Friday, September 29, 2006

Ethics Review: A How-To Guide

Let's go through it together, shall we?

First, get the form. A PDF is available for those with typewriters; a Microsoft Word version is there for the rest of us.

You'll only be using the first seven pages: the next two are for long term projects or ones that require a final review. Hold on to the last one.

Now, let's take the questions one at a time.


Title of Proposed Research:

Come up with a title: It doesn't have to be catchy yet. "Ethnography of a Shopping Mall" or "Interview with a Sculptor" will suffice for now.

Date submitted to the REB:

October 5th, 2006

Project Start Date:

October 5th, 2006

Expected Completion Date:

November 21, 2006

Principal Investigator(s): Provide name(s), academic status (faculty, undergraduate student, graduate student or other (please specify), department, e-mail address, office telephone, home telephone.

[Put your name here], undergraduate student, [your department/ degree/ programme/ whatever], [your email]. [Don't give them your phone number: they're lonely and want friends]

Co-Investigator(s): Provide name(s), department, academic status, e-mail address, office telephone.

You don't have one: leave this blank

Supervisor(s): (if principal Investigator is a student): provide department, e-mail address, office telephone:

Ian Brodie, Heritage and Culture, ian_brodie@cbu.ca, x1418

The undersigned parties certify that they have consulted, and undertake to comply with, the Tri-Council Policy Statement Ethical Conduct for Research Involving Humans.

[By the time we get through this, you will have, so it won't be a lie]

Principal Investigator(s):

[when you print it off, you put your John Hancock here]

Co-Investigator(s):

n/a

Supervisor(s):

[when you hand it in, I'll put my John Hancock here]

Has funding been received for this research?

No

If yes, from what agency and for what period?

n/a

If no, has funding been requested for this research?

No

If yes, from what agency and for what period?

n/a

Summary: Provide, in 150 to 300 words, a summary of the proposed research, indicating clearly the role of the research participants and any procedures to which they will be subjected. (Include copies of any questionnaires, interview guides or other instruments with your application)

[Easiest thing to do is say 'see attached'. and then attach your proposal]

Risk: In your opinion, does this research pose more than minimal risk (Tri-Council Policy Statement, Section 1.C1, page 1.5) to participants?

The answer should be 'no', but you should read what it says in the policy (follow the link) and really think about it first. Why are they asking this? What is the nature of your research and how does it relate to this?

What are the risks of harm in this research project and how will your research methodology address these risks?

Note that not only physical injury, but also anxiety or embarrassment, are included in the concept of harm. Describe means adopted to minimize risk and means (such as provision of counseling) to deal with harms which participants may experience. Describe as well the potential benefit that will result from this research that justifies the above risk of harm.

Again, the answer should be 'no'. But it isn't impossible that certain activities are possibly subject to some sort of scrutiny: even if everyone involved is fully consenting, there are some frosh week activities, for example, that may contradict official school policy or current legal practice. So, think twice, and, what is more, your informants might not think that harm embarrassment can come to them but you might be cleverer than that, so sometimes you act on behalf of your informants.

Deception: Does this research involve deception or partial disclosure?

No [You're telling them what you are doing, and you aren't recording things secretly]

If yes, refer to the Tri-Council Policy Statement, Section 2, specifically Article 2.1(c) and subsequent commentary (pages 2.1 to 2.3), and provide an explanation of how you plan to comply with the requirements of that Section for debriefing. Describe as well the potential benefit which will result from this research, which justifies waiving the normal requirements for full disclosure.

n/a [but hey, read it anyway]

Research Participants:

Hopefully you have an idea now-ish.

Number of Participants: How many individuals will participate in this research?

Typically, one.

Recruitment: How will they be recruited, and from what population?

You are likely to directly approach them as representative of the folk group under discussion.

Inducements: Will any inducements (money, grade points, etc.) be offered to encourage participation?

No [Well, no-ish. Interestingly enough, this is the greyest of areas in folkloristics. Does sitting people down and offering them pizza, scotch, etc. qualify as 'inducements'? It isn't the same as paid participation in clinical trials: it is the same kind of reciprocity that one would do if one were asking a favour of a friend (help me move, I'll buy beer). So, once again, take a ponder.]

If yes, indicate how compliance with Section 2B of the Tri-Council Policy Statement concerning voluntariness (page 2.4) will be achieved. If academic rewards are to be used, give details of alternative means of achieving equivalent rewards.

n/a

Informed Consent: Will individual consent be sought from all participants?

Yes [you will be telling people what you are doing.]

If yes, provide the information requested below. If no, explain why such consent will not be obtained and indicate how the requirements for waiver of informed consent are being met. The requirements for such waivers are described in Section 2 of the Tri-Council Policy Statement (pages 2.1 to 2.12).

(below)

Informing Participants: How will the nature of the research be explained to potential participants, in compliance with Section 2D of the Tri-Council Policy Statement (pages 2.5 to 2.8)? Attach a copy of any document(s), such as an explanatory letter, to be used for this purpose.

You will explain it to them.

Evidence of Consent: If written evidence of informed consent will be obtained, attach a copy of the consent form. If written evidence of informed consent will not be used, explain in detail how you intend to comply with the requirements of Section 2A of the Tri-Council Policy Statement, particularly Article 2.1(b) and subsequent commentary (pages 2.1 to 2.3).

You will, in the case of interviewing people, explain the project to them when the recorder is on, and ask them if it is still okay. See 2.1 (b): about the "culturally unacceptable" ways of finding informed consent. You can also reference the Statement of the American Folklore Society On Research with Human Subjects and what they say about evidence of informed consent.

Children as Research Participants: If the proposed research involves children as participants, provide a statement indicating how compliance with Section 2E and specifically with Articles 2.5, 2.6 and 2.7 of the Tri-Council Policy Statement (pages 2.9 to 2.11) will be achieved.

n/a

Incompetent Adults as Research Participants: If the research involves adults of diminished competence as participants, provide a statement indicating how compliance with Section 2E and specifically with Articles 2.5, 2.6 and 2.7 of the Tri-Council Policy Statement (pages 2.9 to 2.11) will be achieved.

n/a

Anonymity/Confidentiality: Will complete anonymity of participants and confidentiality of data be maintained?

No

If yes, explain the procedures to be used to ensure anonymity of participants and the confidentiality of data both during the research and in the release of the findings. If no, explain the procedures to be used to discuss limits to anonymity and confidentiality and to obtain participants agreement to waive anonymity.

See Statement of the American Folklore Society On Research with Human Subjects again, this time looking at 'Confidentiality'. Then write something.

Describe the procedures for securing written records, questionnaires, video/audio tapes and electronic data, etc.

Everything is going to go into the Beaton Institute Archive. It will be accessioned, described, stored, and made accessible by institute staff, in accordance with any restrictions you may place upon it (for example, you may insist that pseudonyms be used for particular informants, or you may put a hold of ten years on the info until the risk of embarrassment has passed).

Indicate how long the data will be securely stored and the method to be used for final disposal of the data.

[X] Paper Records

[X] Data will be retained indefinitely in a secure location

[X] Audio/Video Recordings

[X] Data will be retained indefinitely in a secure location

[X] Electronic Data (you will be using digital copies of things, so include this too.

[X] Data will be retained indefinitely in a secure location

[ ] Other (Provide details on type, retention period and final disposition, if applicable).

I don't think this will apply.

Feedback: Describe the measures which you propose for providing feedback to research participants concerning the outcome of the research.

Give them a copy of your paper. Easy peasy.

Continuing Review: All research requires brief annual reports and a brief report upon completion of the research. Suitable report forms are included at the end of this file. Research involving more than minimal risk may require additional measures for continuing review. If your research involves more than minimal risk, describe here the measures you propose for facilitating continuing review of this research, in compliance with Article 1.13 of the Tri-Council Policy Statement (pages 1.10 to 1.11)

Since it doesn't involve more than minimal risk, no problem.

Additional Information: Please feel free to append any additional information which you feel may be helpful to the REB in evaluating this application.

Attach your proposal.

And that's all there is to it. Only do one copy: I'll mark it up and suggest any changes needed. Then we'll submit it.

YAY!


Sixth Class: Liberry!

I thought the tour was reasonably straightforward, so I won't reiterate too much. I'll make three bullet points.
  1. As swell as RefWorks may be at helping you with your bibliographies, there's something amiss in the world when they (you know, the man) don't think you need to learn how to do references and citations by hand. It's a skill that really helps you explore the work and, in the practice of it, forces you to understand something about what - and more importantly why - information is considered necessary for academic purposes. It's kind of like learning how to cook: other people may be able to do it for you, but self-sufficiency is a good thing. If the benefits of a liberal arts degree are all about learning to express oneself and present an argument (and it therefore has applications far outside the disciplinary boundaries of which it is constituted), then you should learn it. This is not (entirely) an old coot decrying the younger generation, but I understand some things better (not 'than you' but 'than I would have otherwise') because I struggled to understand the apparati that surrounds their use.
  2. As in all things - cooking, making love, calligraphy - as much as one wants instant gratification one will discover that taking time will yield better results. When you look up things in the databases - either the Novanet Catalogue or the MLA or PAIS - take time to look around. Look at the subfields and cross-references. Enter new search parameters if the first ones are too wide, too narrow, or off-kilter. Browse, don't hunt. You will be surprised how central serendipity is to the researcher: you can simply chance upon something while looking for something else (I know: 'Come on people now/Smile on your brother/ Everybody get together/ Learn to love one another right now').
  3. And, in the name of all that is good, holy, and sacred to you, when you find something, read it. Read it. For goodness' sake read it. Take time to read it. Just sit your ass to an anchor, take a few minutes, and read it. You don't have to rewrite it: just read it. You don't have to translate into Urdu and then to Ugaritic: just read it. You don't have to write a Michel Foucault-style treatise on why it is incorrect or representative of a bourgeois attitude: just read it. Please, I beg you, read it.
For those of you who actually read this thing, you are getting advanced warning of a reading being put on reserve, Roland Barthes' "The Photographic Message." It's a hard one (don't... just don't), but should make you scratch your collective chins and ponder.

Thursday, September 28, 2006

Fifth class: cramming the folklore down the throat-hole

But perfesser: I don't have any folklore! I can't think of anything!

errcoughcoughbullshitcoughcoughhmm

Take something that almost* everyone does, like Christmas. Think about what you do for it. Of course it's going to have a lot in common with other people's traditions. But in the details there are found elements that are dictated not by the outside world's expectations of how to partake in it but in the expectations of the particular group.

"Christmas isn't Christmas without ..." Tree? Sure. Presents? You betcha! Oranges? Umm... okay: not personally, but I've heard of that and, hey, why not. Pickles secreted about the woodpile? WTF?

Explore!

Now wasn't that easy? The same works for friendship groups (we all got Garfield tattoos!), sports teams (we dress the newbies up as women and leave them tied to the overpass!), and on and on. Think of what makes the group distinct, even if it is not wholly unique. (Ponder those two terms... a little more... a little more.... GOOD. Stop pondering.)

So, what do other people do? What is similar and distinct from the larger practice? What is particular to your group? Maybe, where did the practice, the variation, come from? That's why you need the library.

Write.

Submit.

Happy faces all 'round.

*The composition of CBU students permits me to make sweeping generalisations, but don't take me for exclusionary. Oh no. I'm 21st century man, through and through.

Tuesday, September 26, 2006

Fourth Class, but written, like, five minutes before the fifth, but posted the next day

For those who want a guide (more like Fodor's, less like For Dummies) to the first assignment

FOLK 101 – Paper proposal
Due: October 5th, 2006 Value: 20% of final

For this proposal you need three things:

  1. Some semblance of an idea: by this time in the semester, you hopefully have some insight into what constitutes ‘folkloric’ or ‘vernacular’ behaviour. You should have been able to recognise such patterns of behaviour in some aspect of your day-to-day life (or that of your friends, neighbours, etc.). Something that is (a) part of the activities of a group (however defined) which (b) is communicated through informal means (oral, by example, through regular exposure, vernacularly produced ‘guides’) and (c) is based in par on a precedent (i.e. something happened before, and you do it again because of and in the manner of that previous occurrence). It somehow defines the group: the ‘group-ness’ is revealed through that activity. Even if you intend to study an individual (a Mi’kmaq basket maker, for example), they are representative of a larger group and work in a particular context.
  2. Some background information on that idea: once you settle on a potential project, you go to the library and find out a little more about it: you want to look at similar activities as they occur elsewhere, and about the context in which your particular activities take place. If (for example) you were doing something on residence customs at CBU, you would look at both studies of residence life as they occur elsewhere, and at histories of CBU, industrial Cape Breton, etc.
  3. A tentative plan for finding out more information through primary research: you now have an idea and a little knowledge: what else do you need to do to find out that little extra bit? Will you best be served with photographing objects? This would make sense if you are doing a project on material culture. Should you interview someone about the activity? This would be best for something about oral traditions. Should you maybe do an ethnography, a deep observation? This is suited for researching customs and rituals.

These three things translate into the three components of the proposal:

  1. A brief (200-300 words) statement: it should define the parameters of the group and the activity (-ies). In other words, shape your semblance of an idea into a coherent piece of writing. It should also indicate how you plan to do the primary research (you tentative plan).
  2. An annotated bibliography: take five items that you have come across in your library research, READ THEM (in case that wasn’t clear), and, in about fifty words per item, explain their basic position and why they are relevant to your research. (You should consult a standard style guide – MLA, Turabian, etc. – for how to do a citation.)
  3. The completed research forms: by this time you know what and how you are going to do your research. Fill out the forms as best you can.

Type that puppy up, hand her in, and let the fun begin.

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