Cees van der Eijk gives a talk for the Sociology seminar series. Cees van der Eijk discusses teaching quantitative methods, focussing on the need in successful methods teaching to locate methods topics in (a) the context of substantive research questions and examples, but also (b) the context of a ‘repertoire’ of methodological tools and approaches, and (c) the context of alternative ways of structuring data.
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Cees van der Eijk gives a talk for the Sociology seminar series. Cees van der Eijk discusses teaching quantitative methods, focussing on the need in successful methods teaching to locate methods topics in (a) the context of substantive research questions and examples, but also (b) the context of a ‘repertoire’ of methodological tools and approaches, and (c) the context of alternative ways of structuring data.
Cees van der Eijk gives a talk for the Sociology seminar series. Cees van der Eijk discusses teaching quantitative methods, focussing on the need in successful methods teaching to locate methods topics in (a) the context of substantive research questions and examples, but also (b) the context of a ‘repertoire’ of methodological tools and approaches, and (c) the context of alternative ways of structuring data.
Chris Zorn discusses teaching quantitative methods focussing on (a) integrating contemporary data science approaches into undergraduate instruction, and (b) using "big data" examples to generate and maintain students' interest.
John Fox discusses his experiences and views of what works well when teaching quantitative methods to undergraduate social science students, especially focusing on the choice of software with a demonstration of R and R Commander. Creative Commons Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
Robert Johns (Essex University) discusses his experiences and views of what works well when teaching quantitative methods to undergraduate social science students, focusing on comparing the use of SPSS and Stata.
Wendy Olsen discusses her experiences and views of what works well when teaching quantitative methods to undergraduate social science students, especially those in Sociology and Social Policy.
Robert Andersen discusses his experiences and views of what works well when teaching quantitative methods to undergraduate social science students, especially those in Sociology and Social Policy.
Sean Carey (University of Mannheim, Germany) discusses his experiences and views of what works well when teaching quantitative methods to undergraduate social science students. Creative Commons Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
Andrew Gelman (Columbia University, NYC) discusses his experiences and views of what works well when teaching quantitative methods to undergraduate social science students.
Andy Field (University of Sussex) discusses his experiences and views of what works well when teaching quantitative methods to undergraduate social science students, especially with mixed ability and low motivation students. Creative Commons Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
Dr Clare Saunders (University of Exeter) presents her multi-staged surveys on European protests. Creative Commons Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
Are we coming to an end of the human rights as a social science issue? Talk by Dr Stephen Hopgood (SOAS). Creative Commons Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
Manfred te Grotenhuis (Radboud University Nijmegen) discusses his experiences and views of what works well when teaching quantitative methods to undergraduate social science students, especially with mixed ability and low motivation students. Creative Commons Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
Prof. Bianchi (UCLA) presents a new survey component of American Time Use Data (ATUS) that investigates intergenerational time and money transfers. Creative Commons Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
Prof. Voas (University of Essex) presents new quantitative methods to analyse secularisation - religiosity. Creative Commons Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
Prof. Kaufmann (Birbeck College) investigates whether Whites in homogeneous English neighbourhoods oppose immigration more. Creative Commons Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
Seminar on what micro-sociology could tell us about predicting violence. Can micro-sociology give us clues to predict when a protest will become violent? Creative Commons Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
Are humans inherently selfish? Is there really an essential human nature? How do we contend about the selfish gene in this day and age? What do we make of altruism against the selfish gene? With Professor Sam Bowles (Arthur Speigel Research Professor). Creative Commons Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
Looking at how social movements shape the policy making agenda in the US when the issues the social movements are arguing for are in decline in the main policy making agenda. Creative Commons Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
Cees van der Eijk gives a talk for the Sociology seminar series. Cees van der Eijk discusses teaching quantitative methods, focussing on the need in successful methods teaching to locate methods topics in (a) the context of substantive research questions and examples, but also (b) the context of a ‘repertoire’ of methodological tools and approaches, and (c) the context of alternative ways of structuring data.
