PPPM 413, Applied Social Research, Fall, 2001 CRN 13960, 5 Credit Hours http://darkwing.uoregon.edu/~jeans 9:00-10:20, Tuesday and Thursdays, 152 Education 9:00 - 9:50, Fridays, 442 Grayson 10:00 - 10:50 Fridays, 100 Hendricks Professor: Jean Stockard, 103 Hendricks, ext. 6-5005, jeans@oregon; hours: 1:00-3:00 p.m., Tuesdays and by appointment Graduate Teaching Assistant: Sarah Diem, 26E Hendricks, ext. 6-2069, sdiem@darkwing; hours: 1:00-3:00 p.m., Thursdays and by appointment This class is designed to introduce you to the methods used in social and policy research. In this class you will learn about the basic techniques of research, data gathering, and data analysis. You will use these skills to read and summarize peer reviewed reports of research and to develop a proposal for your senior research paper that you will complete in your senior year as part of the requirements for the PPPM major. This class is a five hour course and will require a heavy time commitment, both inside and outside of class. There are two lecture sessions, on Tuesday and Thursday mornings, 9:00-10:30 a.m., a computer lab on Friday mornings, 9:00-9:50 a.m., and a regular discussion section on Friday mornings, 10:00-10:50 a.m. You should be prepared to spend at least 10 hours outside of class each week working on material related to this course. There are four assigned books for the class: Earl R. Babbie's, The Practice of Social Research, 9th edition (Wadsworth Publishing, 2001); Jose L. Galvan, Writing Literature Reviews: A Guide for Students of the Social and Behavioral Sciences (Pyrczak, 1999); Mildred L. Patten, Proposing Empirical Research: A Guide to the Fundamentals (Pyrczak, 2000); and Wayne C. Booth, et al, The Craft of Research (University of Chicago Press, 1995). All of these books will be used throughout the coming year as you proceed with your senior paper. Babbie's book is a complete and thorough text, covering all of the basic elements of research design, data gathering, and data analysis. It is also enjoyable to read. The book by Booth, et al, provides excellent advice for each step of the writing process, from developing your proposal to writing your finished product. Patten's book gives explicit guidelines for developing your proposal, a major focus of your work for this term; and Galvan's book provides excellent guidelines for reading and digesting literature into an understandable and useful review, another major focus for this term. Grades will be calculated on a point basis and will come from 6 different sources: 1) class attendance, one point for each day of attendance plus 3 points for a consultation with the instructor or gtf regarding your project at a time to be scheduled later in the term (a total of 40 possible points); 2) 3 quizzes on the readings, each with a possible total of 20 points (60 total); 3) weekly e-mail check-ins with the instructor and GTF (20 points total, two for each week); 4) a bibliography and detailed abstracts of peer-reviewed journal articles related to the area in which you plan to do your senior project (90 points total); 5) a detailed research proposal, including three preliminary drafts and an extensive final paper (120 points total); and 6) 6 data analysis assignments (a total of 70 points). Further details on the assignments are given below. Students should be prepared to actively participate in class, to discuss the readings, and to integrate their preparation for their research project with the material discussed in class. Because of the volume of work it is also very important that students maintain the time line and due dates developed. One point will be deducted for each day that an assignment is late. For instance, if an e-mail comes in on Monday night or Tuesday rather than by 3:00 p.m. on Monday it will receive 1 point. If it arrives after Tuesday at 3:00 p.m. it will receive no points. A data analysis assignment that arrives within 24 hours after the due date will receive an automatic deduction of 1 point, between 24-48 hours a deduction of 2 points, etc. Final grades will be calculated on a percentage basis from the awarded points, with 90% and higher (360-400 points) being an A, 80-89% (320-359) a B, 65-79% (260-319) a C, 50-64% (200-259) a D, and below 50% (<200) an F. Students who have a documented disability and anticipate needing accommodations in this course should make arrangements to see the instructor as soon as possible. They should also request that the Counselor for Students with Disabilities send a letter verifying the disability. An outline of the course and a list of the assigned readings are given below. This is followed by a description of the assignments and by a separate summary list of due dates for the assignments. Week 1 Tuesday, September 25 -- (152 Education) -- Introduction to the Research Process and Overview of the Class Thursday, September 27 -- (152 Education) -- Scientific Thought and Social Research Read: Babbie, Chapters 1-3, pp. 1-87 Friday, September 28 (9:00 a.m., 442 Grayson) -- Introduction to the Social Science Instructional Lab and Library Data Bases Read: Galvan, Chapter 3, pp. 17-28 and Appendix A and Appendix B Booth, et al, Chapters 5-6, pp. 64-84 Friday, September 28 (10:00 a.m., 100 Hendricks) -- Overview of the Senior Paper Process Week 2 Tuesday, October 2 -- Research Design Read: Babbie, Chapter 4, pp. 90-117 Thursday, October 4 -- The Use and Presentation of Existing Data Read: Babbie, "Analysis of Existing Statistics," pp. 315-322 and Booth, et al, Chapter 12, pp. 175-198 Friday, October 5 (9:00 a.m., 442 Grayson) -- Developing tables from web-based data sources Before class explore the census bureau web site, http://www.census.gov Friday, October 5 (10:00 a.m., 100 Hendricks) -- Developing General Problem Statements Read: Booth, et al, chapters 3-4, pp. 35-63; Patten, Parts A and B pp. 1-25; Galvan, chapters 1-2 and 4-5, pp. 1-16 and 29-48 Week 3 Tuesday, October 9 -- Measurement Read: Babbie, Chapters 5 and 6, pp. 118-174 and Appendix D, pp. A23-A32 Thursday, October 11 -- Quantitative Data Read: Babbie, Chapter 14, pp. 383-395 and "Univariate Analysis," pp. 397-406; Friday, October 12 (9:00 a.m., 442 Grayson) -- Univariate Analyses of Survey Data Read: Babbie, Appendix I, pp. A40-A74 Friday, October 12 (10:00 a.m., 100 Hendricks) -- Developing General Problem Statements Week 4 Tuesday, October 16 -- Sampling and Quiz 1 Read: Babbie, Chapter 7, pp. 175-213 Thursday, October 18 -- Sampling (continued) and the Logic of Inferential Statistics Read: Babbie, "Inferential Statistics," pp. 452-463 Friday, October 19 (9:00 a.m. 442 Grayson) -- Choosing Random Samples Friday, October 19 (10:00 a.m. 100 Hendricks) -- Developing Specific Problem Statements, Expectations, Hypotheses Read: Patten, parts C-E, pp. 27-58 Galvan, chapters 6-9, pp. 49-86 Booth, et al, chapters 5-6, pp. 64-84 Week 5 Tuesday, October 23 -- Research Design: Experiments Read: Babbie, Chapter 8, pp. 216-236 Thursday, October 25 -- Research Design: Surveys and Bivariate Data Analysis Read: Babbie, Chapter 9, pp. 237-273 and Babbie, "Subgroup Comparisons and Bivariate Analysis," pp. 403-412 Friday, October 26 (9:00 a.m. 442 Grayson) -- Bivariate Associations, Percentaging Tables Friday, October 26 (10:00 a.m. 100 Hendricks) -- Developing Specific Problem Statements, Expectations, Hypotheses (continued) Week 6 Tuesday, October 30 -- Surveys (continued) and Measures of Association Read: Babbie, Chapter 17, pp. 434-452 Thursday, November 1 -- Measures of Association (continued) Friday, November 2 (9:00 a.m., 442 Grayson) -- Bivariate Associations, Measures of Association Friday, November 2 (10:00 a.m. 100 Hendricks) -- Methodology Read: Patten, parts F-I, pp. 59-102 Week 7 Tuesday, November 6 -- Qualitative Research and Quiz 2 Read: Babbie, Chapters 10 and 13, pp. 274-302 and 358-382 Thursday, November 8 -- Elaboration Model Read: Babbie, "Introduction to Multivariate Analysis," pp. 413-415 and Chapter 16, pp. 416-434; and "Other Multivariate Techniques," pp. 446-452 Friday, November 9 (9:00 a.m. 442 Grayson) -- Elaboration Analysis and Multivariate Tables (part 1) Friday, November 9 (10:00 a.m. 100 Hendricks) -- Methodology (continued) Week 8 Tuesday, November 13 -- Unobtrusive Measures Read: Babbie, Chapter 11, pp. 303-330 Thursday, November 15 - Evaluation Research Read: Babbie, Chapter 12, pp. 331-355 Friday, November 16 (9:00 a.m. 442 Grayson) -- Elaboration Analysis and Multivariate Tables (continued) Friday, November 16 (10:00 a.m. 100 Hendricks) -- Discussion, Limitations, Delimitations, Timelines Read: Patten, Parts J-K, pp. 103-130 Galvan, chapters 10-11, pp. 87-96 Booth, et al, chapters 11, 13-15, pp. 155-174 and 201-250 Week 9 Tuesday, November 20 -- no lecture, individual student conferences will be scheduled with sign up during class on Thursday, November 15 Thanksgiving Holiday Week 10 Tuesday, November 27 -- Ethics and Politics of Research Read: Babbie, Chapter 18, pp. 468-489 Thursday, November 29 -- Quiz 3 and Summary Friday, November 30 (9:00 a.m. 442 Grayson) -- no class (unless needed for catch-up) Friday, November 30 (10:00 a.m. 100 Hendricks) -- Discussion, Limitations, Delimitations, Timelines Finals Week Thursday, Dec. 6, 8:00 a.m. -- Final Project Proposal Due Assignments 1) E-mail Updates Because the work load is heavy and complex for this class and because your success in this class is crucial for finishing your senior paper you are required to communicate with the instructors on a weekly basis via e-mail. The length and content of these e-mails may vary depending upon your particular needs, but you must communicate with both the instructor and the gtf (jeans@oregon, sdiem@darkwing) by 3:00 p.m. on Monday of each week beginning with the second week of class (Oct. 1) and continuing through the Monday of finals week (Dec. 3). Please note in the subject line of the e-mail that you are providing a "413 update." Then in the body of the e-mail tell us about the progress you have made in finding literature related to your project and in developing your proposal. Also please indicate any questions or concerns you have about your work, the assigned readings, the material presented in class, or other assignments. We will try to respond to you as soon as possible, usually within 24 hours. Each week that you send a substantive e-mail (i.e. one that indicates you are making progress) by the designated day and time (3:00 p.m. on Mondays) you will receive two points, for a possible total of 20 points. 2) Project Bibliography To complete your senior paper you will need to develop an extensive understanding of the area that you are studying. To accomplish this goal you will need to begin searching the literature in the area as soon as possible, and to facilitate this process you are required to both develop a bibliography and submit abstracts of literature you have read throughout the term. Galvan's book, Writing Literature Reviews, will be especially helpful in this endeavor. Each week, at the beginning of Tuesday's class, you are required to submit evidence of your continuing progress. On October 2, you must submit a bibliography of at least 15 sources related to your general area of interest that you have found by using an electronic data base at the University Library. These sources should be peer reviewed journal articles related to your area of interest. (You will gain practice in using the data bases in the lab session on Friday, Sept. 28. Note that "academic search elite," a search engine you will probably use a great deal, specifically allows you to limit the search to peer reviewed articles. Most other search engines also provide this option.) You are also strongly encouraged to participate in the tours and training sessions offered by the library staff and to use the guides and information provided by the library on their web site. The readings assigned for Sept. 28 also provide excellent guidance for the development of this initial bibliography and should be read carefully. See the material on "Format Issues" below for instructions on the style to use in preparing the bibliography. After developing the initial bibliography you will begin to read the literature. You are strongly urged to follow the guidelines developed by Galvan (pp. 29-47): scan all the articles, group them by categories, organize yourself before reading them, and then carefully read and summarize the important points. Galvan suggests using note cards, but you may want to take notes on your word processor. For each article you must note all of the information included in example 4.4.1 (pp. 31-32) of Galvan: the full citation, and notes regarding the main point of the article, the methodology, the findings, any notable aspects of the article, and specific details. The more information you include in your notes the more helpful they will be later on. It is also wise to note any questions or concerns you have as you read the article and thoughts or conclusions that you have about the general direction of your project. (These can also be included in your weekly e-mail updates.) Do not simply copy the abstract of the article that generally appears on its first page. You are required to submit bibliographic notes from at least 2 articles each week beginning with the 3rd week of class. These notes will be due at the beginning of Tuesday's class starting with October 9 and continuing through Nov. 27, the last week of class. Thus, at the end of the term you will have completed detailed reading and annotation of at least 16 research articles related to your project. You may receive up to 10 points each week for these bibliographic notes, for a total of 90 points (10 for the bibliography plus 80 for the weekly notes). 3) Lab Assignments To help you learn more about data analysis and presentation you will complete 6 lab assignments. Each of these will require you to analyze, present, and discuss data in a way that is understandable to others. Complete details on each assignment will be given throughout the term, but an overview is given below. Assignment 1 will require you to go to the Census Bureau Web Site and find data that are related to an area in which you are interested. For instance, you might find information about poverty, transportation, migration, or race-ethnicity. You must pose a question related to these data, present the relevant information in a table or chart that is properly labeled, and discuss the meaning of these data and their possible implications for public policy and planning. This assignment will be conducted in class on Friday, Oct. 5, and will be due the following Friday, Oct. 12. Assignment 2 will introduce you to the use of spread sheets as a way of holding data and the use of SPSS, a statistical analysis program, for analyzing data. You will choose 2 or 3 variables from a data set gathered by the National Opinion Research Center, develop tables or graphs that summarize the distributions of these variables and discuss their implications. This assignment will be conducted in class on Friday, Oct. 12, and the write-up will be due on Friday, Oct. 19. Assignment 3 is designed to help you understand the nature of sampling and how randomly selected samples approximate characteristics of larger populations. You will use the SPSS program to select random samples of different sizes from populations with different variability to see how both sample size and population variability affect the size of sampling error. This assignment will be conducted in class on Friday, Oct. 19, and the write-up will be due on Friday, Oct. 26. Assignment 4 will introduce you to the construction of bivariate tables and the construction and interpretation of percentaged tables. You will again use NORC data and SPSS and will construct bivariate tables and interpret and discuss your findings. This assignment will be conducted in class on Friday, Oct. 26, and the write-up will be due on Friday, Nov. 2. Assignment 5 will continue the analysis of bivariate tables through the use of measures of association. The NORC data and tables used in Assignment 4 will be used again in this assignment, which will be conducted in class on Friday, Nov. 2, and will be due on Friday, Nov. 9. Assignment 6 will extend over a two-week period and will involve the use of the elaboration model. You will be asked to develop hypotheses regarding a multivariate analysis, construct the relevant tables using SPSS and NORC data, and interpret the results. The work will be conducted in class on Friday, Nov. 9, and Friday, Nov. 16, and will be due on Tuesday, Nov. 27. The write-ups for all assignments must be word-processed and double spaced, 12 point font, with very careful attention to appropriate grammar and spelling. Points will be deducted for inadequate or inappropriate presentation as well as for problems with technical interpretations. Assignments 1 through 5 will be worth 10 points each, and assignment 6 will be worth 20 points, for a total of 70 points from the various lab assignments. 4) Senior Paper Project Proposal A major focus of this term will be the development of the proposal for your senior paper. To help you develop this project you will be required to turn in 3 preliminary parts of the project. The instructors will provide detailed feedback on these elements and you will then combine these elements into a completed finished product, which will be due in finals week. The books by Patten, Galvan, and Booth, et al, will be especially helpful in this work. Preliminary Paper 1: General Problem Statement will be a short (no more than 3 page) discussion of the general area that you hope to study. The material in Part A of Patten's book (pp. 1-16) should be especially helpful in developing this paper. You should include in this paper a statement of the general area that you want to study and an explanation (as far as you are able) of the specific problem area you want to examine. Explain why this area is important, why you are interested in it, and define key terms. If you have ideas about the methodology you would like to use or any other thoughts please include these as well. Remember that you will no doubt change much of what is in this section as you proceed to later drafts, but it is very important to begin writing down your ideas as soon as possible. The discussion sections on Oct. 5 and 12 will focus on the development of your general research problem area, and this paper will be due on Thursday, October 18. Preliminary Paper 2: Specific Problem Statement and Literature Outline will incorporate revisions of your first paper with a much more clearly refined statement of your problem and an outline of the literature that contributes to the development of your specific research question(s) and/or hypotheses. While you will not have read all of the relevant literature by this time, if you have followed Galvan's methods, you will have scanned the literature and developed a topical outline of the material. You should in this paper include revisions of all of the elements in the first paper, present your specific research questions and/or hypotheses, and indicate how the literature relates to these questions. The material in parts B, D, and E of Patten will be especially helpful at this point, as will the material in Booth, et al, chapters 3-6. The discussion sections on October 19 and 26 will focus on these issues and this paper will be due on Thursday, November 1. Preliminary Paper 3: Outline of Methodology will include all of the material developed for the previous two papers, suitably revised, plus an outline of the methods that you hope to use in addressing your research question. This should include, as appropriate, a discussion of sampling, measures, data gathering, and analysis techniques. This work will be the focus of discussions on Friday, November 2, and Friday, November 9, and the paper draft will be due on Thursday, November 15. Friday discussion sections on November 16 and November 30 will be devoted to discussions of the entirety of the research process, limitations and delimitations of your work, and the development of timelines. (There will be no class on Friday, November 23, because of the Thanksgiving holiday.) The Senior Project Proposal, the final paper for the class, will be due on Thursday, December 8, at 8:00 a.m., the regularly scheduled day and time of the final exam. This proposal must include all of the elements required for the preliminary papers as well as a concluding discussion section that includes a review of the limitations and delimitations of the project, possible ethical concerns and how you will address them, how you will maintain your own objectivity and professional approach to the work, and a time line for your work in the remaining terms. You should also include both a title page and an abstract. All work should be in the format specified below. Patten provides a very nice outline of elements that you should include in the proposal. Please follow her instructions that involve a separate introduction and literature review. It is suggested that you follow the outline below, which includes one modification to Patten: Title Page (see Patten, p. 107) Abstract (see Patten, p. 109) I. Introduction -- See Patten, pp. 49-50 for required elements. II. Literature Review -- See both Galvan and Patten for suggestions on organization. Be sure not to simply have an annotated list of sources, but instead point out themes, commonalities, and contradictions, and show how the body of work culminates in your research question. III. Methodology -- Include a discussion of participants (which need not be individuals), measures, and procedures (how you will gather the data). Also include a discussion of how you will analyze the data in this chapter. (Patten puts this as a separate section.) IV. Discussion -- See p. 105 of Patten for a discussion of this section. You should include a short summary of what you hope to accomplish, limitations (possible drawbacks to the approach and work) and delimitations (what the study will and won't look at or questions you won't be able to address), and a discussion of ethical issues, how you will try to maintain your objectivity given your personal biases, and possible implications of the work. V. Time-line. You should describe your plan for the next few months. (See Patten, pp. 111-112, but note that your time-line will be facilitated by the requirements and deadlines of the classes you will enroll in during winter and spring term.) Because the senior paper is such a central focus of the term it will receive a large number of points. Twenty points will be possible for each preliminary paper and 60 points will be possible for the final project (for a total of 120 points). Writing and Format Issues All material should be double spaced, in 12 point font, and include page numbers. To help you keep track of each draft and changes in your work over time include a header that includes the date. You will not include this header in the final copy of your senior paper, but it will be very helpful in the months ahead. Remember that you will be writing many drafts of your work and the more that you write the easier it will become. You must turn in hard copies. E-mail attachments will not be accepted. The instructor's suggestions for writing will be mentioned in class, but some important ones will be listed here. First, you must remember that you need to be as objective as possible in writing your senior paper. This is not the place to spout your own political views or prejudices. Instead, the senior paper is designed to help you seriously and carefully study and analyze a policy issue as objectively as possible. You must do everything in your power to make sure that you are as fair and open-minded as possible in gathering, analyzing, and presenting information. In the final discussion section of your paper you will be allowed to present your own opinions, but they will still need to be supported by the data. If you are not fair and careful, and if you do not have solid data to bolster your arguments, you will only hurt yourselves and those that you hope to help. Second, try to wipe the word "prove" from your vocabulary. We cannot "prove" things in social research as we can with logical proofs in mathematics. Instead we find evidence that supports or does not support hypotheses. You can use the first person in your writing, but do so sparingly. Booth et al, Galvan, and Patten all discuss this issue nicely. Some words are continually misused grammatically, so be careful. Say "data are" and "media are." (Datum and medium are the singular forms, as in "datum is" and "medium is.") Spelling and grammar are very important, so check and re-check your writing. Take additional writing classes if you have any hesitation about your writing abilities. I strongly recommend the scientific and technical writing classes in the English department. Consult on-campus editors who can help you with your revisions. Your instructors cannot do line-by-line editing. We will deduct points for spelling and grammatical mistakes and will return papers to you for rewriting if there are extensive stylistic or writing problems. In developing the bibliography and your project proposal you should conform to the requirements set forth in the Chicago Manual of Style, fourteenth edition (University of Chicago Press 1993). This manual may be found in the reference section of the Knight Library (call number Z253 .U69 1993). References should be cited in the text using the author's last name, year of publication, and page numbers where appropriate. For example: (Chapin and Kaiser 1979), (Reade 1985, 81), (Florida Department of Environmental Regulation 1987, 129-143). Page numbers are necessary whenever a specific argument or finding, rather than the general focus of a work, is cited. All works cited should be listed alphabetically by author's last name in a double-spaced list at the end of the manuscript. Examples of the bibliographic form to be used are given below. an agency report: Florida Department of Environmental Regulation. 1987. Agency Functional Plan. Tallahassee, Fla. an article in an edited book: Harris, Britton. 1986. Quantitative models of urban development: Their role in metropolitan policy-making. In Issues in Urban Economics, eds. Harvey S. Perloff Jr. and Lowdon Wingo, 121-133. Baltimore, Md.: Johns Hopkins Press. a journal article: Harris, Britton, and Michael Batty. 1993. Locational models, geographical information, and planning support systems. Journal of Planning Education and Research 12(3):184-198. a book: Innes, Judith E. 1990. Knowledge and Public Policy: The Search for Meaningful Indicators. 2nd edition. New Brunswick, N.J.: Transaction Publishers. Notes should be typed double-spaced at the end of the manuscript. Length and number should be kept to a minimum and they should not be used for the purpose of citation or acknowledgments. Chronological List of Due Dates of Assignments Week 2: Monday, Oct. 1 - 3:00 p.m. e-mail due to jeans@oregon, sdiem@darkwing; Tuesday, Oct. 2 - 9:00 class time, bibliography of 15 sources due Week 3: Monday, Oct. 8 - 3:00 p.m. e-mail due to jeans@oregon, sdiem@darkwing; Tuesday, Oct. 9 - 9:00 class time, detailed bibliographic notes on 2 articles due; Friday, Oct. 12 - 9:00 class time, Lab Assignment 1 due Week 4: Monday, Oct. 15 - 3:00 p.m. e-mail due to jeans@oregon, sdiem@darkwing; Tuesday, Oct. 16 - 9:00 class time, detailed bibliographic notes on 2 articles due and Quiz 1; Thursday, Oct. 18 - 9:00 class time, Preliminary Paper 1 due; Friday, Oct. 19 - 9:00 class time, Lab Assignment 2 due Week 5: Monday, Oct. 22 - 3:00 p.m. e-mail due to jeans@oregon, sdiem@darkwing; Tuesday, Oct. 23 - 9:00 class time, detailed bibliographic notes on 2 articles due; Friday, Oct. 26 - 9:00 class time, Lab Assignment 3 due Week 6: Monday, Oct. 29 - 3:00 p.m. e-mail due to jeans@oregon, sdiem@darkwing; Tuesday, Oct. 30 - 9:00 class time, detailed bibliographic notes on 2 articles due; Thursday, Nov. 1 - 9:00 class time, Preliminary Paper 2 due; Friday, Nov. 2 - 9:00 class time, Lab Assignment 4 due Week 7: Monday, Nov. 5 - 3:00 p.m. e-mail due to jeans@oregon, sdiem@darkwing Tuesday, Nov. 6 - 9:00 class time, detailed bibliographic notes on 2 articles due and Quiz 2; Friday, Nov. 9 - 9:00 class time, Lab Assignment 5 due Week 8: Monday, Nov. 12 - 3:00 p.m. e-mail due to jeans@oregon, sdiem@darkwing; Tuesday, Nov. 13 - 9:00 class time, detailed bibliographic notes on 2 articles due;ain Thursday, Nov. 15 - 9:00 class time, Preliminary Paper 3 due Week 9: Monday, Nov. 19 - 3:00 p.m. e-mail due to jeans@oregon, sdiem@darkwing; Tuesday, Nov. 20 - 9:00 class time, detailed bibliographic notes on 2 articles due Week 10: Monday, Nov. 26 - 3:00 p.m. e-mail due to jeans@oregon, sdiem@darkwing; Tuesday, Nov. 27 - 9:00 class time, detailed bibliographic notes on 2 articles due and Lab Assignment 6 due; Thursday, Nov. 29 -- Quiz 3 Finals Week: Monday, Dec. 3 - 3:00 p.m. e-mail due to jeans@oregon, sdiem@darkwing; Thursday, Dec. 6 - 8:00 a.m. final project proposal due