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In principle it is possible to develop a variety of systems encoding issues depending on the goals and objectives of the study and the system of processing and analysis of the primary sociological information. But in the practice of sociological research, according to the existing information processing programs on computers used two systems of encoding. In the first system of encoding is used continuous numbering and the numbering of alternatives within each question, for example question number 35, number of alternatives 1, 2, 3, 4, 5. The second system also provides for the continuous numbering of questions, but along with it, regardless of the question numbering the continuous numbering of all alternatives, for example, question number 35, number of alternatives 131, 132, 133, 134, 135.She and the other coding system have their advantages and disadvantages. The advantage of the first system lies in the fact that the sequential numbering of alternatives in the question is better perceived by the respondents, the continuous numbering of all alternatives. In the second coding system, when each alternative is the battery is not always clear figures (e.g., 0321, 0322, etc.), you may receive the distrust on the part of the interviewee, questions may arise about the numbers, about what they mean, etc. Everything is new and strange and alarming, not having received a detailed explanation and understood the value of these figures, the Respondent unconsciously begins with mistrust to concern to the whole of the questionnaire, which naturally reduces the overall purity of the study.There is another drawback in the continuous numbering of alternatives. This coding system is difficult to use so-called tabular, or a combination, issues.Look at this combined question from the questionnaire for the study of socio-professional orientation of young people with the continuous numbering of alternatives.WHAT AND HOW OFTEN YOU DISCUSS IN YOUR CONVERSATIONS WITH YOUR PARENTS?
Refusal to complete the questionnaire often is that there is a fear that the Respondent will go beyond academic use. Unfortunately, such facts are sometimes there. Thus, in one school teachers were conducted surveys of students. The next day after interviewing the teacher, apparently, could not resist and said: "What are you Ivanov, the questionnaire write one thing and do quite another. Cheating teachers". Of course, after such a case not only Ivanov the credibility of sociological surveys and any other surveys will be difficult to recover.Sometimes you have to face the facts when some leaders have expressed a particular interest in the responses of certain respondents. Conducting one study in the suburban farm, I took the completed questionnaire in a specially designated room and neatly folded in a pile on the table. I had to leave for some minutes. Returning, I found the following picture: my assistant, allocated by the administration of the farm and worked in the administration, frantically flipping through profiles, looking for answers of individual respondents. This is done in the eyes of ancesteral, after I convinced them of the anonymity of the survey and use it only for research purposes. I had to refuse the services of this assistant, but the rumor that questionnaires are reviewed by the administration, has flowed through to the company, and was ashamed and embarrassed in front of the workers. This lesson stuck with me forever.
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