Link to What's New This Week Syllabus for Analytical Statistics: Sociology 220-01, Fall 2005.

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Syllabus for Analytical Statistics:
Sociology 220-01 and 220A-01 Fall 2005.

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CSUDH - Habermas - UWP

jeannes first version of Beginning Stat Student

Er, would you believe the dog ate it?

California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: August 14, 2003
Latest Update: August 26, 2003

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Index of Topics on Site Syllabus for
Soc. 220-01 AND 220A-01: Analytical Statistics

Don't forget to sign up for the lab section, too.

Course Title: Sociology 220-01 AND 220A-01:
Reference Nos: 45292 AND 45296
Attention: You must register for both sections, 220-01, and 220A-01, to get credit for the course. The A section represents the lab; it's the reason you get 4 units, not 3, for this course.

Units, Days and Time: 4 units, 5:30 - 6:45 p.m., Tuesday and Thursday
Room: SAC 3152


Course Title: Lab Section for Analytical Statistics One-on-One Practice:

Reference No: 45296
Units, Days and Time: 0 units, 7:00 - 7:50 p.m., Tuesday and Thrusday
Room: SAC 3152

Preparations Page for Statistics 220--01

* * *

Instructor: Jeanne Curran, Ph.D., Esq.
Course: Soc. 220-01 and 200A-01: Analytical Statistics
Office: SBS-B326
Telephone: 310-243-3831
Office Hours: Wed. 4:00 p..m - 8:00 p.m.; Tues. and Thur. 4:00 p.m. to 5:00 p.m., as you need us.
Teaching and Research Associate: Patricia Acone, A.B.T.

Course Description:

In the fast pace of a changing world everyone needs to know some basic statistics: how to read a chart, a graph, a table that is submitted as proof that some position is right, or wrong, or not the one you should vote for, or the one you should vote for. Local city councils deal with statistical information everyday. We all deal with budgetary information, either directly or indirectly.

Our focus in this course will be on drilling in depth those basics that every citizen needs. If you are going to go on to more advanced courses, or if you hope to understand the textual references you will encounter later, you'll have to dig a little deeper, and do a little more. But minimal requirements should serve you well in your role as citizen.

We expect you to understand statistical principles and their reasonable uses by non-experts in reading the social sciences, understand some of the more complex tables used to clarify systems of thought, and develop a facility with interpretation, especially interpretation of secondary analysis and putting traditional interpretations into "plain English." p>

  • Dowdall, Babbie and Halley, Adventures in Criminal Justice Research, Data Analysis Using SPSS for Windows, Pine Forge Press, 1997. You may use as an alternative any one of the earlier texts in this series: Adventures in Social Research: Data Analysis Using SPSS for Windows Just be aware that answers to the exercises may differ slightly.
  • The Statistics Site within Dear Habermas
  • Curran and Takata's Manual on Statistics for Ordinary Folks

    1. Intuitive Grasp of What Statistics Is and How It Influences Our Perceptions
    2. Intuitive Grasp of Variables and Measurement
    3. Intuitive Grasp of Difference between Descriptive and Inferential Statistics
    4. Recognition and Interpretation of Tests of Significance
    5. Recognition and Interpretation of Measures of Association
    6. Intuitive Grasp of Causality
    7. Intuitive Grasp of the Process of Evaluating Authority
    8. Computer Literacy
    Course Description: This is an introductory course designed to help you understand and interpret the analysis of data on social issues. We will explore statistics in the context of the theory and methods of the social sciences. The course will not require that you do computations, but that you understand the process and develop the skill of requesting statistical results from a computerized analysis program.


      Required Text:

      Title: Adventures in Criminal Justice Research: Data Analysis for Windows® Using SPSS™
      Authors: George W. Dowdall, Kim Logio, Earl Babbie, Fred Halley
      Publisher: Sage Publications
      Edition: Latest Edition

      ISBN: 0761988084 (pbk)

    Course Objectives:

    1. Objective: To master the concept of aesthetic process of answerability and its role in creating an atmosphere of morality and ethics in our institutions and world systems, particularly the educational system. Answerability

      Outcomes: Students will participate in class discussions on answerability and the aesthetic process of collaborative creation. Academic Assessment

    2. Objective: To master the simple use of any computer that happens to be available.

      Outcome: Students will participate in computer lab activities with a primary focus of familiarizing themselve with different machines and with mastering the techniques for starting up a computer, reaching the Internet, accessing a program, and doing so in a professional manner. This is about presentation of self in front of a computer.

    3. Objective: To develop an understanding of why and how SPSS, a statistical program often used in the social sciences, plays a role in their undergraduate education and in their future work. This is intended to provide a lasting security of their ability to discuss comfortably any simple statistical task in the normal course of their work.

      Outcomes: Students will participate in class discussions on the ways in which statistical understanding might provide opportunity or challenge competency in their work. Students will select from these discussions an illustrative example to submit in writing.

    4. Objective: To master the basics of SPSS.

      Outcome: Students will demonstrate in lab or office their ability to access the program, to explain the numbers that appear on the screens, to explain what variables are involved, how they are measured, to run a frequency program and explain the results.

    5. Objectives: To master the interpretation of data analysis in SPSS.

      Outcomes: Students will be able to explain orally and in writing what a frequency table shows, what a crosstab shows, to explain measures of dispersion, and to demonstrate what graphs and tables are available to help in that interpretation.

    6. Objective: To master the interpretation of measures of association, correlations, t-tests, chi-square, and ANOVA.

      Outcomes: Students will be able to demonstrate in the lab or the office that they can run these analyses on SPSS and interpret the results.

    7. Objective: To master basic interpretations for the most common statistical procedures.

      Outcomes: Students will produce in writing for their own future use short examples and interpretations of each of the measures studied.

    Academic Assessment:

    • Academic Assessment and Grading Policy

      We assume that you are here to learn, and that you are serious about your grades as a ladder to job success and choices as well as the general satisfaction that comes of disciplined study and learning. therefore, we assume that if you are not learning, you need another approach or a different tool to guide you, or maybe just for someone to say it once more, in different words, whatever it is.. We DO NOT grade on a curve, since it is our job, as we understand it, to provide every possible means to help you each succeed at a competent professional level, which we translate to an A. Our class is not competitive. We will each be better off as citizens if we all gain the skills we are teaching here. Please help each other. Our greatest pride would be to see you all provide solid evidence of an A.

      A's are earned, not given because you need or want them. So how do you learn them?

    • Consistency, showing disciplined learning;

    • Cooperation, showing an understanding of how important it is for all to master these skills and your power to aid in that learning;

    • Competence, showing an ability to apply these skills and interpret them in your own context;

    • Creativity, showing an ability to transfer the skills to other classes, other jobs, other relationships;

    • Courtesy, showing a respect for all despite skill, character, physical, and cultural differences. We all contribute a lot, if we're helped to do so.

    • Communication, letting your teacher know what you've learned. Maybe you'll never get Chi Sqaure straight. But if you come and show us what you've been doing, we can help you get it right, and you can at least experience that success. And then you'll know, for sure, you should never, never volunteer to do a Chi Square unless you've got someone to help you. Knowing what you shouldn't volunteer for is as important as knowing what you should volunteer for. It's about showing off your skills, not your weaknesses.

      And how do you communicate? By talking to us and writing to us, in class, in the halls, in the office, on tranform-dom.

    • Minimal Requirements for Passing Grades in Analytical Statistics . Be able to demonstrate either in the lab or in the office or on Home Page for transform-dom, that you're following the Lectures on Dear Habermas. We'll help you. This is a lot to learn; this is not a "test"; if you've studied and you forget something, we'll prompt you. So you don't have to panic. Just study for your collaborative work.

      Minimal requirements are just a quick check list for you to determine what we consider absolutely minimal for you to have learned in this course. That means be prepared to assure us that you have learned it. No, we won't give a test. Your job to let us know that you know, in class, by e-mail, in the hallways, etc.

    • Here Be Dragons: The Plagiarism Gotcha Game The university requires inclusion of this component, so it might be a good idea to take a look at it. I stole the title "here be dragons" from a feminist work on the site, but it was more in the spirit of "stealing theory," which is a good thing.

    Common Sense:

    Permission to enroll in this course is premised on college admission, assumed to have rendered you capable of performing competently. However, I recognize that crises occur and that you have many conflicting demands as students, family members, and workers. Please remember that A's are earned, not given for the status characteristic of "being a good student who could get an A if he/she made the effort." One way to deal with such crises effectively is to be sure that I know when they are happening. Because most of my lectures and your practice are on the site, it's easier to make up missed time over conflicts than you might think.

    Nota bene: If you have the flu, please don't come and give it to the rest of us. We'll help you catch up when you're well. We are all overwhelmed and over committed. Please respect my request to e-mail me, not come see me, when you have a contagious infection. Better safe than sorry for all of us.

    If you haven't slept, and are falling asleep from exhaustion, please stay home and sleep. Sleep deprivation is a very real problem. We all drive freeways to get here, and go home often late at night. If your children or significant others keep you up in their crises, before you drive without sleep, please remember that you're risking their losing you in a freeway accident. Get a grip on your priorities. Sleep is essential.

    I do not give specific deadlines, because I want you to use your common sense and your own discipline to study effectively. All work can be made up within university imposed limits.

    Readings to Keep Us All on the Same Page:

    • Please start with Lecture 1: Pain and the Mind. Online under

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