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Take-Home Final Examination, Sociology 3080(30), Fall 2022 Students in Sociology 3080 have a choice between a sit-down and a takehome final examination. The take-home will be due at the end of the sit-down period on the examination date set by the university. Your instructor will be in the examination hall during the sit-down, but you can meet him at the entrance to the hall just before the exam, or if necessary slip in quietly during the exam. You may, of course, submit your papers earlier. As well as the hard copy submitted for grading, you should upload an electronic copy to be checked for signs of plagiarism. Your paper should go into the dropbox labeled ‘takehome’. If you do not wish to submit an electronic copy for this purpose, you may choose not to, but you must let your instructor know within a week of the class in which this examination is handed out. If you choose the take-home, please imagine that you are explaining the material to someone who has no previous knowledge, but is a very good reader and a very quick study. Explanations can be cut to their logical core, but you will have to cover all the central concepts, and the basic logic underlying each point you want to make, using illustrations as necessary. Since one measure of how well you understand a concept is your ability to apply it in new situations, if you use illustrations it will be better (although not essential) to use fresh examples. Papers are limited to 5500 words. Almost all word processing software will provide a word count, which you should add at the end of your paper. If you are not sure how much of your limit you have already used up, you can ask for a word count at any point. (if you have one of few word processors which won’t give you a count, ask your instructor for guidance on estimating the count as you go.) If you do not include a word count at the end of your paper, we will estimate the number of words and penalties will be applied. Few write so economically as to produce A papers in under, say, 4,800 words. If your paper is shorter, you should consider whether there are additional points you should make, illustrations that could helpfully be added, or other additions that would strengthen the paper. Remember that this is an examination, not a standard essay. While it is all right to ask other people to comment on drafts of an essay, an examination is supposed to be a one-person effort. Showing your paper to another student is considered an encouragement to plagiarism, and plagiarism penalties apply. In fact, under the university's plagiarism policy, showing your paper to another is defined as a form of plagiarism. Submitting jointly written text is treated as unambiguous plagiarism. You can ask your instructor or your G.A. to clarify points as you might in preparation for a sit-down examination, or you can ask for clarification as to what should be included in an answer as you might during a sitdown, but we will be careful not to map out answers for you. The rules for citation on the exam are straightforward. 1. If you are quoting verbatim, you must enclose the passage in quotation marks, and indicate the page(s) from which it comes. 2. If you are not quoting verbatim from the text or your lecture notes, you do not need a citation to indicate the source of an idea. Your grader will know the source without a citation. (Otherwise, your paper would be cluttered with dozens of citations serving only to tell your grader what is clear anyway.) 3. It is unnecessary to draw material from other sources, and possibly dangerous, unless you are sure of the quality of the sources, but if you choose to use other sources, they must be cited, and direct quotations must be placed in quotation marks, followed by the page(s) from which they are taken. The Examination The exam is divided into five sections. The points allotted for each section, and each question, are shown below. The points sum to 107, so those earned will be multiplied by 100/107 to obtain the examination grade. Section A - 30 points 1. Explain how levels of measurement affect (but do not necessarily determine) our choices about measures of central tendency, dispersion and association. (You don't have to explain levels of measurement as such - just how they affect our choices, AND how we use other criteria. Stating only that such and such is the default option shows minimal understanding.) (15 points) 2. For PRE measures dealt with in Chapters 9 and 10, explain the sense in which errors are reduced. (7 points) 3. Explain what conditional tables are, and explain the ways in which they may clarify the relationships between variables. (8 points) Section B - 18 points 1. Based on material in the text, both written and visual, discuss how graphs may be used to display the kinds of data we work with in sociology. (The relevant material is mostly found in chapters 2, 5, 10-12 and 14.) Be sure not to stop too early, as your grade will reflect the proportion of relevant material covered. Be sure not to spend a lot of time discussing graphic forms you were expected to understand in high school. Section C - 22 points 1. Describe four common sampling distributions and some situations in which they are useful, remembering that sampling distributions come up after chapter 6, which is focused on them, in chapters 9, 10, 11 and 14. (12 points) 2. Explain key aspects of the Bayesian approach, and of how it differs from the standard approach. (10 points) Section D - 22 points 1. Explain some things we can do in regression analysis when the link between an independent and a dependent variable is not linear. (8 points) 2. How do we obtain an estimate of the effect of an IV, with others held constant, in multiple regression? Why, if we leave out a relevant predictor, are we liable to obtain biased coefficients? Why, if we include an irrelevant predictor, are we liable to get less precise estimates? (6 points) 3. Explain how we can decompose the r between one variable and another, when the first is (one) cause of the second. (8 points) Section E (15 points) Here are coefficients from a logistic regression equation predicting whether someone who had completed high school went on to post-secondary education. The dependent variable was coded: 1= yes, entered a post- secondary program; 0 = no, did not. Predictor b exp(b) Family income .044 1.045*** Father’s education .042 1.043*** Mother’s education .094 1.099*** Single parent -.008 .916 Constant -1.744 .175*** * p < .05="" ;="" **="" p="">< .01="" ;="" ***="" p="">< .001 the predictors were coded as follows. family income was coded in $1000s of annual earnings. father’s education was coded in years completed. mother’s education was coded in year’s completed. single parent was coded: 1 - respondent was in a single parent household at age 16; 0 - respondent lived with two parents at 16. 1. explain the meanings of the coefficients in this equation, both the bs and their exponentials. section a - 30 points section b - 18 points section c - 22 points section d - 22 points .001="" the="" predictors="" were="" coded="" as="" follows.="" family="" income="" was="" coded="" in="" $1000s="" of="" annual="" earnings.="" father’s="" education="" was="" coded="" in="" years="" completed.="" mother’s="" education="" was="" coded="" in="" year’s="" completed.="" single="" parent="" was="" coded:="" 1="" -="" respondent="" was="" in="" a="" single="" parent="" household="" at="" age="" 16;="" 0="" -="" respondent="" lived="" with="" two="" parents="" at="" 16.="" 1.="" explain="" the="" meanings="" of="" the="" coefficients="" in="" this="" equation,="" both="" the="" bs="" and="" their="" exponentials.="" section="" a="" -="" 30="" points="" section="" b="" -="" 18="" points="" section="" c="" -="" 22="" points="" section="" d="" -="" 22="">