CHALLENGE AND CHANGE IN SOCIETY
INDEPENDENT STUDY UNIT
Our independent study unit takes the form of a literature review which is a written presentation of published information from a variety of reliable sources on a specific topic related to issues of social change in Canadian society.
This requires:
1. Identifying why social scientists study social change issues
2. Understanding how social scientists gather data on social change
3. Becoming familiar with terms used in research and in reporting of research
4. Learning how to read scholarly research reports of studies
5. Identifying and locating reliable sources of information
6. Understanding the difference between a literature review and an essay
7. Choosing and narrowing a topic suitable for a literature review
8. Writing a thesis
9. Learning note taking methods for collecting information
10. Learning research writing skills – paraphrasing, documentation, writing a good introduction, objective reporting of information
11. Completing the phases required for the literature review
· PHASE 1 – Identifying the research question, proposing a thesis, identifying headings for your research, locating at least four resources, including at least one journal article to be used
· PHASE 2 – Full introduction, outline of some points to be given under each heading in final paper, resources including at least 2 journal articles in correct bibliographic APA style
· PHASE 3 – Final paper
NOTE: Full instructions and assistance are given for every step. Each step builds on the other. The marks for the process are weighted approximately equal with the final product.
What kinds of questions do human researchers ask?
1. What are the statistics?
- determine demographic profiles of society from statistics
e.g.
· changing family issues – single parent, step families, nuclear, marital status, divorce, employment, etc.
· cultural make-up – mosaic, diversity, immigration, etc.
· age patterns and issues – baby boomers, fertility & fecundity, etc.
- determine patterns in society from statistics
e.g.
· Are divorce rates higher in urban or rural areas?
· Do certain cultural groups experience higher incidences of discrimination?
· How are the Baby Boomers related to the health care system?
2. How do humans behave?
- types of family interaction
- criminal behaviour
- human response to social change
- group behaviour – conformity/obedience
3. How do humans develop and learn?
- analyze the process of growth and development (physical, emotional, social and intellectual growth), socialization theories are then formulated
- improved abilities to anticipate and accommodate social changes with this knowledge
Where is research done?
1. Universities or in affiliation with a university program
2. Research Institutes with a certain specialization:
Example: Vanier Institute of the Family
3. Hospitals and Clinics – do genetic and physical research
4. Government – Canadian Census
- give grants to universities and clinics to do
research
RESEARCH ISSUES
THE SAMPLE
· When human researchers want information about people, they choose an appropriate group of people called the research sample.
· The sample usually has certain characteristics appropriate for the research e.g. Specific age, education.
· The information gained from the sample is then inferred to all Canadians.
ISSUES
How accurate is the inference?
How accurate is the representation?
TYPES OF SAMPLES
1. Random Sampling
- every person in the population has an equal chance of being in the sample
e.g. every 20th name in the telephone directory
2. Selective Sampling
- sample may need to be specific
e.g. Only men who have taken paternity leave
EXPERIMENTAL RESEARCH
- in this method 2 groups are compared
- a control group and an experimental group
- these 2 groups have to be identical except for the one
aspect/characteristic being tested – therefore very accurate
E.g. – 2 groups of children – same age
- One group watches a T.V. show, then both groups to do learning
activity
- research could find out if the T.V. show helped children to solve the
learning activity
ORIGINAL VS. RECREATED RESEARCH
- research is original – that is…that exact study has never been done before, but is based on previous research. However, it is a new aspect. It continues where the previous research left off.
- Some research consists of taking a previously done survey or observation(s) or experiment and recreates it at a later time or in a different setting
- e.g. Using data already collected in a new way
How is research recorded?
1. In Textbooks – textbooks refer to main findings of studies that have been done
2. In Academic Journals – Researchers submit reports on their research study (the sample, method of research, results and conclusions), but only certain articles will be accepted for publication. These journals are usually published monthly. In addition to book format, journal articles can also be accessed online and may be stored on microfiche or microfilm.
Some examples of Journals, which have research reports on issues pertaining to Social Change and Society, are listed below:
Canadian Journal of Human Sexuality Journal of Drug and Alcohol Abuse
Canadian Social Trends Journal of Elder Abuse and Neglect
Child Abuse and Neglect Journal of Family Issues
Child & Adolescent Social Work Journal Journal of Family Violence
Child Development Journal of Homosexuality
Child Welfare Journal of Intercultural Studies
Ethics Journal of Law, Medicine and Ethics
Ethic and Racial Studies Journal of Learning Disabilities
Exceptional Children Journal of Marriage and the Family
Family Relations Journal of Medical Ethics
Journal of Abnormal Child Psychology Journal of Personality
Journal of Adolescence Journal of Social Issues
Journal of Child and Family Studies Journal of Youth and Adolescence
Journal of Communication Sex Roles: A journal of research
Journal of Divorce and Remarriage Social Problems
Journal of Drug Issues
When using a database, always search for full text articles. You will have to experiment whether searching by subject or by key word gives you the best results.
What is a Literature Review?
It is a comprehensive, unbiased written presentation of published information from a variety of reliable sources on a specific topic.
· Comprehensive – covers all aspects of the topic needed to present the ideas clearly
· Unbiased – does not deliberately omit information which presents a certain viewpoint
- shows both sides of an issue
- However, in the conclusion, may show that more information was available to support the question, issue or argument in one direction or the other
· Variety and Reliable Resources – facts, ideas and findings from
Non-fiction textbooks, research journals, newspapers, non-popular
magazines, statistical tables, agency brochures, behaviour
programs and personal consultations
Examples of reliable sources Examples of non-reliable sources
- less than 5 years old - more than 10 years old
- Stats Canada - tabloids
- academic journals (see TRELLIS) - newspaper articles (unless a
- book written by professionals research article)
(check author’s credentials) - popular magazines such as:
- Internet sites from professional Canadian Living
institutions – check credentials Vogue
- magazines that include well researched Redbook
articles, such as Psychology Today MacLean’s
- newspapers (only if the articles Time
are researched e.g. Special section on Newsweek
aging) - popular Internet sites such as
Ask Jeeves
SEVEN ERRORS TO AVOID WHEN COMPOSING A THESIS
1.
A thesis cannot be a fragment; it must be expressed in a sentence.Poor: How life is for abused children.
Better: Children who suffer from abuse are more likely to have lower self-esteem, poor school attendance and fewer friends than their peers.
2.
A thesis must not be in the form of a question!Usually the answer to that question could be the thesis.
Poor: What are the effects of foster care on a child?
Better: Children in foster care develop well physically but struggle to form secure relationships.
3.
A thesis must not contain such phrases as I think.(They merely weaken the statement.)
Poor: I think technological advances have weakened the family.
Better: Technological advances have weakened the family.
4.
A thesis must not contain elements that are not clearly related.Poor: All novelists seek the truth; therefore, some novelists are good psychologists.
Better: In their attempt to probe human nature, many novelists appear to be good psychologists.
5.
A thesis must not be expressed in vague language.Poor: Some people do not think wage and price controls did too much for inflation despite the politicians saying it would.
Better: Contrary to what politicians believed, wage and price controls did not stop inflation.
6.
A thesis must not be expressed in muddled or incoherent language.Poor: All students should not think that university is for everyone, because for many people they have a career that high school was all they needed.
Better: Students should realize that many people have good careers without having attended university.
7.
A thesis should not be written in figurative language.Poor: Love is the rose in the garden of our existence.
Better: Love is the true basis of human happiness.
THESIS STATEMENT
A. DEFINITION: a specific statement that summarizes the point of view you will take in your research paper.
B. STEPS IN DEVELOPING A THESIS STATEMENT:
1. Begin with a general topic or subject you wish to research.
2. Develop a research question.
3. Turn your question into a focused research topic.
- gather information from a wide variety of sources
- look for a central idea or theme that recurs in your notes
- generate some opinions based on your notes
4. Write your thesis statement in clear, concise language. It should
also provide an indication of purpose, direction, and the main divisions
of your paper.
YOUR THESIS STATEMENT PROVIDES THE ANSWER TO YOUR RESEARCH QUESTION.
C. CHARACTERISTICS OF A SUCCESSFUL THESIS STATEMENT:
1. It sets limits on the scope of what you will cover in the paper.
2. It is specific. Anyone reading the statement should know what the paper is about.
3. It unifies the ideas in the paper. It must be written first, before you begin the outline and before you write the paper itself.
4. It provides a way to hold the diverse aspects of your paper together.
INDEPENDENT STUDY – PHASE III
ORGANIZATION OF THE LITERATURE REVIEW
Suggested
Length
1. Sheets fastened together by a staple in the top left corner.
1 page 2. Title page
· Title must reflect topic and create interest.
· Follow format of sample given.
1 page 3. Table of Contents
· List headings used in the body of the research paper, with correct page numbering
· Follow format of sample given
¾ - 1 page 4. Introduction Page
· Opening sentence must introduce topic clearly
· Includes the major aims of the paper
· Includes thesis statement
· Includes background research with proper referencing
· Flows well
4 – 7 pages 5. Body of the Literature Review
· Set-up with headings – organize information under these headings
· Presents different viewpoints under these headings. Material must be relevant to the heading and topic.
· Objective handling of material – avoid biases
· Logical sequence of material which follows the introduction and leads to the conclusion
· Use of proper APA referencing technique
· Topic covered in-depth, material relevant to topic and aims
· An indication of an understanding of subject
· Do NOT include personal evaluations and opinions here
½ - ¾ page 6. Summary
· Must have its own separate heading
· Restates specifically the main findings as outlined in the discussion in each heading
· Must have referencing if necessary
½ - 1 page 7. Conclusion
· Must have its own separate heading
· Requires much thought and contemplation
· Compare specific authors on specific points of information, specifying whether authors agreed or disagreed on the point and why
· Specifically suggest additional research which you feel is necessary for your topic and why
· Resolve thesis
· Suggest implications of your research on a personal and societal level
(1 page) 8. Appendix (only if necessary)
· Include case studies, charts and tables, but only those to which you have referred specifically in the body of your topic
1 page 9. References
· Correct APA form – see samples given
· Minimum of 6 reliable sources, 2 of which must be journals
NOTE: Phase III will not be marked unless all rough notes and Phase I and II are submitted.
SAMPLE: Title page should:
· Be typed
· Follow large and small case letters as shown
· Not use any underlining
START TITLE HERE
USE SEVERAL LINES AS NEEDED
CENTER WORDS
BY
YOUR FULL NAME
for the course HSB 4MI
presented to Teacher’s Name
BLUEVALE COLLEGIATE INSTITUTE
200_
SAMPLE
FORGOTTEN VICTIMS OF WAR
BY
JOE SMITH
For the course HSB 4MI
Presented to Miss Dahl
BLUEVALE COLLEGIATE INSTITUTE
2006
TABLE OF CONTENTS
PAGE
1.0 Introduction: Indicate Complete Title 1
2.0 Discussion 2
2.1 Heading #1 2
2.2 Heading #2 4
2.3 Heading #3 6
3.0 Summary 7
4.0 Conclusions 8
5.0 Appendix 9
6.0 References 10
NOTE: Number References as 5.0 if an appendix is not used.
SAMPLE
TABLE OF CONTENTS
PAGE
1.0 Introduction: Forgotten Victims: Children of War 1
2.0 Discussion 2
2.1 Children as Physical Casualties of War 2
2.2 Children as Psychological Casualties of War 4
2.3 Children as Social Casualties of War 5
2.4 The Child’s Family as a Casualty of War 7
3.0 Summary 8
4.0 Conclusions 10
5.0 References 12
SAMPLE
5.0 REFERENCES
Canadian Centre for Foreign Policy. (2000). The Machel Review, 1996-2000: a critical analysis of progress made and obstacles encountered in increasing protection for war-affected children. Ottawa: Canadian Centre for Foreign Policy.
Garbarino, J., Kostelny, K., & Dubrow, N. (1991). No place to be a child: growing up in a war zone. Lexington: Lexington Books.
Goldson, E. (1996). The effect of war on children. Child Abuse and Neglect, 20, 809-819.
Kocijan-Hercigonja, D. (1999). Experiences from Croatia. In E. Ullmann & H. Werner(Ed.), Childhood and trauma: separation, abuse, war (K. Henschel & M.H. Margreiter, Trans.). Aldershot: Ashgate Pub.