Reflections

Overall, this project was a large undertaking but luckily I was able to slowly but steadily chip away at it. I think the most important thing that can come from my work this summer is the creation of a workshop that can help to introduce others to coding DTRA. From my experiences I can help to create exercises and use tools that have helped me to understand coding.  For example, do you remember the Template I talked about in the last post? Well as a refresher, it is just the non-coded transcription pasted on an Excel worksheet in the first column followed by columns for D, T, R, and A. And if we are also coding for emerging elements then also columns for D’, T’, R’ and A’. That template can then be copied, pasted, and coded in another sheet of the same excel book and then compared to any other coded worksheet in the Excel workbook using a split-screen view. After I had done my coding, I was able to view both my coded sheet and the previously coded sheet using split-screen view. Then using scroll lock I was able to scroll down on both documents at the same time and compare the coding of each.  Using this method was extremely beneficial for me, and because getting to this method was a trial-and-error process, I would like to include it in the workshop to make it as efficient as possible.

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X’s and O’s (…but actually, no O’s)

Towards the end of the school year, Professor Aday suggested that we code for potential or emerging DTRA elements as well as existing elements. Plans or ideas that have not been acted upon yet would fall under emerging DTRA elements. These potential elements will be denoted D’, T’, R’, and A’.

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Where to Begin?

I began by finding transcriptions that had been previously coded by my advisor, Professor Aday, and by MANOS member, Kristin Giordano ( ’14). Using the original, non-coded version of the same transcription went through and coded the data myself.

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Interviews, Recordings, Transcriptions, Oh My!!

While in the community, MANOS members and I will be conducting SNA interviews. The purpose of these interviews is to examine interpersonal communication connections that exist in the community: it allows us to understand who is talking to whom. Later this information will analyzed using a program called Ucinet and we will be provided with a visual representation which will resemble a web and will have the interpersonal connections that exist in the community. This can then be compared to a previous analysis to determine if any changes in communication have occurred.

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Walking (or more accurately hiking…) Around the Community

During initial interviews in Chaguite, it was realized that the concept of community was little more than a common name for a common region.  Community-level social infrastructure was minimal. A key reason for this lack of community organization was lack of communication between residents. This was highlighted by the fact that “many residents noted that they are not in communication with anyone and that they must rely on themselves and God” (Aday, forthcoming). As stated in my abstract, the independent variable of this study is the level of community organization and this will be used to try to determine the dependent variable: the effectiveness of resource implementation (the dependent variable).

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