasks while under pressure with positive results for all participates involved. Higher level of education is to pursue a formal education and obtain a certificate; that included vocational certificates (hair school) and university degrees.
3. What level of measurement will you use? To measure marital satisfaction the participants would participate in three different tasks every two weeks for the period of 4 weeks. The first task would focus on sacrifice, the second would focus on dependency, the third task would be improbably to complete in the given amount of time. The observers would watch each of the tasks preformed and record how compatible they believe the couple to be. Prior to the doing the tasks the participants will fill out a questionnaire that asks them questions about their spouse and how compatible they feel towards their spouse. After the tasks are completed the couples will fill out an identical questionnaire. To measure Marital satisfaction To measure the level of education the participants would simply be asked in the questioner section of the study what level of certificate they have obtained, and to specify were they graduated and their chosen degree or field of study.
4. What is your population? Sexually abused children (categorized by themselves on how severe they believe their sexual abuse was and the amount of time they were sexually abused) who have latter grown up and been married for less than one year. What method of sampling would be best suited to your research question and the population? I believe that in this situation I would have to use snowball sampling because it would be difficult to locate a large enough sample of sexually abused children who have sense been married without breaking privacy laws. So I would have to begin to ask around at various support groups and such to find a sample size.
Reliability/Validity
Determine whether the researcher is assessing reliability or validity and what kind:
1. Dr. Olson does a study where he has adolescents complete questionnaires about their moral development. A month later the same adolescents complete the same questionnaires again. He is assessing _______reliability___ test-retest______.
2. Dr. Day is interested in marital conflict. He asks adolescent children about their parents’ marital conflict, he talks to their parents about their marital conflict, and then he tapes the parents discussing a subject that is controversial to the couple and then codes it for marital conflict. He wants to know if these measures assess the same construct. He is assessing __validity__ criterion/concurrent____.
3. You read a journal article where they say that Cronbach’s alpha was .89 for a measure of prosocial behavior. What is being assessed? ___reliability__ internal consistency_____
Is .89 a good number for this coefficient? _reliability that is acceptable is above .7 this is a higher level and is considered acceptable_
4. Dr. Walker is interested in children’s altruistic behavior. She develops an altruistic behavior questionnaire & then has several of her colleagues in the department look at the items to see if they are “good”. What is she assessing? _____validity____ content_____
5. Dr. Coyne found that scores on the Stanford Achievement Test in 5th grade will predict success in high school. What is being assessed? _____validity____ criterion/predictive_______
6. Two people code aggressive behavior of children (using a preset coding scheme) to determine the type of aggressive acts children engage in. They then compare their scoring. What is being assessed?______ reliability___ inter-rater_____
What statistic might be reported in a journal article?__ validity __construct ____
Assignment 1
SFL 290
Sampling
Choose one of the research questions below.
5. You are a family scientist. You would like to do a study on the effects of childhood sexual abuse on marital adjustment.
1. What will your research question be? If an individual was sexually abused as a child and obtains a higher level of education they are likely to have a more positive marital adjustment than an individual who was sexually abused as a child and did not continue their education.
2. Describe how you will measure (operationalize) your variables. Marital satisfaction is the ability to complete tasks while under pressure with positive results for all participates involved. Higher level of education is to pursue a formal education and obtain a certificate; that included vocational certificates (hair school) and university degrees.
3. What level of measurement will you use? To measure marital satisfaction the participants would participate in three different tasks every two weeks for the period of 4 weeks. The first task would focus on sacrifice, the second would focus on dependency, the third task would be improbably to complete in the given amount of time. The observers would watch each of the tasks preformed and record how compatible they believe the couple to be. Prior to the doing the tasks the participants will fill out a questionnaire that asks them questions about their spouse and how compatible they feel towards their spouse. After the tasks are completed the couples will fill out an identical questionnaire. To measure Marital satisfaction To measure the level of education the participants would simply be asked in the questioner section of the study what level of certificate they have obtained, and to specify were they graduated and their chosen degree or field of study.
4. What is your population? Sexually abused children (categorized by themselves on how severe they believe their sexual abuse was and the amount of time they were sexually abused) who have latter grown up and been married for less than one year. What method of sampling would be best suited to your research question and the population? I believe that in this situation I would have to use snowball sampling because it would be difficult to locate a large enough sample of sexually abused children who have sense been married without breaking privacy laws. So I would have to begin to ask around at various support groups and such to find a sample size.
Reliability/Validity
Determine whether the researcher is assessing reliability or validity and what kind:
1. Dr. Olson does a study where he has adolescents complete questionnaires about their moral development. A month later the same adolescents complete the same questionnaires again. He is assessing _______reliability___ test-retest______.
2. Dr. Day is interested in marital conflict. He asks adolescent children about their parents’ marital conflict, he talks to their parents about their marital conflict, and then he tapes the parents discussing a subject that is controversial to the couple and then codes it for marital conflict. He wants to know if these measures assess the same construct. He is assessing __validity__ criterion/concurrent____.
3. You read a journal article where they say that Cronbach’s alpha was .89 for a measure of prosocial behavior. What is being assessed? ___reliability__ internal consistency_____
Is .89 a good number for this coefficient? _reliability that is acceptable is above .7 this is a higher level and is considered acceptable_
4. Dr. Walker is interested in children’s altruistic behavior. She develops an altruistic behavior questionnaire & then has several of her colleagues in the department look at the items to see if they are “good”. What is she assessing? _____validity____ content_____
5. Dr. Coyne found that scores on the Stanford Achievement Test in 5th grade will predict success in high school. What is being assessed? _____validity____ criterion/predictive_______
6. Two people code aggressive behavior of children (using a preset coding scheme) to determine the type of aggressive acts children engage in. They then compare their scoring. What is being assessed?______ reliability___ inter-rater_____
What statistic might be reported in a journal article?__ validity __construct ____
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