Russel-Research-Method-in-Anthropology

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502 Chapter 17 TEXT CATEGORY PHASE PROCESS "If I ever lost my children...to me that would be the worst thing that could ever happen to me." "That's what makes me think I don't need this baby...because I'm using. I like drugs." Value "I know if I get pregnant, I could stop the drug." "I might as well smoke the next six months if I already screwed him up." Hope FACING THE SITUATION "I was really concerned that he might have something wrong with him, some deformity." "It's okay to use drugs, but in that last month you better stop or you ain't gonna bring your baby home." Risk SALVAGING SELF "I was, like, into, like, trying to drink a lot of milk and healthy foods." "I been drinking a lot of pickle juice... I'm gonna make sure there ain't nothing in my system with this one." "I'd lie. I'd say (the crack) wasn't for me, it was for another person out of town or something." "The last time I went to the doctor, they were like looking at me funny. So I kind of knew something was wrong and I didn't go back." Harm Reduction Stigma Management EVADING HARM Figure 17.2. The relation of themes/categories in Kearney et al.’s analysis of how pregnant drug users viewed their own behavior. SOURCE: M. H. Kearney et al., ‘‘Salvaging Self—A Grounded Theory of Pregnancy on Crack Cocaine,’’ Nursing Research, Vol. 44, pp. 208–13. 1995, Lippincott Williams & Wilkins. Reprinted with permission.
Qualitative Data Analysis I: Text Analysis 503 each of the substantive themes in their model is succinctly defined by a quote from a respondent. When the steps of the grounded-theory approach are followed, models or theories are produced that are, indeed, grounded in the text. These models, however, are not the final product of the grounded-theory approach. In their original formulation, Glaser and Strauss (1967) emphasized that the building of grounded-theory models is a step in the research process. The next, of course, is to confirm the validity of a model by testing it on an independent sample of data. Kearney et al. checked the validity of their model by presenting it to knowledgeable respondents (pregnant drug users), to members of the project staff, and to health and social service professionals who were familiar with the population. Using Exemplar Quotes Besides displaying models, one of the most important methods in grounded-theory text analysis is the presentation of direct quotes from respondents—quotes that lead the reader to understand quickly what it took you months or years to figure out. You choose segments of text—verbatim quotes from respondents—as exemplars of concepts and theories or as exemplars of exceptions to your theories (those superimportant negative cases). This technique looks easy, but it’s not. You have to choose the exemplars very carefully because your choices constitute your analysis, as far as the reader is concerned, and you have to avoid what Lofland (1971) called the two great sins of qualitative analysis in order to use the exemplar quote technique effectively. The first sin, excessive analysis, involves the all-too-familiar practice of jargony writing and the avoidance of plain English to say plain things. If you analyze a batch of data and conclude that something simple is going on, don’t be afraid to say so. There is absolutely nothing of scientific value to be gained from making straightforward things complicated. Compare these two sentences: (1) ‘‘The more generations that people from various ethnic groups are in the United States, the less likely they are to speak anything but English.’’ (2) ‘‘Over an expanding number of generations, people of ethnic heritage in the United States become, probabilistically, less likely to adhere to their traditional linguistic symbol systems.’’ The best word to describe the second sentence is yucky. The second sin consists of avoiding doing any analysis on your own—being so gun-shy of theory and jargon that you simply fill up your papers and books with lengthy quotes from people and offer no analysis at all. Data do not speak for themselves. You have to develop your ideas (your analysis) about what’s
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H. Russell Bernard FOURTH EDITION R
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Research Methods in Anthropology Fo
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Contents Preface vii 1. Anthropolog
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Preface Since 1988, when I wrote th
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Preface ix sampling: why we do it a
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Preface xi 21, you will be able to
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Preface xiii testimony. There is an
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Preface xv begin writing the second
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1 ◆ Anthropology and the Social S
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Anthropology and the Social Science
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The Foundations of Social Research
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3 ◆ Preparing for Research Settin
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Preparing for Research 71 research
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Preparing for Research 73 morning u
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Preparing for Research 75 the AAA b
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Preparing for Research 77 showed wh
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Preparing for Research 79 That will
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Preparing for Research 81 mothers.
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Preparing for Research 83 gathering
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Preparing for Research 85 hypothesi
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Preparing for Research 87 I mention
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Preparing for Research 89 A Guide t
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Preparing for Research 91 people re
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Preparing for Research 93 Observed
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Preparing for Research 95 dent. (Re
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The Literature Search 97 too busy t
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The Literature Search 99 year, who
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The Literature Search 101 like demo
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The Literature Search 103 reports e
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The Literature Search 105 gists, in
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The Literature Search 107 Women Sca
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5 ◆ Research Design: Experiments
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Research Design: Experiments and Ex
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Sampling 147 ried around here deliv
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Sampling 149 the potential sampling
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Sampling 151 they’re joined by al
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Sampling 153 116. If the first rand
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Sampling 155 off base in our thinki
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Sampling 157 Cluster Sampling and C
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Sampling 159 Probability Proportion
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Sampling 161 you will properly surv
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Sampling 163 the cluster, the large
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Sampling 165 TABLE 6.2 Comparison o
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Sampling 167 25 Number of Household
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7 ◆ Sampling Theory Distributions
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Sampling Theory 171 In normal distr
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Sampling Theory 173 a lot of inform
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Sampling Theory 175 TABLE 7.2 All S
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Sampling Theory 177 12 10 Number of
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Sampling Theory 179 Calculating Sam
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Sampling Theory 181 Look up what’
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Sampling Theory 183 and we solve fo
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Sampling Theory 185 ables combine t
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Nonprobability Sampling and Choosin
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TABLE 8.4 Matches, Proportions of M
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Interviewing: Unstructured and Semi
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10 ◆ Structured Interviewing I: Q
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Structured Interviewing I: Question
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11 ◆ Structured Interviewing II:
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Structured Interviewing II: Cultura
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Scales and Scaling 319 10 times, or
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Scales and Scaling 321 students’
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Scales and Scaling 323 points. The
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Scales and Scaling 325 TABLE 12.2a
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Scales and Scaling 327 wealth in vi
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Scales and Scaling 329 You may obse
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Scales and Scaling 331 interitem co
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Scales and Scaling 333 ality of a s
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Scales and Scaling 335 TABLE 12.7 T
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Scales and Scaling 337 Having a Col
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Scales and Scaling 339 The Cantril
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Scales and Scaling 341 and has been
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Participant Observation 343 Romanci
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Participant Observation 345 sion, s
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Participant Observation 347 doses o
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Participant Observation 349 great s
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Participant Observation 351 less—
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Participant Observation 353 oped by
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Participant Observation 355 Graham
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Participant Observation 357 ters fr
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Participant Observation 359 washing
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Participant Observation 361 that yo
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Participant Observation 363 ‘‘c
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Participant Observation 365 hall wh
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Participant Observation 367 Maintai
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Participant Observation 369 not to
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Participant Observation 371 pletely
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Participant Observation 373 changed
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Participant Observation 375 Besides
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Participant Observation 377 Thomas
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Participant Observation 379 But not
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Participant Observation 381 baby’
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Participant Observation 383 into fo
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Participant Observation 385 in Mace
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14 ◆ Field Notes: How to Take The
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Field Notes: How to Take Them, Code
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15 ◆ Direct and Indirect Observat
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Direct and Indirect Observation 415
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Page 469 and 470: 16 ◆ Introduction to Qualitative
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Page 483 and 484: Qualitative Data Analysis I: Text A
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Univariate Analysis 553 TABLE 19.1
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Univariate Analysis 555 Notice in t
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Univariate Analysis 559 TABLE 19.3b
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Univariate Analysis 561 possible an
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Univariate Analysis 563 people hang
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Univariate Analysis 573 Number of C
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Univariate Analysis 575 some basic
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Univariate Analysis 577 interquarti
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Univariate Analysis 579 countries t
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Univariate Analysis 581 Both groups
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Univariate Analysis 585 would be no
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Univariate Analysis 587 rejecting H
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Univariate Analysis 589 lation, 68.
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Univariate Analysis 591 of Shipibo
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TABLE 19.13 Chi-Square for a Univar
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Bivariate Analysis: Testing Relatio
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TABLE 20.20 Correlation Matrix of A
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21 ◆ Multivariate Analysis Most o
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Multivariate Analysis 651 environme
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Multivariate Analysis 653 TABLE 21.
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TABLE 21.11 Wealth by Education, Co
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Multivariate Analysis 657 it is hig
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Multivariate Analysis 659 ideas abo
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Multivariate Analysis 661 You can a
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Multivariate Analysis 663 which mea
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Multivariate Analysis 667 In fact,
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Multivariate Analysis 669 under plo
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Multivariate Analysis 671 fr .968 R
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Multivariate Analysis 673 earity pr
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Multivariate Analysis 675 BTU and O
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Multivariate Analysis 677 Factor An
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Multivariate Analysis 679 columns h
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Multivariate Analysis 681 4. Across
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Multivariate Analysis 683 instead o
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Multivariate Analysis 687 1.71 1.32
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Multivariate Analysis 689 ‘‘chi
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Multivariate Analysis 691 6, 1, 4.
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Multivariate Analysis 693 Lambros C
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Multivariate Analysis 695 just beca
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698 Appendix A 32179 00597 87379 25
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APPENDIX B Table of Areas under a N
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702 Appendix B (A) (B) (C) (A) (B)
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APPENDIX D Chi-Square Distribution
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APPENDIX E F Table for the .05 Leve
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708 Appendix E F Table for the .01
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APPENDIX F Resources for Fieldworke
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712 References obesity in Saudi Ara
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714 References Beautrais, A. L., P.
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716 References the self-assessment
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718 References Bradburn, N. M. 1983
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720 References ments by considering
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722 References ing in reflected glo
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724 References village. In Self, se
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726 References Duncan, O. D. 1966.
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728 References achieve high respons
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730 References Gatz, M., and M. Hur
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732 References C2KBR/01-1. Washingt
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734 References study of relationshi
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736 References Hornik, J., and S. E
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738 References esses in survey rese
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740 References Kessler, R. C., and
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742 References Laban Moogi Gwako, E
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744 References Lewis, R. B. 2004. N
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746 References McCall, G. 1978. Obs
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748 References Morgan, D. L. 1997.
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750 References Oakhill, J., and A.
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752 References Piliavin, I. M., J.
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754 References nicity-of-interviewe
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756 References Rotton, J., and M. S
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758 References Schwarts, N. A. 2004
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760 References Smith, L. D. 1986. B
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762 References Stricker, L. J. 1988
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764 References pharmacists in HIV/S
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766 References Webb, E. J., D. T. C
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768 References Williams, T. 1996. E
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Subject Index Numbers in italics re
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Subject Index 773 Campos, Alberto,
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Subject Index 775 data analysis, 45
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Subject Index 777 external states,
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Subject Index 779 individual attrib
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Subject Index 781 median, 562, 563-
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Subject Index 783 parsimony, princi
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Subject Index 785 random digit dial
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Subject Index 787 simple scales, 31
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Subject Index 789 T-scores, 591 t-t
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Author Index Numbers in italics ref
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Author Index 793 Choi, N., 33 Choms
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Author Index 795 Gregson, S., 93 Gr
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Author Index 797 Leap, W., 376 LeCo
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Author Index 799 Rashid, R. G., 121
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Author Index 801 Vadez, V., 55, 93
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