Cuauhtemoc Sanchez Morales
One of the triggers for an investigation, when it is quantitative, is to determine which elements can be counted to determine how many.
But for this to occur, one must be aware of what is countable, and if this book is a subject of interest corresponds to what I want to know.
For example if I want to know how many students are enrolled in a school?, As then conducted a count of element by element, from the first to reach the last and so determine how many elements there.
If you want to know how many students have problems with malnutrition in an elementary school, I can not directly, then try to determine otherwise, I can for example compare your height and weight with a table of normal parameters.
Stop! ... High! This is cheating - just told me my subconscious, "you are saying to the reader things you have not defined.
And this is true, I used words such as height and weight have not defined before, but this is what this text, when one begins to make an inquiry is necessary to cleave a series of words to help us explain the results of what we desire, if it is not building the semantic field of the concept, then the knowledge is rather superficial and inaccurate.
Thus we need to do a count: 1) specify what items we have and 2) if the determination of quantities can be directly or not.
When you can not do directly it comes to indicators, which are more quantities indirectly say what we want to know.
that the comparison of the size and weight of a subject may be indicative of his state of malnutrition.
Several studies have tried to do my undergraduate students to conduct research, I have often found that when it comes to "count" Insights "few" of them are involved in the problem under study, in fact mislead and counting different semantic fields and seek to end effects attributed to outside causes.
As an exercise in my statistics classes start at raising student of all the possible "things" that are around him and as part of his life, and thus begins the adventure of counting elements. We
, cars, windows, screws, seats, chairs, students, ladders, fire extinguishers, mirrors, toilets, sinks, boards, cubicles, teachers, support staff.
If you think this is redundant, I must tell that counting is the first step in a process of reflection that leads us to question whether the amount recorded as a result of a count means something in their environment, so that for example a student in these exercises said "he had never realized the usefulness of the numbers that surround it."
So dear reader I recommend you make a stop in the way of life and curiosity count, count and count everything that was once present and not achieve the natural resources available to withhold the information from "all that is that, "then we are in the beginning of the statistical process that will lead to record data systematically.
Once you have mastered this stage without more tool that our natural resources, then we can move to next stage is to measure.
measure is to compare a number against another known in advance as standard.
With this we can know how many times "fit" into each other, this process is more elaborate, as commonly known instruments to measure from the exact sciences such as within the physical quantities, is the length, weight and time, we do not question its use, since it has been accepted by everyone, so for example in the SI international system of measurement, the length is measured in meters (m), weight in kilograms (Kg) and time in seconds (s .)
In the social sciences is not as straightforward a way to measure, since most of what you want knowledge must be inferred from other quantities, if measurable.
measuring instruments are not physical in most cases, they are only indicators.
Within these instruments are, for example, questionnaires, surveys, records of observation, among others.
The importance of the counting process lies perhaps in that constitutes evidence of the first ability to acquire knowledge: observation.
It seems to me the first year to be provided to individuals in training to make the information meaningful.
My dear reader, and do you count?.
One of the triggers for an investigation, when it is quantitative, is to determine which elements can be counted to determine how many.
But for this to occur, one must be aware of what is countable, and if this book is a subject of interest corresponds to what I want to know.
For example if I want to know how many students are enrolled in a school?, As then conducted a count of element by element, from the first to reach the last and so determine how many elements there.
If you want to know how many students have problems with malnutrition in an elementary school, I can not directly, then try to determine otherwise, I can for example compare your height and weight with a table of normal parameters.
Stop! ... High! This is cheating - just told me my subconscious, "you are saying to the reader things you have not defined.
And this is true, I used words such as height and weight have not defined before, but this is what this text, when one begins to make an inquiry is necessary to cleave a series of words to help us explain the results of what we desire, if it is not building the semantic field of the concept, then the knowledge is rather superficial and inaccurate.
Thus we need to do a count: 1) specify what items we have and 2) if the determination of quantities can be directly or not.
When you can not do directly it comes to indicators, which are more quantities indirectly say what we want to know.
that the comparison of the size and weight of a subject may be indicative of his state of malnutrition.
Several studies have tried to do my undergraduate students to conduct research, I have often found that when it comes to "count" Insights "few" of them are involved in the problem under study, in fact mislead and counting different semantic fields and seek to end effects attributed to outside causes.
As an exercise in my statistics classes start at raising student of all the possible "things" that are around him and as part of his life, and thus begins the adventure of counting elements. We
, cars, windows, screws, seats, chairs, students, ladders, fire extinguishers, mirrors, toilets, sinks, boards, cubicles, teachers, support staff.
If you think this is redundant, I must tell that counting is the first step in a process of reflection that leads us to question whether the amount recorded as a result of a count means something in their environment, so that for example a student in these exercises said "he had never realized the usefulness of the numbers that surround it."
So dear reader I recommend you make a stop in the way of life and curiosity count, count and count everything that was once present and not achieve the natural resources available to withhold the information from "all that is that, "then we are in the beginning of the statistical process that will lead to record data systematically.
Once you have mastered this stage without more tool that our natural resources, then we can move to next stage is to measure.
measure is to compare a number against another known in advance as standard.
With this we can know how many times "fit" into each other, this process is more elaborate, as commonly known instruments to measure from the exact sciences such as within the physical quantities, is the length, weight and time, we do not question its use, since it has been accepted by everyone, so for example in the SI international system of measurement, the length is measured in meters (m), weight in kilograms (Kg) and time in seconds (s .)
In the social sciences is not as straightforward a way to measure, since most of what you want knowledge must be inferred from other quantities, if measurable.
measuring instruments are not physical in most cases, they are only indicators.
Within these instruments are, for example, questionnaires, surveys, records of observation, among others.
The importance of the counting process lies perhaps in that constitutes evidence of the first ability to acquire knowledge: observation.
It seems to me the first year to be provided to individuals in training to make the information meaningful.
My dear reader, and do you count?.
