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Midterm review
UP 5010 Communication
| Question | Answer |
|---|---|
| What types of information do planners need? | population (census), inventory of commercial and residential properties, boundaries/area/physical geography, demographics, land use, stakeholders, transportation patterns, development activity and potential, institutions, commerce/ports, climate, laws, |
| How do planners use information? | To make decisions and formulate creative solutions |
| Sources of information? | census, tax records, Google maps, windshield survey,plat maps, data collection specialists, surveys |
| 3 questions about questions | 1. am i asking the right question?, 2. am i asking it of the right data?, 3. Are my research methods appropriate to the question and the data? |
| 2 parts of data | variables and attributes |
| variables | something that varies |
| attributes | categories that make up a variable |
| hypothesis | an idea you can test |
| what does a hypothesis do? | posits relationship we expect between the variables |
| 2 categories of variables | independent and dependent |
| independent variable | cause |
| dependent variable | effect |
| correlation | when one variable changes, simultaneously with another. can give the appearance of being related |
| causality criteria | 1. cause must precede the effect, 2. the two variables must be empirically correlated, 3. the relationship cannot be able to be explained by some third variable.` |
| intervening variable | comes between the two variables |
| antecedent | a third variable that causes both |
| inaccurate observation | avoid by creating a standardized method of measurement |
| over-generalization | statistics do not say anything about the individual |
| selective observation | not noticing data that does not support your hypothesis |
| four common errors in inquiry | inaccurate observation, over generalization, selective observation, illogical reasoning |
| spurious relationships | two events or variables have no direct causal connection, yet it may be wrongly inferred that they do, due to either coincidence or the presence of a certain third, unseen factor |
| correlation coefficient | a measure of the strength and direction of the linear relationship between two variables that is defined as the covariance of the variables divided by the product of their standard deviations. |
| outliers | a data point on a graph or in a set of results that is very much bigger or smaller than the next nearest data point. |
| parts of a research proposal | 1. statement of problem 2. lit review, 3. methodology 4. data analysis |
| sub-parts of the "statement of problem" | purpose and objectives |
| 3 areas of lit review | topic area, theory area, methodology |
| 3 areas of methodology | subjects, design, and data collection |
| population | a complete set of items that share at least one property in common that is the subject of a statistical analysis |
| sampling frame | the source material or device from which a sample is drawn. |
| sampling element | is one of the units into which an aggregate is divided for the purpose of sampling, each unit being regarded as individual and indivisible when the selection is made. |
| sample | a set of data collected and/or selected from a statistical population by a defined procedure. |
| response rate | the number of people who answered the survey divided by the number of people in the sample. It is usually expressed in the form of a percentage. |
| probability sampling | any method of sampling that utilizes some form of random selection. |
| simple random sampling | individual is chosen randomly and by chance, such that each has the same probability of being chosen at any stage during the sampling process |
| systematic random sampling | the researcher first randomly picks the first item or subject from the population. Then, the researcher will select each n'th subject from the list. |
| stratified sampling | the process of dividing members of the population into homogeneous subgroups before sampling |
| clustered sampling | the total population is divided into these groups (or clusters) and a simple random sample of the groups is selected. Then the required information is collected from a simple random sample of the elements within each selected group |
| ethics | voluntary participation, no harm to subjects, identify all potential downsides |
| 3 purposes of tables | 1. to persuade reader to look at it, 2. to enable reader to see message contained in data, 3. to convince reader that data are trustworthy |
| convenience sampling | ask the first x amount of people you run into |
| quota sampling | make sure you get enough from each subgroup |
| dimensional sampling | heterogeneity "same of every possibility" |
| snowball sampling | talk to 1 person and they survey others, others survey others, etc |
| need for sampling weights in non-probability sampling | needed to correct for imperfections in the sample that might lead to bias and other departures between the sample and the reference population.include the selection of units with unequal probabilities, non-coverage of the population, and non-response. |
| sampling fraction | ratio of sample size to population size |
| why your survey sucks | people doing w/o reading, asking wrong people, asking questions with too much reading, bad method, respondents do not understand, double barreled questions, deviant |
| types of planning writing | memos, technical reports, ordinances, plans, presentations |
| ecological fallacy | thinking group trends are the equivalent of individual responses |
| reductionism | oversimplification |
| conceptualization | define |
| operationalization | measure |
| best method of survey administration | mixed method |
| confidence interval | level of certainty that the sample matches the population |
| probabilistic sampling | each member of population has an equal and unknown chance of being selected. must know size of population and population must have normal distribution. |
| proportionate stratified random sampling | sample ratio is equal to population |
| nonproportionate stratified random sampling | equal number of each subgroup in population |
| 4 principles to guide graphic display of data | 1. integration, 2. speed, 3. engagement, 4. trustworthiness |
| integration | should be embedded, should be referenced, and should compliment argument presented in text |
| 3 don'ts of graphic display of information | 1. data ambiguity, data distortion, data distraction |
| data ambiguity | hard to interpret |
| data distortion | obscuring the truth through spurious comparisons through bad decision |
| data distraction | obscuring the truth through clutter |
| not adjusting for inflation is a common ___________ error | data distortion |
| raw data | little purpose until you distill out what is important |
| chart junk | avoid unnecessary ink |
| pie charts | just don't, but if it is necessary, make sure they add up to 100% |
| line graph | for trends overtime or over other independent variable changes |
| why census | taxation and representation |
| how many in house of representatives | 435 |
| reapportionment | reallocating representatives according to census results |
| first census | 1790 |
| 6 questions on first census | 1. name of head of family, # of free white males over 16, # of free white males under 16, # of free white women, # of other free people, # of slaves |
| 1850 census | asked questions about slaves as though they were people, which pissed off southern slave owners |
| 1860 census | north was larger than south and southerners freaked as the center of population changed and they lost representation |
| 1861 | civil war |
| after the war, 15th amendment | gave former male slaves right to vote, but south did not gain reps at this point because people left and other areas were still growing. the south was also highly undercounted |
| 1890 census | notable because it marked the end of the frontier. |
| late 1800s to early 1900s | more people using census data and statistics became more sophisticated. social statistics were very in vogue |
| 1920 census | cities were growing due to industrial revolution and incoming immigrants from eastern and southern Europe. |
| immigration act of 1924 | including the National Origins Act, and Asian Exclusion Act, federal law that limited the annual number of immigrants who could be admitted from any country to 2% of the number of people from that country who were already living in the US in 1890 |
| national origins act | This act instituted admission quotas by using the 1890 census to determine the population of a particular nationality group |
| when was national origins act lifted | 1960s |
| in 1942 what did the census data get used for | rounding up the Japanese |
| 1965 voting rights act | federal legislation in the United States that prohibits racial discrimination in voting. enforces 15th amendment |
| local level census corrections | surveys |
| national level census corrections | use other data to fill in gaps |
| undercounts | people missed in the census. usually lower income, minority, males, etc |
| 1970 census | first to ask about hispanic origin |
| levels of census geography | nation - regions - divisions - states - counties - census tracts - block groups - block |
| census tracts | 1500-8000 people |
| block groups | 600-3000 people |
| MSA | a geographical region with a relatively high population density at its core and close economic ties throughout the area |
| CMSA | has a population of 1,000,000 or more, if component parts are recognized as primary metropolitan statistical areas, and local opinion favors the designation. The CMSA concept was retired in 2003 |
| PMSA | consists of one or more counties that have substantial commuting interchange. This term was retired in 2003. grouping of CMSAs |
| MA | a county or gorup of counties w/ a city opf at least 50,000 people or an urbanized are of 100,000 people |
| CDP | census dedicated place |
| 4 universes of census | households, population, housing units, and labor |
| housing units | a room or group of rooms intended to be occupied as separate living quarters |
| households | person or persons who live in a housing unit |
| population | all people. whether or not they live in a housing unit |
| labor force | all employed adults |
| employment | everyone over 16 regardless of employment |
| tenure | rent or own |
| economic data | asks about income, not wealth. |
| household income is always _____ than family income. why? | lower, because families have more multiple earner households |
| american community survey | survey given to only a sample of population |
| overcrowding | when the number of persons sleeping in a dwelling and the number of rooms available as sleeping accommodation is such that two persons of opposite sexes who are not living together as husband and wife must sleep in the same room |
| housing affordability | Families who pay more than 30 percent of their income for housing are considered |
| Consumer Price Index | program produces monthly data on changes in the prices paid by urban consumers for a representative basket of goods and services. Used for inflation calculation |
Created by:
marissam06
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