MacNell, Driscoll, & Hunt (2014). What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching.


“Our findings show that the bias we saw here is not a result of gendered behavior on the part of the instructors, but of actual bias on the part of the students. Regardless of actual gender or performance, students rated the perceived female instructor significantly more harshly than the perceived male instructor, which suggests that a female instructor would have to work harder than a male to receive comparable ratings.” (p 301)

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Wells (2015). “Why[,] These Children Are Not Really Indians”: Race, Time, and Indian Authenticity.


“What missionaries viewed as Natives abandoning the regulation of the missions was, in reality, Natives privileging and adhering to older temporal signals dictated by nature. Native Americans did not lack a sense of time, as missionaries argued, but rather selected which temporal cues to follow.” (p 10)

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Adam (1994). Perceptions of Time.


“… no society has completely replaced the multiplicity of social time with the singularity of clock time. In other words, there exists no society for which machine time constitutes the only source of social time. This effectively disqualifies dichotomous constructions from anthropological analyses of culturally specific times.” (p 516)

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Morgan, Leech, Gloeckner, & Barrett (2013). Correlation and Regression (Chapter 9).


“A scatterplot is a plot or graph of two variables that shows how the score for an individual on one variable associates with his or her score on the other variable. If the correlation is _high positive_, the plotted points win be close to a straight line (the linear regression line) from the lower left comer of the plot to the upper right. The linear regression line will slope downward from the upper left to the lower right if the correlation is _high negative_. For correlations _near zero_, the regression line will be flat with many points far from the line, and the points form a pattern more like a circle or random blob than a line or oval.” (p 150)

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Petre & Rugg (2010). Critical thinking.


“Good accounts are ‘parsimonious’ – as simple as possible while still describing the important features of the phenomenon and being consistent with the data. As such, accounts are selections (choosing which are the important features), abstractions (addressing the essence while omitting detail) and simplifications (focusing on selected features of a complex problem). Good accounts describe the available evidence adequately and allow predictions and other inferences to be made.” (p 122)

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