By Philip A. Schrodt
This revised version of Schrodt's advisor to microcomputer utilization for social scientists displays the alterations in platforms, software program and utilization that have taken position over the past 3 years. Schrodt provides fabric on: the Apple Macintosh process; the improvement of mainframe-quality statistical applications for micros; the improvement of Pascal and C as programming languages; the advent of cheap desk-top publishing, portraits modifying and RAM-resident utilities.
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Additional resources for Microcomputer Methods for Social Scientists (Quantitative Applications in the Social Sciences)
It is assumed that child activity is exactly as it appears on the adult-perceived surface. No attention is paid to the meaning or underlying motive—the goal is to capture the behavior. We propose that researchers think of children as living in specific settings, with specific experiences and life situations. We suggest that researchers spend less time attempting to develop grand theories and more time learning to portray the richness of children's lives across the many contexts in which children find themselves.
These short narratives illuminate key issues in many chapters. Our ambition has been to produce a text that is accessibly and usefully complex. Many thanks to Deb Ceglowski, Anne Haas Dyson, David Fernie, Rebecca Kantor, Robin Lynn Leavitt, Peggy J. Miller, and Hsueh-Yin Ting for adding an important layer of polyvocality. We are both indebted to many people who helped and guided us in our development as researchers. Without their tutelage, we would not have written this book. We owe its strengths to them.
In this chapter, we have argued the need for studies that locate children's experience in specific cultural and historical contexts. This approach provides a locally grounded perspective on the experiences of particular individuals that can then be linked to other descriptions. The result of this perspective can be a rich narrative that is at once general and particularistic, broadly focused while thickly descriptive. The interpretive links suggested by the author and the readers must be threaded through the local descriptions of individual children as well as the larger discussions of culture and history.