http://www.methods.manchester.ac.uk/ Seminars on Research Methods related to the Social Sciences en Wed May 16 15:46:21 2012 Wed May 16 15:46:21 2012 methods@manchester Social Sciences no Science & Medicine methods@manchester http://www.methods.manchester.ac.uk/images/methods-itunes.jpg 101 Films have been used in ethnographic research since the inception of anthropology as a discipline in the late 19th and early 20th Century. This marriage, however, has not always been an easy one. Once considered an indispensable tool by Alfred Cort Haddon, the organiser of the Cambridge Anthropological Expedition to the Torres Straits, which marked the symbolic beginning of modern anthropology, film fell out of favour with anthropologists for a number of decades. In addition to the many technological problems (such as cameras that were too heavy and expensive, or film as being too volatile a medium) there was a shift on theoretical focus. Haddon’s generation was interested in the observable and manifest expression of culture and they looked at the camera as a neutral tool for the collection of “objective” data. Anthropologists later concentrated on the more abstract aspects of life such as social structures, psychological traits, cultural ethos, and the threads that held a society together to form a coherent whole. How could they capture with an instrument that captures only visual reality? (Video) http://www.methods.manchester.ac.uk/methods/ethnographic-film/index.shtml?video#media 2010-03-07 20:06:59 no Films have been used in ethnographic research since the inception of anthropology as a discipline in the late 19th and early 20th Century. This marriage, however, has not always been an easy one. Once considered an indispensable tool by Alfred Cort Haddon, the organiser of the Cambridge Anthropological Expedition to the Torres Straits, which marked the symbolic beginning of modern anthropology, film fell out of favour with anthropologists for a number of decades. In addition to the many technological problems (such as cameras that were too heavy and expensive, or film as being too volatile a medium) there was a shift on theoretical focus. Haddon’s generation was interested in the observable and manifest expression of culture and they looked at the camera as a neutral tool for the collection of “objective” data. Anthropologists later concentrated on the more abstract aspects of life such as social structures, psychological traits, cultural ethos, and the threads that held a society together to form a coherent whole. How could they capture with an instrument that captures only visual reality? (Video) 47:16 http://video.gan.ccsr.ac.uk/video/frontgraphic/slide-6-filmethnography.jpg Structural Equation Models (SEMs) are statistical models, used primarily to evaluate whether theoretical models are plausible when compared to observed data. SEMs are very general, so for example regression and factor analysis are both just special cases of SEM. Theory in the social sciences tends to be rich and complex, where multiple outcomes are seen as the result of multiple interacting factors and chains of mediation. Standard regression analysis cannot represent such theories in a single model, forcing the researcher to evaluate only partial or constrained models. SEMs allow for the representation of complex theory in a single, integrated model. (Video) http://www.methods.manchester.ac.uk/methods/sem/?video#media 2010-03-08 10:38:13 no Structural Equation Models (SEMs) are statistical models, used primarily to evaluate whether theoretical models are plausible when compared to observed data. SEMs are very general, so for example regression and factor analysis are both just special cases of SEM. Theory in the social sciences tends to be rich and complex, where multiple outcomes are seen as the result of multiple interacting factors and chains of mediation. Standard regression analysis cannot represent such theories in a single model, forcing the researcher to evaluate only partial or constrained models. SEMs allow for the representation of complex theory in a single, integrated model. (Video) 39:39 http://video.gan.ccsr.ac.uk/video/frontgraphic/slide-7-structuralequationmodelling.jpg eResearch is research enabled by the application of advanced information and communication technologies (ICTs). Ten years ago the emphasis was on the Grid, that is, the hardware, software and standards necessary to co-ordinate geographically distributed compute and data resources and deliver them over the internet to researchers regardless of location. The ambition was to facilitate bigger and faster science, with collaborators world-wide addressing key challenges in new ways. This model was particularly appropriate to particle physics, and such challenges as weather predictions and earthquake modelling. However, the approach is less matched to other disciplines, including the social sciences where mixtures of numerous quantitative and qualitative methods are used to pursue relatively small scale issues, with few generic problems requiring complex software to coordinate huge distributed compute and data resources. Accordingly, e-social science – eResearch within the social sciences – has broadened out to draw on numerous ICTs that support the everyday work of researchers, including those loosely collected together under the title of Web 2.0. Although less technically powerful than the Grid, their relative accessibility and simplicity – both in terms of implementation effort and ease of use – has made them attractive to users who do not need more sophisticated ICTs and who are deterred from using Grid services by their complexity. (Video) http://www.methods.manchester.ac.uk/methods/eresearch/index.shtml?video#media 2010-03-08 13:32:45 no eResearch is research enabled by the application of advanced information and communication technologies (ICTs). Ten years ago the emphasis was on the Grid, that is, the hardware, software and standards necessary to co-ordinate geographically distributed compute and data resources and deliver them over the internet to researchers regardless of location. The ambition was to facilitate bigger and faster science, with collaborators world-wide addressing key challenges in new ways. This model was particularly appropriate to particle physics, and such challenges as weather predictions and earthquake modelling. However, the approach is less matched to other disciplines, including the social sciences where mixtures of numerous quantitative and qualitative methods are used to pursue relatively small scale issues, with few generic problems requiring complex software to coordinate huge distributed compute and data resources. Accordingly, e-social science – eResearch within the social sciences – has broadened out to draw on numerous ICTs that support the everyday work of researchers, including those loosely collected together under the title of Web 2.0. Although less technically powerful than the Grid, their relative accessibility and simplicity – both in terms of implementation effort and ease of use – has made them attractive to users who do not need more sophisticated ICTs and who are deterred from using Grid services by their complexity. (Video) 52:17 http://video.gan.ccsr.ac.uk/video/frontgraphic/slide-8-eResearch.jpg The focus of social network analysis is on the network of relations. A social network consists of a set of actors (also called nodes or vertices) together with a set of edges (also called arcs) that link pairs of actors. Since edges can share actors (e.g., the A.B edge shares an actor with the B.C edge) this creates a connected web that we think of as a network. (Video) http://www.methods.manchester.ac.uk/methods/sna/?video#media 2010-03-08 13:39:28 no The focus of social network analysis is on the network of relations. A social network consists of a set of actors (also called nodes or vertices) together with a set of edges (also called arcs) that link pairs of actors. Since edges can share actors (e.g., the A.B edge shares an actor with the B.C edge) this creates a connected web that we think of as a network. (Video) 36:40 http://video.gan.ccsr.ac.uk/video/frontgraphic/slide-9-Social20Network20Analysis.jpg Ethnographic fieldwork as practiced within contemporary social anthropology is a powerful way of opening up and extending understandings of how human beings live in the world. Ethnography is a disciplined preoccupation with the enactment, articulation and transmission of social imaginaries (values, ideas) and material practices. It is a relational approach to social life in which the researcher is fully implicated. Unlike some methods, ethnography is not a technique that can be first mastered and then applied because in some ways every ethnography is unique, it is something the ethnographer does, a particular mode of attention that requires skills of patience, endurance, perspicacity, diplomacy – and most importantly perhaps for the western academic the willingness to unlearn. In this sense ethnography is also not something that somebody else can easily do for you, and the empirical, the analytical and the theoretical are inter-twined from the start – their relationship crafted in the writing of an ethnographic text. (Video) http://www.methods.manchester.ac.uk/methods/ethnography/index.shtml?video#media 2010-03-08 14:36:31 no Ethnographic fieldwork as practiced within contemporary social anthropology is a powerful way of opening up and extending understandings of how human beings live in the world. Ethnography is a disciplined preoccupation with the enactment, articulation and transmission of social imaginaries (values, ideas) and material practices. It is a relational approach to social life in which the researcher is fully implicated. Unlike some methods, ethnography is not a technique that can be first mastered and then applied because in some ways every ethnography is unique, it is something the ethnographer does, a particular mode of attention that requires skills of patience, endurance, perspicacity, diplomacy – and most importantly perhaps for the western academic the willingness to unlearn. In this sense ethnography is also not something that somebody else can easily do for you, and the empirical, the analytical and the theoretical are inter-twined from the start – their relationship crafted in the writing of an ethnographic text. (Video) 42:36 http://video.gan.ccsr.ac.uk/video/frontgraphic/slide-10-eth.jpg An experiment is “a study in which an intervention is deliberately introduced to observe its effects” (Shadish, Cook and Campbell 2002: 12). The researcher observes whether any change that occurs during the experiment is attributable to the intervention or treatment. Although natural experiments do occur - where by accident people or areas get a different intervention - the more common method is where a researcher or agency randomly allocates people or units to control and treatment groups, in what are often called randomised controlled trials (RCTs). Randomisation ensures that there are no differences in observed outcomes between those in the treatment or control groups other than from the treatment so the researcher may observe an unbiased estimate of the intervention (see figure below). Other experimental research designs include quasi-experiments (which lack random assignment) and design experiments (qualitative research in which an intervention in adapted over time in response to observed outcomes). (Video) http://www.methods.manchester.ac.uk/methods/experiments/index.shtml?video#media 2010-03-08 14:43:04 no An experiment is “a study in which an intervention is deliberately introduced to observe its effects” (Shadish, Cook and Campbell 2002: 12). The researcher observes whether any change that occurs during the experiment is attributable to the intervention or treatment. Although natural experiments do occur - where by accident people or areas get a different intervention - the more common method is where a researcher or agency randomly allocates people or units to control and treatment groups, in what are often called randomised controlled trials (RCTs). Randomisation ensures that there are no differences in observed outcomes between those in the treatment or control groups other than from the treatment so the researcher may observe an unbiased estimate of the intervention (see figure below). Other experimental research designs include quasi-experiments (which lack random assignment) and design experiments (qualitative research in which an intervention in adapted over time in response to observed outcomes). (Video) 37:01 http://video.gan.ccsr.ac.uk/video/frontgraphic/slide-11-rct.jpg This work session provided an overview of how to run a focus group including designing the research, the question schedule, recruiting participants and using the evidence. (Video) http://www.methods.manchester.ac.uk/events/discussions/?video#media 2010-03-09 12:16:22 no This work session provided an overview of how to run a focus group including designing the research, the question schedule, recruiting participants and using the evidence. (Video) 31:28 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-12-focusgroups.jpg Narrative research refers to any study that analyses narrative materials, which can range from ‘naturally occurring’ narratives to oral life stories collected for research purposes to written narratives found in the private, public or political realms. One of the main stated reasons for why so many social scientists are interested in studying narratives is because narrative is a basic human way of making sense of the world. Narrative analysis mainly focuses on written or oral texts, but can also be used to analyse photographs, films or even dance performances. Because narrative analysis is inherently interdisciplinary, the field is relatively disparate and there is no one single method of analysis that narrative researchers use. (Video) http://www.methods.manchester.ac.uk/methods/narrative/index.shtml?video#media 2010-03-12 10:18:38 no Narrative research refers to any study that analyses narrative materials, which can range from ‘naturally occurring’ narratives to oral life stories collected for research purposes to written narratives found in the private, public or political realms. One of the main stated reasons for why so many social scientists are interested in studying narratives is because narrative is a basic human way of making sense of the world. Narrative analysis mainly focuses on written or oral texts, but can also be used to analyse photographs, films or even dance performances. Because narrative analysis is inherently interdisciplinary, the field is relatively disparate and there is no one single method of analysis that narrative researchers use. (Video) 36:34 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-14-na.jpg Event History Analysis (EHA) allows researchers to examine the determinants or factors behind the occurrence of events over time. EHA is applied to longitudinal data and allows the research to control for time varying covariates. An ‘event’ (the dependent variable in an EHA) is a change from one state to another and is measured as a categorical/discrete variable. The methodology is increasingly being used by researchers across a large range of disciplines with developments in computer software programmes such as STATA, SPSS and SAS (Video) http://www.methods.manchester.ac.uk/methods/eha/index.shtml?video#media 2010-03-31 09:48:26 no Event History Analysis (EHA) allows researchers to examine the determinants or factors behind the occurrence of events over time. EHA is applied to longitudinal data and allows the research to control for time varying covariates. An ‘event’ (the dependent variable in an EHA) is a change from one state to another and is measured as a categorical/discrete variable. The methodology is increasingly being used by researchers across a large range of disciplines with developments in computer software programmes such as STATA, SPSS and SAS (Video) 42:42 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-15-eha.jpg (Video) http://www.ccsr.ac.uk/sars/events/2010-03-08/index.html?video#media 2010-04-09 12:28:20 no (Video) 27:47 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-16-hayes.jpg The large-scale government surveys, such as the General Household Survey and the Labour Force Survey, are key data resources for understanding population structure and change for the UK and its component countries. This talk will highlight the research and teaching value of these and other surveys such as the British Crime Survey and the Health Survey for England. (Video) http://www.ccsr.ac.uk/esds/events/2010-04-19/index.html?video#media 2010-04-20 13:59:13 no The large-scale government surveys, such as the General Household Survey and the Labour Force Survey, are key data resources for understanding population structure and change for the UK and its component countries. This talk will highlight the research and teaching value of these and other surveys such as the British Crime Survey and the Health Survey for England. (Video) 30:14 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-17-vhesds.jpg The ESRC Census Programme provides access to information from the 1971, 1981, 1991 and 2001 UK Censuses, and support for it's use. This talk will outline the range of census data and related resources available from the programme, and focus in particular on the aggregate statistics and the Samples of Anonymised Records (SARs) from the 1991 and 2001 Censuses. An update on plans for the 2011 Census will also be included. (Video) http://www.ccsr.ac.uk/sars/events/2010-03-08/?video#media 2010-04-20 14:45:47 no The ESRC Census Programme provides access to information from the 1971, 1981, 1991 and 2001 UK Censuses, and support for it's use. This talk will outline the range of census data and related resources available from the programme, and focus in particular on the aggregate statistics and the Samples of Anonymised Records (SARs) from the 1991 and 2001 Censuses. An update on plans for the 2011 Census will also be included. (Video) 20:08 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-18-jocensus.jpg Social scientists are interested in associations between explanatory variables measured at an earlier point in time and later outcomes. An estimated model that relates a binary outcome to a set of predictors is known as a risk score. The main motivations for constructing risk scores are to classify and to predict and thus to aid decision making in conditions of uncertainty. (Video) http://www.methods.manchester.ac.uk/methods/rs/index.shtml?video#media 2010-04-27 08:47:36 no Social scientists are interested in associations between explanatory variables measured at an earlier point in time and later outcomes. An estimated model that relates a binary outcome to a set of predictors is known as a risk score. The main motivations for constructing risk scores are to classify and to predict and thus to aid decision making in conditions of uncertainty. (Video) 39:15 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-20-risk.jpg Qualitative Comparative Analysis (QCA) offers a new, systematic way of studying configurations of cases. QCA is used in comparative research and when using case-study research methods. The QCA analysts interprets the data qualitatively whilst also looking at causality between the variables. Thus the two-stage approach to studying causality has a qualitative first stage and a systematic second stage using QCA. QCA is truly a mixed-methods approach to research. The basic data-handling mechanism is a simple qualitative table of data. This matrix is made up of rows and columns. Its column elements can be binary (yes/no), ordinal, or scaled index variates. QCA is best suited to small- to medium-N case-study projects with between 3 and 250 cases. Crisp-set QCA uses only binary variates for its truth table. Fuzzy-set QCA also uses ordinal variates. A variate is a column of numbers representing real, not hypothetical, cases. In implementing QCA, one can code up the case-study data using NVIVO 7 software to create substantive case attributes. Multiple-level nested or non-nested cases can be handled. Fuzzy-set analysis is an optional extra stage, which also uses Boolean logic, but which is not necessary for QCA and tends not to be as qualitative as crisp-set QCA (csQCA) itself. (Video) http://www.methods.manchester.ac.uk/methods/qca/index.shtml?video#media 2010-04-29 13:16:07 no Qualitative Comparative Analysis (QCA) offers a new, systematic way of studying configurations of cases. QCA is used in comparative research and when using case-study research methods. The QCA analysts interprets the data qualitatively whilst also looking at causality between the variables. Thus the two-stage approach to studying causality has a qualitative first stage and a systematic second stage using QCA. QCA is truly a mixed-methods approach to research. The basic data-handling mechanism is a simple qualitative table of data. This matrix is made up of rows and columns. Its column elements can be binary (yes/no), ordinal, or scaled index variates. QCA is best suited to small- to medium-N case-study projects with between 3 and 250 cases. Crisp-set QCA uses only binary variates for its truth table. Fuzzy-set QCA also uses ordinal variates. A variate is a column of numbers representing real, not hypothetical, cases. In implementing QCA, one can code up the case-study data using NVIVO 7 software to create substantive case attributes. Multiple-level nested or non-nested cases can be handled. Fuzzy-set analysis is an optional extra stage, which also uses Boolean logic, but which is not necessary for QCA and tends not to be as qualitative as crisp-set QCA (csQCA) itself. (Video) 34:20 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-21-qca.jpg Sound in the social sciences is mainly an object of study articulated as the words of interviewees and typically transcribed as text. However, words and the sonic environment they are part of may not be simply reducible to written concepts. They are performative and engage modes of listening which imbricate the senses and may be usefully approached by other practical mean which involve making recordings and playing recordings back. The essence of the method therefore is: Listening, Recording and Playing back. (Video) http://www.methods.manchester.ac.uk/methods/ssr/index.shtml?video#media 2010-04-30 11:50:28 no Sound in the social sciences is mainly an object of study articulated as the words of interviewees and typically transcribed as text. However, words and the sonic environment they are part of may not be simply reducible to written concepts. They are performative and engage modes of listening which imbricate the senses and may be usefully approached by other practical mean which involve making recordings and playing recordings back. The essence of the method therefore is: Listening, Recording and Playing back. (Video) 37:05 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-22-rupert.jpg The term ‘practice as research’ carves out a territory for arts practice in academic environments, and refers to a broad range of research activity. Practice as research might denote a research process that leads to an arts-related output, an arts project as one element of a research process drawing on a range of methods, or a research process entirely framed as artistic practice. Research might start or end in arts practice, draw on arts practice as a part of its process, or be wholly integrated into the shifting forms and outputs of an arts project. Practice as research is therefore not a ‘method’ as such. Arts practices draw on a variety of creative methodologies that might be incorporated into interdisciplinary research projects as methodological innovations, providing new perspectives on and extending existing knowledge as well as materialising a different kind of knowledge practice. (Video) http://www.methods.manchester.ac.uk/methods/practiceasresearch/index.shtml?video#media 2010-05-04 12:46:28 no The term ‘practice as research’ carves out a territory for arts practice in academic environments, and refers to a broad range of research activity. Practice as research might denote a research process that leads to an arts-related output, an arts project as one element of a research process drawing on a range of methods, or a research process entirely framed as artistic practice. Research might start or end in arts practice, draw on arts practice as a part of its process, or be wholly integrated into the shifting forms and outputs of an arts project. Practice as research is therefore not a ‘method’ as such. Arts practices draw on a variety of creative methodologies that might be incorporated into interdisciplinary research projects as methodological innovations, providing new perspectives on and extending existing knowledge as well as materialising a different kind of knowledge practice. (Video) 35:19 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-23-practiceAsResearch.jpg Generalized Method of Moments (GMM) provides a computationally convenient method for estimating the parameters of statistical models based on the information in population moment conditions. This structure has made it very popular in econometrics because competing economic theories often imply that economic variables satisfy different sets of population moment conditions. The specific form of these population moment conditions depends on the context but the generic form of the GMM estimator is the same in each case. This flexibility means that GMM has been implemented in very diverse areas spanning macroeconomics, finance, agricultural economics, environmental economics and labour economics. Its widespread use in econometrics has both stimulated and been facilitated by the development of numerous statistical inference techniques based on GMM estimators. These inference techniques allow researchers, inter alia, to test hypotheses about the parameters of the econometric model and also to test whether the population moment conditions are consistent with the data. In addition, GMM subsumes many other well-known estimators, such as least squares, instrumental variables and maximum likelihood. As a result, GMM provides a convenient framework for considering general aspects of estimation and inference in statistics, and, in many ways, is becoming the common language of econometric dialogue. (Video) http://www.methods.manchester.ac.uk/methods/gmm/index.shtml?video#media 2010-05-27 14:46:27 no Generalized Method of Moments (GMM) provides a computationally convenient method for estimating the parameters of statistical models based on the information in population moment conditions. This structure has made it very popular in econometrics because competing economic theories often imply that economic variables satisfy different sets of population moment conditions. The specific form of these population moment conditions depends on the context but the generic form of the GMM estimator is the same in each case. This flexibility means that GMM has been implemented in very diverse areas spanning macroeconomics, finance, agricultural economics, environmental economics and labour economics. Its widespread use in econometrics has both stimulated and been facilitated by the development of numerous statistical inference techniques based on GMM estimators. These inference techniques allow researchers, inter alia, to test hypotheses about the parameters of the econometric model and also to test whether the population moment conditions are consistent with the data. In addition, GMM subsumes many other well-known estimators, such as least squares, instrumental variables and maximum likelihood. As a result, GMM provides a convenient framework for considering general aspects of estimation and inference in statistics, and, in many ways, is becoming the common language of econometric dialogue. (Video) 45:26 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-27-gmm.jpg Health trajectories are descriptions (usually in terms of lines or curves) of how a person's health changes as they get older. They are estimated from growth curve models with health as the outcome. Growth curve models analyse outcomes that have been repeatedly measured over a period of time, in order to describe and quantify changes in that outcome over the time period. Growth curve models are usually fitted in using latent variable methods or with multilevel methods. Both methods give similar results, although the substantive question may result in preferring one method over another. (Video) http://www.methods.manchester.ac.uk/methods/healthtrajectories/index.shtml?video#media 2010-06-30 12:05:52 no Health trajectories are descriptions (usually in terms of lines or curves) of how a person's health changes as they get older. They are estimated from growth curve models with health as the outcome. Growth curve models analyse outcomes that have been repeatedly measured over a period of time, in order to describe and quantify changes in that outcome over the time period. Growth curve models are usually fitted in using latent variable methods or with multilevel methods. Both methods give similar results, although the substantive question may result in preferring one method over another. (Video) 50:48 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-47-47-healthtrajectories.jpg I will start the What is talk on 20 May by presenting the historical origins of poverty research and the more recent interest in estimating poverty at disaggregated geographical levels. Although the aim is not to present the 'best' way of measuring poverty, a review of the most popular poverty measures is provided. Poverty mapping is synonymous to small area estimation. A non-technical description of some popular small area models alongside the data requirements for estimating these models and for performing poverty mapping will be presented.. Having defined the targets of estimation, the data requirements and appropriate statistical models, I will then review three poverty mapping methodologies that have been at the centre of academic literature and applied work. The practice of poverty mapping has been dominated by the World Bank method (Elbers et al., 2003). More recently researchers in small area estimation have extensively studied the World Bank method and have proposed alternative small area models for poverty mapping. Two recent methods are the Empirical Best Prediction (EBP) approach (Molina and Rao, 2010) and the M-quantile approach (Chambers and Tzavidis, 2006 and Tzavidis et al., 2010). I will conclude the talk by presenting an application of poverty mapping to EU-SILC data from Italy and the current trends in methodological work and software development. (Video) http://www.methods.manchester.ac.uk/methods/povertymapping/index.shtml?video#media 2010-07-02 10:06:33 no I will start the What is talk on 20 May by presenting the historical origins of poverty research and the more recent interest in estimating poverty at disaggregated geographical levels. Although the aim is not to present the 'best' way of measuring poverty, a review of the most popular poverty measures is provided. Poverty mapping is synonymous to small area estimation. A non-technical description of some popular small area models alongside the data requirements for estimating these models and for performing poverty mapping will be presented.. Having defined the targets of estimation, the data requirements and appropriate statistical models, I will then review three poverty mapping methodologies that have been at the centre of academic literature and applied work. The practice of poverty mapping has been dominated by the World Bank method (Elbers et al., 2003). More recently researchers in small area estimation have extensively studied the World Bank method and have proposed alternative small area models for poverty mapping. Two recent methods are the Empirical Best Prediction (EBP) approach (Molina and Rao, 2010) and the M-quantile approach (Chambers and Tzavidis, 2006 and Tzavidis et al., 2010). I will conclude the talk by presenting an application of poverty mapping to EU-SILC data from Italy and the current trends in methodological work and software development. (Video) 46:08 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-49-49-pm.jpg An introduction to methods@manchester (Video) http://www.methods.manchester.ac.uk/?video#media 2010-08-16 12:10:56 no An introduction to methods@manchester (Video) 07:01 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-60-Methods_MASTER_-_iPhone.jpg Census Demographic Statistics and Geodemographic Tools (Video) http://cdu.mimas.ac.uk?video#media no Census Demographic Statistics and Geodemographic Tools (Video) 04:02 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-61-61-Dave_Rawnsley_MASTER_-_iPhone.jpg Samples of Anonymised Records (Video) http://www.ccsr.ac.uk/sars/?video#media no Samples of Anonymised Records (Video) 06:25 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-62-62-Jo_Wathan_MASTER_-_iPhone.jpg ESDS International (Video) http://www.esds.ac.uk/international?video#media no ESDS International (Video) 03:21 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-63-63-Celia_Russell_MASTER_-_iPhone.jpg An introduction to ESDS Government (Video) http://www.esds.ac.uk/government?video#media no An introduction to ESDS Government (Video) 04:07 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-64-64-Vanessa_Higgins_MASTER_-_iPhone.jpg An Introduction to MIMAS (Video) http://www.mimas.ac.uk/?video#media no An Introduction to MIMAS (Video) 04:08 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-65-65-Keith_Cole_MASTER_-_iPhone.jpg The focus of social network analysis is on the network of relations. A social network consists of a set of actors (also called nodes or vertices) together with a set of edges (also called arcs) that link pairs of actors. Since edges can share actors (e.g., the A.B edge shares an actor with the B.C edge) this creates a connected web that we think of as a network. (Video) http://www.methods.manchester.ac.uk/methods/sna/?video#media no The focus of social network analysis is on the network of relations. A social network consists of a set of actors (also called nodes or vertices) together with a set of edges (also called arcs) that link pairs of actors. Since edges can share actors (e.g., the A.B edge shares an actor with the B.C edge) this creates a connected web that we think of as a network. (Video) 04:11 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-66-66-Martin_Everett_MASTER_-_iPhone.jpg Generalized Method of Moments (GMM) provides a computationally convenient method for estimating the parameters of statistical models based on the information in population moment conditions. This structure has made it very popular in econometrics because competing economic theories often imply that economic variables satisfy different sets of population moment conditions. (Video) http://www.methods.manchester.ac.uk/methods/gmm/?video#media no Generalized Method of Moments (GMM) provides a computationally convenient method for estimating the parameters of statistical models based on the information in population moment conditions. This structure has made it very popular in econometrics because competing economic theories often imply that economic variables satisfy different sets of population moment conditions. (Video) 05:07 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-67-67-Alastair_Hall_MASTER_-_iPhone.jpg Qualitative Methods used in the Realities Node (Video) http://www.manchester.ac.uk/realities?video#media no Qualitative Methods used in the Realities Node (Video) 06:04 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-68-68-Jennifer_Mason_MASTER_-_iPhone.jpg Qualitative Comparative Analysis (Video) http://www.methods.manchester.ac.uk/methods/qca?video#media no Qualitative Comparative Analysis (Video) 05:45 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-69-69-Wendy_Olsen_MASTER_-_iPhone.jpg Structural Equation Models (SEMs) are statistical models, used primarily to evaluate whether theoretical models are plausible when compared to observed data. SEMs are very general, so for example regression and factor analysis are both just special cases of SEM. (Video) http://www.methods.manchester.ac.uk/methods/sem?video#media no Structural Equation Models (SEMs) are statistical models, used primarily to evaluate whether theoretical models are plausible when compared to observed data. SEMs are very general, so for example regression and factor analysis are both just special cases of SEM. (Video) 05:11 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-70-70-Nick_Shryane_MASTER_-_iPhone.jpg Multilevel modelling is a quantitative statistical method to investigate variations and relationships for variables of interest, taking into account population structure and dependencies. These population structures may be hierarchical, such as pupils in classes in schools. More complex non-hierarchal structures can also be considered, where groups overlap, or people can belong to more than one group. (Video) http://www.methods.manchester.ac.uk/methods?video#media no Multilevel modelling is a quantitative statistical method to investigate variations and relationships for variables of interest, taking into account population structure and dependencies. These population structures may be hierarchical, such as pupils in classes in schools. More complex non-hierarchal structures can also be considered, where groups overlap, or people can belong to more than one group. (Video) 06:10 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-71-71-Ian_Plewis_MASTER_-_iPhone.jpg Ethnomethodology thinks of itself as attempting to identify and document the competences which, within any given social setting, count as the requirements for a mastery of its everyday ways of talking and of how these competences feature in the production and reproduction of the local social order. (Video) http://www.methods.manchester.ac.uk/methods/ethnomethodology?video#media no Ethnomethodology thinks of itself as attempting to identify and document the competences which, within any given social setting, count as the requirements for a mastery of its everyday ways of talking and of how these competences feature in the production and reproduction of the local social order. (Video) 03:37 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-72-72-Wes_Sharrock_MASTER_-_iPhone.jpg Ethnomethodology can be articulated around the theme of unique adequacy, which arises from conceiving ‘sociological description’ as something which (a) is practiced by the participants in social affairs themselves and (b) is itself socially organised. (Video) http://www.methods.manchester.ac.uk/methods/ethnomethodology/index.shtml?video#media 2010-09-03 11:25:46 no Ethnomethodology can be articulated around the theme of unique adequacy, which arises from conceiving ‘sociological description’ as something which (a) is practiced by the participants in social affairs themselves and (b) is itself socially organised. (Video) 47:20 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-75-75-ethnomethodology.jpg Anthropologists use 'case' in a slightly different way than some legal scholars or psychoanalysts, either of whom might use cases to illustrate their points or theories. Anthropologists often describe a case first, and then extract a general rule or custom from it, in the manner of inductive reasoning. Most often, the event is complex, or even a series of events, and we call these social situations, which can be analysed to show that the different conflictive perspectives on them are enjoined in the same social system (and not based in the assumption of cultural difference as a prima face condition of anthropological inquiry). The case study, as a part of 'situational analysis,' is a vital approach that is used in anthropological research in the postcolonial world. In it we use the actions of individuals and groups within these situations to exhibit the morphology of a social structure, which is most often held together by conflict itself. Each case is taken as evidence of the stages in the unfolding process of social relations between specific persons and groups. When seen as such, we can dispense with the study of sentiment as accidental eruptions of emotions, or as differences of individual temperament, and bring depth to the study of society by penetrating surface tensions to understand how conflict constructs human experiences and gives shape to these as 'social dramas', which are the expressions of cultural life. (Video) http://www.methods.manchester.ac.uk/methods/casestudymethod/index.shtml?video#media 2010-09-21 10:51:18 no Anthropologists use 'case' in a slightly different way than some legal scholars or psychoanalysts, either of whom might use cases to illustrate their points or theories. Anthropologists often describe a case first, and then extract a general rule or custom from it, in the manner of inductive reasoning. Most often, the event is complex, or even a series of events, and we call these social situations, which can be analysed to show that the different conflictive perspectives on them are enjoined in the same social system (and not based in the assumption of cultural difference as a prima face condition of anthropological inquiry). The case study, as a part of 'situational analysis,' is a vital approach that is used in anthropological research in the postcolonial world. In it we use the actions of individuals and groups within these situations to exhibit the morphology of a social structure, which is most often held together by conflict itself. Each case is taken as evidence of the stages in the unfolding process of social relations between specific persons and groups. When seen as such, we can dispense with the study of sentiment as accidental eruptions of emotions, or as differences of individual temperament, and bring depth to the study of society by penetrating surface tensions to understand how conflict constructs human experiences and gives shape to these as 'social dramas', which are the expressions of cultural life. (Video) 38:27 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-76-76-csm.jpg (Video) http://www.methods.manchester.ac.uk/events/whatis/qualityinquali/index.shtml?video#media 2010-09-24 15:44:34 no (Video) 31:38 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-78-78-Cassell.jpg (Video) http://www.methods.manchester.ac.uk/methods/participatoryresearch/index.shtml?video#media 2010-10-19 09:59:58 no (Video) 44:16 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-93-93-processed.jpg (Video) http://www.methods.manchester.ac.uk/methods/mlm/?video#media 2010-10-21 09:55:29 no (Video) 34:57 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-94-94-mlmwhatis.jpg (Video) http://www.methods.manchester.ac.uk/methods/materialculture/index.shtml?video#media 2010-10-26 13:43:57 no (Video) 42:49 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-95-95-materialculture.jpg (Video) http://www.methods.manchester.ac.uk/methods/ethnofiction/index.shtml?video#media 2010-11-09 12:21:25 no (Video) 39:44 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-102-102-ethnofiction.jpg (Video) http://www.methods.manchester.ac.uk/methods/tsa/index.shtml?video#media 2010-11-16 13:25:46 no (Video) 39:16 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-107-107-timeseries.jpg (Video) http://www.methods.manchester.ac.uk/methods/creativeinterviewing/index.shtml?video#media 2010-12-02 08:31:35 no (Video) 49:01 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-129-129-creativeinterviewing.jpg The QUIC project and the CAQADAS networking project demonstration The QUIC Materials – Visual data, Video data, Geo-linking qualitative analysis, mixed methods (Video) http://www.methods.manchester.ac.uk/events/2010-11-29/index.shtml?video#media 2010-12-09 18:23:51 no The QUIC project and the CAQADAS networking project demonstration The QUIC Materials – Visual data, Video data, Geo-linking qualitative analysis, mixed methods (Video) 96:44 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-132-132-caqdaspart1.jpg Using software (Video) http://www.methods.manchester.ac.uk/events/2010-11-29/index.shtml?video#media 2010-12-09 18:24:52 no Using software (Video) 37:44 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-133-133-caqdaspart2.jpg The REQUALLO project and OnlineQDA demonstration The materials, video and audio case studies, online QDA written materials (Video) http://www.methods.manchester.ac.uk/events/2010-11-29/index.shtml?video#media 2010-12-09 18:25:34 no The REQUALLO project and OnlineQDA demonstration The materials, video and audio case studies, online QDA written materials (Video) 18:13 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-134-134-caqdaspart3.jpg (Video) http://www.methods.manchester.ac.uk/impact/seminar1/index.shtml?video#media 2011-01-27 13:29:41 no (Video) 19:18 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-142-142-impact1intro.jpg (Video) http://www.methods.manchester.ac.uk/impact/seminar1/index.shtml?video#media 2011-01-27 13:41:49 no (Video) 44:24 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-143-143-impact2consuminganthropology.jpg (Video) http://www.methods.manchester.ac.uk/impact/seminar1/index.shtml?video#media 2011-01-27 13:46:27 no (Video) 49:50 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-144-144-impact3postwar.jpg Vulnerability and sustainability of "impact" seen from the perspective of the European Research Council by Helga Nowotny (Video) http://www.methods.manchester.ac.uk/impact/seminar1/index.shtml?video#media 2011-01-27 13:48:37 no Vulnerability and sustainability of "impact" seen from the perspective of the European Research Council by Helga Nowotny (Video) 40:42 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-145-145-impact4sustainability.jpg (Video) http://www.methods.manchester.ac.uk/impact/seminar1/index.shtml?video#media 2011-01-27 13:49:59 no (Video) 28:38 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-146-146-impact5hope.jpg (Video) http://www.methods.manchester.ac.uk/methods/blog-analysis/index.shtml?video#media 2011-02-03 13:27:38 no (Video) 41:25 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-149-149-bloganalysis.jpg (Video) http://www.methods.manchester.ac.uk/methods/bayesian/index.shtml?video#media 2011-02-15 12:25:40 no (Video) 45:17 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-150-150-bayesian.jpg (Video) http://www.methods.manchester.ac.uk/resources/ethics/tour.shtml?video#media 2011-02-16 14:17:48 no (Video) 01:57 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-151-151-ethics.jpg (Video) http://www.methods.manchester.ac.uk/methods/blog-analysis/index.shtml?video#media 2011-02-17 10:43:01 no (Video) 41:25 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-153-153-bloganalysis.jpg (Video) http://www.methods.manchester.ac.uk/impact/seminar1/index.shtml?video#media 2011-02-18 09:23:49 no (Video) 05:16 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-154-154-impactseminar1summary.jpg (Video) http://www.methods.manchester.ac.uk/events/2011-02-16/index.shtml?video#media 2011-02-18 12:23:27 no (Video) 21:50 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-155-155-causality1.html.jpg (Video) http://www.methods.manchester.ac.uk/events/2011-02-16/index.shtml?video#media 2011-02-18 12:29:55 no (Video) 22:45 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-156-156-causality3.jpg (Video) http://www.methods.manchester.ac.uk/events/2011-02-16/index.shtml?video#media 2011-02-21 13:11:18 no (Video) 23:55 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-157-157-causality4.jpg (Video) http://www.methods.manchester.ac.uk/methods/formal-logic/index.shtml?video#media 2011-03-02 10:42:04 no (Video) 55:05 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-164-164-formallogic.jpg (Video) http://www.methods.manchester.ac.uk/methods/cfa/?video#media 2011-03-07 09:19:50 no (Video) 44:53 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-165-165-cfa.jpg (Video) http://www.methods.manchester.ac.uk/methods/groundedtheory/index.shtml?video#media 2011-03-15 10:31:36 no (Video) 40:45 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-167-167-gt.jpg (Video) http://www.methods.manchester.ac.uk/methods/actionresearch/?video#media 2011-03-16 13:50:52 no (Video) 50:31 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-170-170-actionresearch.jpg Agent-Based Simulation allows the explicit representation and exploration of the complex relationship between individual behaviour and society – the Micro-Macro link. It does it by representing the states and actions of each relevant social actor within a complex computer simulation. (Video) http://www.methods.manchester.ac.uk/methods/abss/?video#media 2011-04-12 13:20:26 no Agent-Based Simulation allows the explicit representation and exploration of the complex relationship between individual behaviour and society – the Micro-Macro link. It does it by representing the states and actions of each relevant social actor within a complex computer simulation. (Video) 45:39 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-172-172-agentbasedsimulation.jpg In the social science research literature, sensitive research is most often used to mean conducting interviews about emotionally difficult topics, although it can also refer to the study of deeply personal issues, research with vulnerable populations, or research that could have negative consequences for participants. (Video) http://www.methods.manchester.ac.uk/methods/sensitiveinterviewing/index.shtml?video#media 2011-04-12 13:38:52 no In the social science research literature, sensitive research is most often used to mean conducting interviews about emotionally difficult topics, although it can also refer to the study of deeply personal issues, research with vulnerable populations, or research that could have negative consequences for participants. (Video) 38:32 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-173-173-sensitiveinterviewing.jpg The Office for National Statistics and methods@manchester held a debate on “Are national statistics on subjective well-being valid and reliable?” at the University of Manchester on Monday 4th April. This supports the national debate on measuring national well-being. (Video) http://www.methods.manchester.ac.uk/events/2011-04-04/index.shtml?video#media 2011-04-14 09:14:38 no The Office for National Statistics and methods@manchester held a debate on “Are national statistics on subjective well-being valid and reliable?” at the University of Manchester on Monday 4th April. This supports the national debate on measuring national well-being. (Video) 08:19 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-174-174-wellbeing.jpg A tour of the Online QDA website (Video) http://www.methods.manchester.ac.uk/resources/qual/?video#media 2011-04-14 10:43:50 no A tour of the Online QDA website (Video) 03:58 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-175-175-onlineQDAandCAQDAS.jpg This is the second seminar of the University of Manchester Experiments Research Network, which aims to promote collaboration on experimental research and exchange methodological expertise. It is funded by methods@manchester. (Video) http://www.methods.manchester.ac.uk/events/2011-03-30/index.shtml?video#media 2011-04-21 10:27:56 no This is the second seminar of the University of Manchester Experiments Research Network, which aims to promote collaboration on experimental research and exchange methodological expertise. It is funded by methods@manchester. (Video) 25:58 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-179-179-experiments1.jpg This is the second seminar of the University of Manchester Experiments Research Network, which aims to promote collaboration on experimental research and exchange methodological expertise. It is funded by methods@manchester. (Video) http://www.methods.manchester.ac.uk/events/2011-03-30/index.shtml?video#media 2011-04-21 10:30:34 no This is the second seminar of the University of Manchester Experiments Research Network, which aims to promote collaboration on experimental research and exchange methodological expertise. It is funded by methods@manchester. (Video) 49:22 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-180-180-experiments2.jpg This is the second seminar of the University of Manchester Experiments Research Network, which aims to promote collaboration on experimental research and exchange methodological expertise. It is funded by methods@manchester. (Video) http://www.methods.manchester.ac.uk/events/2011-03-30/index.shtml?video#media 2011-04-21 10:32:18 no This is the second seminar of the University of Manchester Experiments Research Network, which aims to promote collaboration on experimental research and exchange methodological expertise. It is funded by methods@manchester. (Video) 34:20 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-181-181-experiments3.jpg Maria Nedeva will be discussing the overarching aims of the University Ethics Committee, how to approach preparing an application, what the committee is looking for and how to deal with responses from the committee. (Video) http://www.methods.manchester.ac.uk/events/past/?video#media 2011-04-21 15:09:32 no Maria Nedeva will be discussing the overarching aims of the University Ethics Committee, how to approach preparing an application, what the committee is looking for and how to deal with responses from the committee. (Video) 70:08 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-182-182-Ethics.jpg The talk will explain how Visual Analytics works, what it can do, and the continuing research into expanding its capabilities. (Video) http://www.methods.manchester.ac.uk/methods/visualanalytics/?video#media 2011-05-06 08:34:29 no The talk will explain how Visual Analytics works, what it can do, and the continuing research into expanding its capabilities. (Video) 48:44 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-183-183-visualanalytics.jpg Professor Lucinda Platt, Director of the Millennium Cohort Study at the Institute of Education and Director of the ethnicity strand of Understanding Society, will talk about the research opportunities presented by these two major resources. There will be plenty of opportunity for questions and discussion. (Video) http://www.methods.manchester.ac.uk/events/2011-02-22/index.shtml?video#media 2011-05-09 09:53:42 no Professor Lucinda Platt, Director of the Millennium Cohort Study at the Institute of Education and Director of the ethnicity strand of Understanding Society, will talk about the research opportunities presented by these two major resources. There will be plenty of opportunity for questions and discussion. (Video) 51:55 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-184-184-longitudinalresources.jpg In recent years, the internet has become an increasingly popular tool for researching social life. This talk draws on my experience of using e-mail interviews (or asynchronous computer-mediated communication (CMC)) to research popular music and the life course. (Video) http://www.methods.manchester.ac.uk/methods/email-interviewing/index.shtml?video#media 2011-05-10 09:35:02 no In recent years, the internet has become an increasingly popular tool for researching social life. This talk draws on my experience of using e-mail interviews (or asynchronous computer-mediated communication (CMC)) to research popular music and the life course. (Video) 34:41 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-185-185-email-interviewing.jpg Narrative research refers to any study that analyses narrative materials, which can range from ‘naturally occurring’ narratives to oral life stories collected for research purposes to written narratives found in the private, public or political realms. One of the main stated reasons for why so many social scientists are interested in studying narratives is because narrative is a basic human way of making sense of the world. Narrative analysis mainly focuses on written or oral texts, but can also be used to analyse photographs, films or even dance performances. Because narrative analysis is inherently interdisciplinary, the field is relatively disparate and there is no one single method of analysis that narrative researchers use. (Video) http://www.methods.manchester.ac.uk/methods/narrative/index.shtml?video#media 2011-06-22 10:26:24 no Narrative research refers to any study that analyses narrative materials, which can range from ‘naturally occurring’ narratives to oral life stories collected for research purposes to written narratives found in the private, public or political realms. One of the main stated reasons for why so many social scientists are interested in studying narratives is because narrative is a basic human way of making sense of the world. Narrative analysis mainly focuses on written or oral texts, but can also be used to analyse photographs, films or even dance performances. Because narrative analysis is inherently interdisciplinary, the field is relatively disparate and there is no one single method of analysis that narrative researchers use. (Video) 03:53 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-194-194-narrativeAnalysisPiece.jpg Weblogs, or ‘blogs’, are websites that allow authors to maintain ongoing, reverse-chronological entries for an audience, link to other webpages and interact with readers via comments. There are a wide variety of blog genres, ranging from individual online diaries to corporate blogs, but they tend to be associated with more personal and spontaneous forms of writing. In this talk, I use the term “Blog Analysis” to refer to a wide range of approaches. Social researchers have used blogs as a source of data in a variety of ways, from conducting a content analysis of gender and language use to ethnographic participation in blogging communities. Moreover, while social scientists may be interested in the practice of blogging itself, this new documentary resource also lends itself to innovative ways of asking questions about ‘offline’ life. (Video) http://www.methods.manchester.ac.uk/methods/blog-analysis/index.shtml?video#media 2011-06-22 10:27:44 no Weblogs, or ‘blogs’, are websites that allow authors to maintain ongoing, reverse-chronological entries for an audience, link to other webpages and interact with readers via comments. There are a wide variety of blog genres, ranging from individual online diaries to corporate blogs, but they tend to be associated with more personal and spontaneous forms of writing. In this talk, I use the term “Blog Analysis” to refer to a wide range of approaches. Social researchers have used blogs as a source of data in a variety of ways, from conducting a content analysis of gender and language use to ethnographic participation in blogging communities. Moreover, while social scientists may be interested in the practice of blogging itself, this new documentary resource also lends itself to innovative ways of asking questions about ‘offline’ life. (Video) 03:52 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-195-195-blogAnalysisPiece.jpg This is the third seminar of the University of Manchester Experiments Research Network, which aims to promote collaboration on experimental research and exchange methodological expertise. (Video) http://www.methods.manchester.ac.uk/events/2011-06-22/index.shtml?video#media 2011-07-06 13:50:41 no This is the third seminar of the University of Manchester Experiments Research Network, which aims to promote collaboration on experimental research and exchange methodological expertise. (Video) 28:20 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-196-196-experiments3peterjohn.jpg This is the third seminar of the University of Manchester Experiments Research Network, which aims to promote collaboration on experimental research and exchange methodological expertise. (Video) http://www.methods.manchester.ac.uk/events/2011-06-22/index.shtml?video#media 2011-07-06 13:53:08 no This is the third seminar of the University of Manchester Experiments Research Network, which aims to promote collaboration on experimental research and exchange methodological expertise. (Video) 22:03 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-197-197-experiments2June2011.jpg This is the third seminar of the University of Manchester Experiments Research Network, which aims to promote collaboration on experimental research and exchange methodological expertise. (Video) http://www.methods.manchester.ac.uk/events/2011-06-22/index.shtml?video#media 2011-07-06 13:55:44 no This is the third seminar of the University of Manchester Experiments Research Network, which aims to promote collaboration on experimental research and exchange methodological expertise. (Video) 23:25 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-198-198-experiments1June2011.jpg (Video) http://www.methods.manchester.ac.uk/impact/seminar%202/index.shtml?video#media 2011-07-18 09:38:28 no (Video) 27:31 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-199-199-33jenny.jpg (Video) http://www.methods.manchester.ac.uk/impact/seminar%202/index.shtml?video#media 2011-07-18 09:46:48 no (Video) 22:19 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-200-200-2sheffield.jpg (Video) http://www.methods.manchester.ac.uk/impact/seminar%202/index.shtml?video#media 2011-07-20 11:09:57 no (Video) 26:01 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-202-202-31tomke.jpg (Video) http://www.methods.manchester.ac.uk/impact/seminar%202/index.shtml?video#media 2011-07-20 14:12:52 no (Video) 27:24 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-203-203-32olympics.jpg Factor analysis has been the prime statistical technique for the development of structural theories in social science, such as the hierarchical factor model of human cognitive abilities, or the Five Factor Model of personality. (Video) http://www.methods.manchester.ac.uk/methods/cfa/?video#media 2011-08-15 20:26:34 no Factor analysis has been the prime statistical technique for the development of structural theories in social science, such as the hierarchical factor model of human cognitive abilities, or the Five Factor Model of personality. (Video) 05:48 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-205-205-PaulIrwing.jpg Ethnography is powerful way of opening up and extending understandings of how human beings live in the world. Ethnography is a disciplined preoccupation with the enactment, articulation and transmission of social imaginaries (values, ideas) and material practices. It is a relational approach to social life in which the researcher is fully implicated. (Video) http://www.methods.manchester.ac.uk/methods/ethnography/?video#media 2011-08-15 21:29:00 no Ethnography is powerful way of opening up and extending understandings of how human beings live in the world. Ethnography is a disciplined preoccupation with the enactment, articulation and transmission of social imaginaries (values, ideas) and material practices. It is a relational approach to social life in which the researcher is fully implicated. (Video) 04:10 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-206-206-PennyHarveyEthnography.jpg The Health Survey for England (HSE) is a series of annual surveys about the health of people living in England to provide better and more reliable information about various aspects of people’s health and to monitor selected health targets. (Video) http://www.esds.ac.uk/government/hse/?video#media 2011-08-15 21:38:19 no The Health Survey for England (HSE) is a series of annual surveys about the health of people living in England to provide better and more reliable information about various aspects of people’s health and to monitor selected health targets. (Video) 05:30 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-207-207-VanessaReEdit.jpg The Labour Force Survey is provides information on the UK labour market that can then be used to develop, manage, evaluate and report on labour market policies. (Video) http://www.esds.ac.uk/government/lfs/?video#media 2011-08-15 21:42:33 no The Labour Force Survey is provides information on the UK labour market that can then be used to develop, manage, evaluate and report on labour market policies. (Video) 04:04 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-208-208-joReEdit2.jpg (Video) http://www.methods.manchester.ac.uk/methods/ethnofiction/?video#media 2011-08-15 21:58:38 no (Video) 09:37 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-209-209-johannes.jpg A summary of the first in a series of one-day meetings that we are organising on 'research methods and social responsibility'. The overarching aim of the meetings will be to explore cross-disciplinary perspectives on the methodological and ethical issues that arise in all research encounters (Video) http://www.methods.manchester.ac.uk/events/2011-06-08/index.shtml?video#media 2011-08-15 22:07:47 no A summary of the first in a series of one-day meetings that we are organising on 'research methods and social responsibility'. The overarching aim of the meetings will be to explore cross-disciplinary perspectives on the methodological and ethical issues that arise in all research encounters (Video) 05:22 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-210-210-mandecMontage3.jpg (Video) http://www.methods.manchester.ac.uk/impact/seminar%202/index.shtml?video#media 2011-08-16 11:10:30 no (Video) 23:01 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-211-211-1JoeWinston.jpg The basic idea underlying Latent Class Analysis (LCA) is that there are unobserved subgroups of cases in the data. These unobserved subgroups form the categories of a categorical latent variable. In a statistical model of data with such unobserved subgroups, some of the parameters of the model will differ across these subgroups (the categorical latent variable). LCA is a subset of structural equation models and shares similarities with factor analysis. (Video) http://www.methods.manchester.ac.uk/methods/latentclass?video#media 2011-08-16 18:17:20 no The basic idea underlying Latent Class Analysis (LCA) is that there are unobserved subgroups of cases in the data. These unobserved subgroups form the categories of a categorical latent variable. In a statistical model of data with such unobserved subgroups, some of the parameters of the model will differ across these subgroups (the categorical latent variable). LCA is a subset of structural equation models and shares similarities with factor analysis. (Video) 04:49 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-213-213-TaraniLatentClassAnalysis.jpg An introduction to the British Social Attitudes Survey (Video) http://www.esds.ac.uk/government/bsa/?video#media 2011-08-25 10:29:01 no An introduction to the British Social Attitudes Survey (Video) 02:58 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-214-214-skhreedit24Aug.jpg An introduction to methods@manchester (Video) http://www.methods.manchester.ac.uk/?video#media 2011-08-25 10:40:21 no An introduction to methods@manchester (Video) 06:44 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-215-215-methods2011.jpg An Introduction to CCSR - The Cathie Marsh Centre for Census and Survey Research. (Video) http://www.ccsr.ac.uk/?video#media 2011-08-25 15:50:32 no An Introduction to CCSR - The Cathie Marsh Centre for Census and Survey Research. (Video) 03:49 http://www.ccsr.ac.uk/images/ccsr-intro-slide.jpg What is Quality in Qualitative Research? (Video) http://methods.manchester.ac.uk/methods/qualityinquali/?video#media 2011-08-25 15:55:11 no What is Quality in Qualitative Research? (Video) 06:59 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-217-217-CathyCassell.jpg The overarching aim of this workshop on research methods and social responsibility will be to explore cross-disciplinary perspectives on the methodological and ethical issues that arise in all research encounters. Our first meeting sets out to provoke a conversation between researchers either based at the University of Manchester or with strong connections to Manchester. (Video) http://www.methods.manchester.ac.uk/events/2011-06-08/index.shtml?video#media 2011-08-26 10:47:22 no The overarching aim of this workshop on research methods and social responsibility will be to explore cross-disciplinary perspectives on the methodological and ethical issues that arise in all research encounters. Our first meeting sets out to provoke a conversation between researchers either based at the University of Manchester or with strong connections to Manchester. (Video) 05:49 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-218-218-PennyHarveyIntro.jpg In what situations should a researcher protect and defend the privacy of those with whom they work, and when is transparency and openness more valuable? This joint presentation will draw on case studies from performance and war research. (Video) http://www.methods.manchester.ac.uk/events/2011-06-08/?video#media 2011-08-26 11:57:14 no In what situations should a researcher protect and defend the privacy of those with whom they work, and when is transparency and openness more valuable? This joint presentation will draw on case studies from performance and war research. (Video) 05:10 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-219-219-AlisonJeffers.jpg When producing the public good of policy-relevant knowledge how should researchers deal with the private suffering of the people they are researching? (Video) http://www.methods.manchester.ac.uk/events/2011-06-08/index.shtml?video#media 2011-08-30 12:20:17 no When producing the public good of policy-relevant knowledge how should researchers deal with the private suffering of the people they are researching? (Video) 14:26 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-220-220-davidHulme.jpg Participatory methods have been claimed as ethically less problematic that some other forms of research because they are organized around the inclusion of research subjects as research agents. In practice, the ethical claims of such approaches are no less compromised than those of other approaches to social research. (Video) http://www.methods.manchester.ac.uk/events/2011-06-08/index.shtml?video#media 2011-08-30 12:23:01 no Participatory methods have been claimed as ethically less problematic that some other forms of research because they are organized around the inclusion of research subjects as research agents. In practice, the ethical claims of such approaches are no less compromised than those of other approaches to social research. (Video) 13:38 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-221-221-MaiaGreen.jpg Research in emergency humanitarian assistance requires challenging something that most people assume to be inherently benign. Data collection is difficult as many agencies either don't collect data and if they do regard it as "commercially sensitive" and are reluctant to share it. (Video) http://www.methods.manchester.ac.uk/events/2011-06-08/index.shtml?video#media 2011-08-30 12:24:38 no Research in emergency humanitarian assistance requires challenging something that most people assume to be inherently benign. Data collection is difficult as many agencies either don't collect data and if they do regard it as "commercially sensitive" and are reluctant to share it. (Video) 13:51 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-222-222-TonyRedmond.jpg In what situations should a researcher protect and defend the privacy of those with whom they work, and when is transparency and openness more valuable? This joint presentation will draw on case studies from performance and war research. (Video) http://www.methods.manchester.ac.uk/events/2011-06-08/index.shtml?video#media 2011-08-30 12:26:47 no In what situations should a researcher protect and defend the privacy of those with whom they work, and when is transparency and openness more valuable? This joint presentation will draw on case studies from performance and war research. (Video) 09:09 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-223-223-JennyHughes.jpg How can the research methods we employ articulate the ‘value(s)’ of social responsibility in a valid, reliable and responsible manner? What do we do with these ‘values’, especially when they are competing? (Video) http://www.methods.manchester.ac.uk/events/2011-06-08/index.shtml?video#media 2011-08-30 12:28:54 no How can the research methods we employ articulate the ‘value(s)’ of social responsibility in a valid, reliable and responsible manner? What do we do with these ‘values’, especially when they are competing? (Video) 12:04 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-224-224-PaulChan.jpg The distinction between research, policy commentary and advocacy; the use and abuse of statistical evidence; other social responsibility issues surrounding the increasing use of administrative data and policy 'experiments' for economic and social research. (Video) http://www.methods.manchester.ac.uk/events/2011-06-08/index.shtml?video#media 2011-08-30 12:30:28 no The distinction between research, policy commentary and advocacy; the use and abuse of statistical evidence; other social responsibility issues surrounding the increasing use of administrative data and policy 'experiments' for economic and social research. (Video) 22:43 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-225-225-JamesBanks.jpg For some researchers, the analysis of how social research methods work and what they do constitutes an intervention. From investigating logics, rationalities, and techniques to the subjectivities, ontologies and realities performed by methods, the intention is to demonstrate how methods are agential and generative. (Video) http://www.methods.manchester.ac.uk/events/2011-06-08/index.shtml?video#media 2011-08-30 12:51:53 no For some researchers, the analysis of how social research methods work and what they do constitutes an intervention. From investigating logics, rationalities, and techniques to the subjectivities, ontologies and realities performed by methods, the intention is to demonstrate how methods are agential and generative. (Video) 04:36 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-226-226-EvelynRuppert.jpg What is the relationship between "ethics in research" (the issues of social and ethical responsibility encountered by researchers, including social researchers, in the course of their work) and "research in ethics" (the set of subjects, methods, analytical approaches and outcomes that comprise ethics as a research discipline)? What is or should be the role of ethics research in shaping policy and practice for ethical research in other disciplines? (Video) http://www.methods.manchester.ac.uk/events/2011-06-08/index.shtml?video#media 2011-08-30 12:54:25 no What is the relationship between "ethics in research" (the issues of social and ethical responsibility encountered by researchers, including social researchers, in the course of their work) and "research in ethics" (the set of subjects, methods, analytical approaches and outcomes that comprise ethics as a research discipline)? What is or should be the role of ethics research in shaping policy and practice for ethical research in other disciplines? (Video) 15:10 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-227-227-SarahChan.jpg Discussion and future plans (Video) http://www.methods.manchester.ac.uk/events/2011-06-08/index.shtml?video#media 2011-08-30 12:56:26 no Discussion and future plans (Video) 04:05 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-228-228-Bertrand.jpg Ketso is a hands-on kit for creative group-work. Its creator, Joanne Tippett, introduced Ketso and asked participants to use boards to provide their views and feedback on different topics. (Video) http://www.methods.manchester.ac.uk/events/2011-10-05/index.shtml?video#media 2011-10-17 09:07:42 no Ketso is a hands-on kit for creative group-work. Its creator, Joanne Tippett, introduced Ketso and asked participants to use boards to provide their views and feedback on different topics. (Video) 06:52 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-230-230-FairKetso.jpg Professor Martin Everett, Co-Director of methods@manchester, introduced the day and Professor James Thompson, Associate Dean for External Relations, offered some reflections on the challenges and opportunities which PhD students face when conducting empirical research, including obligations and responsibilities to those being researched as well as opportunities for taking research out to the wider society. (Video) http://www.methods.manchester.ac.uk/events/2011-10-05/index.shtml?video#media 2011-10-17 14:47:46 no Professor Martin Everett, Co-Director of methods@manchester, introduced the day and Professor James Thompson, Associate Dean for External Relations, offered some reflections on the challenges and opportunities which PhD students face when conducting empirical research, including obligations and responsibilities to those being researched as well as opportunities for taking research out to the wider society. (Video) 09:45 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-231-231-fairSummary2011.jpg Scoping studies aim to help tackle the danger of information overload from the ever increasing volume of research by producing a high level map of an area of research that can inform future research. The focus is on describing the breadth and key characteristics of research on a topic rather than in-depth analysis of individual pieces of research. (Video) http://www.methods.manchester.ac.uk/methods/scoping-study/index.shtml?video#media 2011-10-19 10:52:09 no Scoping studies aim to help tackle the danger of information overload from the ever increasing volume of research by producing a high level map of an area of research that can inform future research. The focus is on describing the breadth and key characteristics of research on a topic rather than in-depth analysis of individual pieces of research. (Video) 40:52 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-232-232-scopingstudies.jpg Professor Groce will outline research that uses a mix of qualitative and quantitative methodologies to address complex issues in global health and international development at levels ranging from improving outreach programmes for vulnerable populations. (Video) http://www.methods.manchester.ac.uk/events/2011-10-05/?video#media 2011-10-25 11:39:20 no Professor Groce will outline research that uses a mix of qualitative and quantitative methodologies to address complex issues in global health and international development at levels ranging from improving outreach programmes for vulnerable populations. (Video) 25:56 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-233-233-NoraGroce.jpg The Methods Fair will provide a day packed with valuable talks, workshops and stalls. These include a discussion on the obligations and opportunities of post-graduate research; workshops on topics from fieldwork to structural equation modelling; short talks from current PhD students; stalls and displays, including an introduction to Ketso - a hands-on kit for creative group-work; and an opportunity for one-to-one advice on the holdings of the British Library. The day will end with a talk by Nora Groce, UCL, on Applying Research to Real World Problems. (Video) http://www.methods.manchester.ac.uk/events/2011-10-05/?video#media 2011-10-25 13:09:38 no The Methods Fair will provide a day packed with valuable talks, workshops and stalls. These include a discussion on the obligations and opportunities of post-graduate research; workshops on topics from fieldwork to structural equation modelling; short talks from current PhD students; stalls and displays, including an introduction to Ketso - a hands-on kit for creative group-work; and an opportunity for one-to-one advice on the holdings of the British Library. The day will end with a talk by Nora Groce, UCL, on Applying Research to Real World Problems. (Video) 04:01 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-234-234-montage.jpg (Video) http://www.methods.manchester.ac.uk/impact/seminar-4/index.shtml?video#media 2011-11-01 14:16:43 no (Video) 43:37 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-235-235-liz.jpg (Video) http://www.methods.manchester.ac.uk/impact/seminar-4/index.shtml?video#media 2011-11-14 10:15:14 no (Video) 36:11 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-236-236-cameron.jpg (Video) http://www.methods.manchester.ac.uk/impact/seminar-4/index.shtml?video#media 2011-11-14 10:24:04 no (Video) 57:23 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-237-237-julia.jpg The basic idea underlying Latent Class Analysis (LCA) is that there are unobserved subgroups of cases in the data. These unobserved subgroups form the categories of a categorical latent variable. In a statistical model of data with such unobserved subgroups, some of the parameters of the model will differ across these subgroups (the categorical latent variable). LCA is a subset of structural equation models and shares similarities with factor analysis. In factor analysis, the unobserved latent variables are continuous, whereas in LCA they are categorical (discrete). Outside social sciences, LCA models are often referred to as finite mixture models. (Video) http://www.methods.manchester.ac.uk/methods/latentclass/?video#media 2011-11-14 10:51:50 no The basic idea underlying Latent Class Analysis (LCA) is that there are unobserved subgroups of cases in the data. These unobserved subgroups form the categories of a categorical latent variable. In a statistical model of data with such unobserved subgroups, some of the parameters of the model will differ across these subgroups (the categorical latent variable). LCA is a subset of structural equation models and shares similarities with factor analysis. In factor analysis, the unobserved latent variables are continuous, whereas in LCA they are categorical (discrete). Outside social sciences, LCA models are often referred to as finite mixture models. (Video) 38:05 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-238-238-LatentClassAnalysis.jpg (Video) http://www.methods.manchester.ac.uk/impact/seminar-4/index.shtml?video#media 2011-11-16 09:32:03 no (Video) 17:56 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-239-239-robIntro.jpg The mission of oral history in Britain in the 1960s and 70s was to recover lost histories and give ordinary individuals a place in history. The recovery of pasts that leave no trace in conventional records, and that have been ignored by historians and public media, has an enduring importance. It can re-orientate historical enquiry. Since the 1970s there has been a shift from the expectation that oral history produces information, or ‘data’, to the understanding that oral history gives access to historical subjectivities. (Video) http://www.methods.manchester.ac.uk/methods/oralhistory/?video#media 2011-11-17 12:23:58 no The mission of oral history in Britain in the 1960s and 70s was to recover lost histories and give ordinary individuals a place in history. The recovery of pasts that leave no trace in conventional records, and that have been ignored by historians and public media, has an enduring importance. It can re-orientate historical enquiry. Since the 1970s there has been a shift from the expectation that oral history produces information, or ‘data’, to the understanding that oral history gives access to historical subjectivities. (Video) 44:10 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-240-240-oralhistory.jpg Item Response Theory (IRT) comprises a theory of measurement and a family of statistical models that aim to provide justification and evidence for the reliability and validity of multivariate data. This talk introduces the fundamental concepts and models of IRT, and provides a starting point for researchers wanting to use IRT in their work. (Video) http://www.methods.manchester.ac.uk/methods/itr/index.shtml?video#media 2011-11-28 13:18:04 no Item Response Theory (IRT) comprises a theory of measurement and a family of statistical models that aim to provide justification and evidence for the reliability and validity of multivariate data. This talk introduces the fundamental concepts and models of IRT, and provides a starting point for researchers wanting to use IRT in their work. (Video) 46:33 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-241-241-ItemResponse.jpg (Video) http://www.methods.manchester.ac.uk/methods/web-content-analysis/index.shtml?video#media 2011-12-05 10:55:57 no (Video) 44:34 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-242-242-wca.jpg Timescapes is an ESRC-funded qualitative longitudinal study which explores how personal and family relationships develop and change over time. Its focus is on relationships with significant others: parents, grandparents, siblings, children, partners, friends and lovers, using the method of 'walking alongside' people to document their changing relationships. (Video) http://www.methods.manchester.ac.uk/events/2011-11-29/index.shtml?video#media 2011-12-08 10:14:51 no Timescapes is an ESRC-funded qualitative longitudinal study which explores how personal and family relationships develop and change over time. Its focus is on relationships with significant others: parents, grandparents, siblings, children, partners, friends and lovers, using the method of 'walking alongside' people to document their changing relationships. (Video) 38:53 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-243-243-ThinkingQualitativelyThroughTime.jpg Timescapes is an ESRC-funded qualitative longitudinal study which explores how personal and family relationships develop and change over time. Its focus is on relationships with significant others: parents, grandparents, siblings, children, partners, friends and lovers, using the method of 'walking alongside' people to document their changing relationships. (Video) http://www.methods.manchester.ac.uk/events/2011-11-29/index.shtml?video#media 2011-12-08 10:16:56 no Timescapes is an ESRC-funded qualitative longitudinal study which explores how personal and family relationships develop and change over time. Its focus is on relationships with significant others: parents, grandparents, siblings, children, partners, friends and lovers, using the method of 'walking alongside' people to document their changing relationships. (Video) 25:09 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-244-244-TiTimescapesArchive.jpg Ethnography is essentially about embedding ourselves as researchers within specific social settings for a prolonged period of time, in order to develop a richer understanding of the dynamics and complexities of social life, social relations, and the workings of society. (Video) http://www.methods.manchester.ac.uk/methods/ethnography-in-sociology/index.shtml?video#media 2011-12-09 08:50:41 no Ethnography is essentially about embedding ourselves as researchers within specific social settings for a prolonged period of time, in order to develop a richer understanding of the dynamics and complexities of social life, social relations, and the workings of society. (Video) 39:49 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-245-245-ethnographyinsociology.jpg Sometimes the things we want to study can’t be observed directly, in which case we can call them ‘latent’ variables. This talk introduces the concepts behind these more flexible, generalized latent variable models that can be used to explore the structure of latent variables. (Video) http://www.methods.manchester.ac.uk/methods/latentstructure/index.shtml?video#media 2011-12-09 11:20:52 no Sometimes the things we want to study can’t be observed directly, in which case we can call them ‘latent’ variables. This talk introduces the concepts behind these more flexible, generalized latent variable models that can be used to explore the structure of latent variables. (Video) 44:57 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-246-246-lsa.jpg (Video) http://www.methods.manchester.ac.uk/methods/sna-qual-methods/index.shtml?video#media 2011-12-19 10:19:29 no (Video) 46:25 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-247-247-sna-qual-methods.jpg A talk at the Researching the City workshop. This half-day workshop will explore a number of different methods for researching the contemporary city. (Video) http://www.methods.manchester.ac.uk/events/2011-12-14/index.shtml?video#media 2011-12-22 10:04:54 no A talk at the Researching the City workshop. This half-day workshop will explore a number of different methods for researching the contemporary city. (Video) 21:54 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-248-248-Multuplemethods.jpg This half-day workshop will explore a number of different methods for researching the contemporary city. Four staff will talk about their own research and the methods they have used. (Video) http://www.methods.manchester.ac.uk/events/2011-12-14/index.shtml?video#media 2012-01-03 09:10:32 no This half-day workshop will explore a number of different methods for researching the contemporary city. Four staff will talk about their own research and the methods they have used. (Video) 31:47 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-249-249-Investigatingchangingethnicdiversity.jpg This half-day workshop will explore a number of different methods for researching the contemporary city. Four staff will talk about their own research and the methods they have used. (Video) http://www.methods.manchester.ac.uk/events/2011-12-14/index.shtml?video#media 2012-01-16 10:09:04 no This half-day workshop will explore a number of different methods for researching the contemporary city. Four staff will talk about their own research and the methods they have used. (Video) 28:00 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-257-257-Underneaththearchive.jpg The research methods books of Yin are frequently cited as references to justify the use of case study research. In his early work he defined a case study as: • an empirical inquiry that investigates a contemporary phenomenon within its real-life context; • when the boundaries between phenomenon and context are not clearly evident; and • in which multiple sources of evidence are used (Yin, 1984, p. 23). However, case studies are used in many different ways in the various disciplines of the social sciences, and across the humanities. (Video) http://www.methods.manchester.ac.uk/methods/casestudies/?video#media 2012-02-06 08:56:10 no The research methods books of Yin are frequently cited as references to justify the use of case study research. In his early work he defined a case study as: • an empirical inquiry that investigates a contemporary phenomenon within its real-life context; • when the boundaries between phenomenon and context are not clearly evident; and • in which multiple sources of evidence are used (Yin, 1984, p. 23). However, case studies are used in many different ways in the various disciplines of the social sciences, and across the humanities. (Video) 40:26 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-258-258-casestudy.jpg Fuzzy sets are used in both qualitative and quantitative research and this talk aims to clarify how you might use fuzzy set analysis in qualitative research. (Video) http://www.methods.manchester.ac.uk/methods/fuzzyset/index.shtml?video#media 2012-02-10 14:07:51 no Fuzzy sets are used in both qualitative and quantitative research and this talk aims to clarify how you might use fuzzy set analysis in qualitative research. (Video) 37:08 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-259-259-fuzzysetanalysis.jpg In the UK Citizens’ Juries have involved members of the public, researchers and policy makers coming face to face to deliberate research, policy evidence and expert opinion over a three or four day period. In relation to a specific policy issue of public importance citizens are supported to pose questions to, and engage in debate with, policy makers and experts and then to reach a decision (verdict) and/or set of recommendations. Citizens’ Juries are often used alongside other research and public consultation tools such as surveys. (Video) http://www.methods.manchester.ac.uk/methods/citizensjuries/index.shtml?video#media 2012-02-21 16:03:34 no In the UK Citizens’ Juries have involved members of the public, researchers and policy makers coming face to face to deliberate research, policy evidence and expert opinion over a three or four day period. In relation to a specific policy issue of public importance citizens are supported to pose questions to, and engage in debate with, policy makers and experts and then to reach a decision (verdict) and/or set of recommendations. Citizens’ Juries are often used alongside other research and public consultation tools such as surveys. (Video) 34:57 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-260-260-citizensjuries.jpg Talk by Robin Robinson (Video) http://www.methods.manchester.ac.uk/methods/psychomethodology/index.shtml?video#media 2012-03-01 15:12:02 no Talk by Robin Robinson (Video) 43:46 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-262-262-psychoanalyticpsychosocialresearchmethodology.jpg (Video) http://www.methods.manchester.ac.uk/methods/spatialdata/?video#media 2012-03-07 09:28:40 no (Video) 36:39 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-263-263-spatial-data.jpg (Video) http://www.methods.manchester.ac.uk/methods/linked-data/index.shtml?video#media 2012-03-19 11:35:36 no (Video) 15:56 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-264-264-linkeddata.jpg Narrative research refers to any study that analyses narrative materials, which can range from ‘naturally occurring’ narratives to oral life stories collected for research purposes to written narratives found in the private, public or political realms. (Video) http://www.methods.manchester.ac.uk/methods/narrative/index.shtml?video#media 2012-05-02 08:42:52 no Narrative research refers to any study that analyses narrative materials, which can range from ‘naturally occurring’ narratives to oral life stories collected for research purposes to written narratives found in the private, public or political realms. (Video) 36:18 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-267-267-narrativeanalysis2.jpg Narrative analysis takes as its point of departure the idea that narrative is the principal mode by which we experience the world, that it is ‘the shape of knowledge as we first apprehend it’ (Fisher 1987:193) rather than a genre or particular type of text. Moreover, the narratives we tell ourselves and others about the world(s) in which we live construct rather than represent reality. Translation can then be understood as a form of (re)narration that participates in constructing the world rather than merely a process of transferring semantic content from one language to another. (Video) http://www.methods.manchester.ac.uk/methods/narrativeapproach/index.shtml?video#media 2012-05-04 09:27:38 no Narrative analysis takes as its point of departure the idea that narrative is the principal mode by which we experience the world, that it is ‘the shape of knowledge as we first apprehend it’ (Fisher 1987:193) rather than a genre or particular type of text. Moreover, the narratives we tell ourselves and others about the world(s) in which we live construct rather than represent reality. Translation can then be understood as a form of (re)narration that participates in constructing the world rather than merely a process of transferring semantic content from one language to another. (Video) 36:09 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-268-268-narrativeapproachrecording2.jpg Structural equation modelling is a family of statistical models that encompasses regression-, path- and factor analysis. (Video) http://www.methods.manchester.ac.uk/methods/multilevelsem/?video#media 2012-05-08 10:59:50 no Structural equation modelling is a family of statistical models that encompasses regression-, path- and factor analysis. (Video) 42:08 http://video.methods.manchester.ac.uk/video/frontgraphic/slide-269-269-msem.jpg