Stu, Stu, Studio

Directions: Please circle the BEST answer. Remember your academic integrity pledge!
Contagionists believed cholera was caused by:
A) Bad air
B) Contact with animals
C) Spoiled food
D) Contaminated water
E) Personal contact
Miasmatists believed cholera was caused by:
A) Bad air
B) Contact with animals
C) Spoiled food
D) Contaminated water
E) Personal contact
What is a paradigm?
A) Container for waste
B) Sewer technology
C) Twenty cents
D) Shared assumptions
E) Revealed truth
Who was the index case for the cholera outbreak?
A) Queen Victoria
B) J. Lesniewski
C) Baby Lewis
D) Mr. G
E) John James

Where did this specific outbreak of cholera occur in London?

A) The Brewery
B) Broad Street
C) The Thames River
D) Piccadilly Circus
E) Trafalgar Square


What did Snow/Whitehead base their argument on?
A) Multimodal research
B) Experiments on rats
C) Faulty cause and effect
D) Governmental documents
E) Intimidation
What did Chadwick base his argument on?
A) Multimodal research
B) Experiments on rats
C) Faulty cause and effect
D) Governmental documents
E) Intimidation

Who wrote The Ghost Map?
A) James Joyce
B) Sir Ryan Van Cleave
C) William Farr
D) Steven Johnson
E) Sir James Clark

Short Answer:

What obstacles was it necessary for the researchers to overcome in order to prove their case?









Directions: Circle ALL that apply. There may be one or more correct answer for each question.

Whose argument was ultimately the most successful?
A) Watson and Crick
B) Edwin Chadwick
C) John Snow
D) Henry Whitehead
E) Mr. G
What proved key to establishing creditability of the researchers’ argument?
A) Testing of the wells
B) Visual display of the information
C) Identifying the index case
D) Conversations with residents
E) Identifying bacteria
What elements contributed to Snow’s positive ethos?
A) His medical degree
B) His work in anesthesiology
C) His religious belief
D) His personal hygiene
E) His wife



[first day]
Idea of Competing Arguments
•Contagionists v. Miasmatists v. The other
•Paradigm
[second day]
Elements that made Snow/Whitehead successful arguers
•Ethos/Presence
Elements that caused the Miasmatists' argument to fail?
Turning Point

Contagionists believed cholera was caused by:
A) Bad air
B) Contact with animals
C) Spoiled food
D) Contaminated water
E) Personal contact
Miasmatists believed cholera was caused by:
A) Bad air
B) Contact with animals
C) Spoiled food
D) Contaminated water
E) Personal contact
What is a paradigm?
A) Container for waste
B) Sewer technology
C) Twenty cents
D) Shared assumptions
E) Revealed truth
What did Snow/Whitehead base their argument on?
A) Multimodal research
B) Experiments on rats
C) Faulty cause and effect
D) Governmental documents
E) Intimidation
What did Chadwick base his argument on?
A) Multimodal research
B) Experiments on rats
C) Faulty cause and effect
D) Governmental documents
E) Intimidation


[first day]
Idea of Competing Arguments
• Contagionists v. Miasmatists v. The other
• Paradigm
[second day]
Elements that made Snow/Whitehead successful arguers
• Ethos/Presence
Elements that caused the Miasmatists’ argument to fail?
Turning Point

Hey everyone,

I sent out a second round of invitations to everyone who hadn't yet posted this semester. Let me know in class tomorrow if you're still having trouble.

T. F.

Tuesday
Variable: Pizza
Lecture: Ghost Map
1230 Pizza
200 No Pizza

Thursday
Variable: PowerPoint
Lecture: Article
1230 No PowerPoint
200 PowerPoint

Pre/Post Tests:
Multiple choice
Multiple levels of questions (memorization, critical thinking)

As Dave Matthews Band would say, "Where are you going?" Well, I think that we are moving in the right direction. This is my first experience doing a group research project and it is difficult for me to gauge progress since I'm used to doing everything myself. Yeah, I know I'm a perfectionist to say the least.
Anywho, I can say that I am learning more about the research process and how to work with others in this class. As far as our research goes, I guess the next step would be to develop the pre-test/post-test that we are going to be giving the kiddies in Justin's classes. I kinda feel that we all might need to read the summer reading book since I would feel awkward making and teasting these kids on a book that no one has really read.
Lastly, I think that we need to wrap up the IRB application. I can tell you from previous experience that it is not a super fun process.
See everyone on the radio,
CA

So far, it seems as if we have a general idea of the type of information we'd like to gain from our research. However, aside from our pre-test, I don't feel as if we have a strong definition of what our actual research is. Yes, we have the basic process mapped out, but what are the specifics of the content? What are our exact variables? I have an idea of what I'd like to use for a variable on "my" day of research (powerpoint vs. no powerpoint), but nothing has really been confirmed. How can we finish our pre-test without first defining more precisely what we are testing?

Thus, the next step I would like us to take is to narrowly and specifically define what is going to happen on the two testing days in each of the four class periods (two per day). Then, we can finish the pre-test and design the post tests. Likewise, on a more personal note, I can prepare my lesson plans for those class periods ahead of time. With such a busy schedule ahead for me, I would like as much time as possible to prepare.

Finally, we should at least discuss the way we want to present the final product. If we have an idea of our presentation, we will have an easier time framing/designing our research more precisely.

At this point in the class, we have narrowed down what we want to focus on, completed the IRB training, and began planning our first experiment. Next we need to go about getting approved for the IRB exemption so we can go ahead with our experiment. After the week of the experiment we need to draw our conclusions about our data, decide what worked and what could be improved upon and set up a better experiment for our next new focus.