SENIOR HONORS SEMINAR (SC555)
Dr. Eva Garroutte
Fall 2013
Boston College
Professor's Contact Information: phone: 617-552-2078. Email: eva.garroutte@bc.edu.
Mailbox in McGuinn 426.
Professor's Office Hours: Tuesdays, 11:15-1:15 and by appointment, in McGuinn 420
Class Meetings: Tuesdays and Thursdays, 3:00-4:45 in Gasson 210
Course Description: This course will assist the student in writing a proposal and beginning data collection for the
Senior Honors Thesis. Class assignments and discussions will cover each section of a completed thesis, including
the Proposal, Introduction, Research Methods, Results, and Discussion sections. In addition, it will cover various
concerns and steps in the research process, including obtaining access and informed consent, securing approval by
the BC Institutional Review Board, interviewing, and construction and testing of instruments. Related topics will
include research ethics and the philosophy of participatory research. Additional, indispensable element of the course
will be to secure a faculty advisor who will work with you on completing the thesis and to complete the electronic
certification course that BC requires for researchers.
Course Materials: The following materials are available for purchase in the university bookstore:
1) Strunk and White, Elements of Style, 4th edition
2) Pyrczak, Evaluating Research in Academic Journals, 5th edition
3) Patten, Proposing Empirical Research, 4th edition
4) Galvan, Writing Literature Reviews, 5th edition
5) a packet of photocopied readings entitled Senior Honors Seminar, SC555
Course Requirements and Grading Procedures:
Written Assignments--40% of total grade. These are graded as a “check” if they meet the minimum
requirements, with a “check-plus” if they exceed the minimum requirements, with a “check-minus” if they fall short
in some way of the minimum requirements (e.g., are unsuccessfully organized, are incomplete, require refinement,
are late, etc.). Assignments will receive an F if they are missing or entirely unsatisfactory. Please note that many
assignments require you to read books and journal articles of your own choosing. This means scholarly books or
professional journal articles only. Non-Scholarly books, newspaper or magazine articles, and internet information
may not substitute for the required readings, although they may be included in addition to them in your
bibliographies. Journal articles often have an abstract printed at the top, and books may have a summary blurb on
the jacket. These are a helpful aid to your reading, but you may not simply copy these for your bibliography
assignments. You must write your own abstract for all annotated bibliography assignments.
Class participation--40% of total grade. This is the main element of the class. We will spend a great deal
of time discussing the written work you bring to class. If you are not prepared each day to discuss and extend your
work, or if you fail to bring the required number of assignment copies for distribution to the class, you will not be
able to get full value from the class, nor will you earn a full grade. The university has an attendance requirement
stipulating that it is not possible to pass the class if you miss 1/3 or more of class meetings. In this class, which
meets twice a week, the requirement means that if you have more than 8 absences, for any reason, it is not possible
to pass. That said, it is understood that illness may necessitate occasional absences. If you believe you may have
influenza or other contagious illness, you are especially encouraged to recover at home.
Final exam--20% of total grade. See description below.
Completing the electronic course entitled “Protecting Human Research Participants.” Students must submit
a hard copy of their completion certificate by the date below in order to pass the class.
Securing an advisor: In order to complete assignments for this class, and in order to write the thesis next
semester, you MUST have a faculty advisor from the sociology department. Failure to have secured an advisor by
the date below will result in your final grade being lowered by one letter grade. It is not necessarily an easy task to
find an advisor in any given year because some professors are on leave. Some advisors will take more than one
advisee and some will not. You are urged to start your search EARLY so that the advisor of your first choice has
not committed to someone else. It is important that your advisor has interest and knowledge about your research
area because you will be working together closely throughout the year.
Disability Policy
Boston College strives to allow full participation from all students. If you are a student with a documented
disability seeking reasonable accommodations in this course, please contact:
Kathy Duggan, (617) 552-8093, dugganka@bc.edu, at the Connors Family Learning Center regarding
learning disabilities and ADHD,
or
Paulette Durrett, (617) 552-3470, paulette.durrett@bc.edu, in the Disability Services Office regarding all
other types of disabilities, including temporary disabilities.
Advance notice and appropriate documentation are required for accommodations.
Academic Integrity
Boston College values the academic integrity of its students and faculty. It is your responsibility to
familiarize yourself with university policy on academic integrity at
www.bc.edu/offices/stserv/academic/integrity.html. If you have any questions, always consult your professor.
Violations of academic integrity will be reported to your class dean and judged by the Academic Integrity
Committee in your school. If you are found responsible for violating the policy, penalties may include a failing
grade as well as possible probation, suspension, or expulsion, depending on the seriousness and circumstances of the
violation.
ASSIGNMENTS
The following readings and assignments are due and will be discussed ON the days listed. The one
exception to this rule are the handouts. These are listed on the day they are distributed, and you are expected to read
them for the next class period. ALL written assignments must be typed. You should always bring to class the
reading we are working with that day.
1
2
3
#
DATE
Sep 3
Sep 5
Sep10
TOPIC
Introduction
Exploring
Topic Areas
Asking a
Sociological
Question,
Concepts
and
Variables,
Operationali
zation
ASSIGNMENTS
In-class activity: “Academic Integrity” Quiz
Handouts distributed: “Potential Boston College Faculty Advisors:
Profiles, 2013” and “Faculty Clusters”
After class: contact Senior Reference Librarian Kate Silfen to schedule an
individual meeting sometime between Sept 13 and Sept 24 (or earlier, if
you prefer). Her email is: silfen@bc.edu Her number is: 617-552-3233.
She is expecting to see each of you.
Reading: Identify a recent textbook on a sociological subfield that interests
you (e.g., sociology of religion, deviance, marriage and family, etc.). The
textbook should be no more than 10 years old, and preferably more recent.
It may come from the library or your own collection. Read parts of the
textbook that suggest current “problem areas” in the subfield, meaning
specific and timely topics for future research (e.g., changing rates of
religious participation in demographic subgroups, racial differences in
incarceration rates, issues relevant to gay and lesbian-headed families, etc.).
Then read Patten, Topics 1-3, and do the exercises. Finally, read Strunk and
White, Ch. 1 (pp. 1-14). Note: Hold on to the text book because you will
use it again. If you cannot find a suitable textbook, it is possible that
articles from the journal Contemporary Sociology or from an encyclopedia
of sociology such as Edgar Borgatta’s Encyclopedia of Sociology can
substitute.
Assignment due: Do the exercises for each chapter in Patten, writing
responses in the book. Also type out a few paragraphs summarizing at least
2 areas for future research discussed in the textbook/article that you have
identified. Make copies of what you write for distribution to the class; also
bring the book/article that you identify to class. (You are not committing
yourself to any of the areas you discuss; you are just generating some ideas
about the state of knowledge in a subfield that interests you.)
Handouts distributed: "Required Form for Annotated Bibliography
Entries”; “The Basics of APA Style”
Reading: Richlin-Klonsky,“Getting Started,” pp. 3-13 (reading packet);
Patten, Topics 4-7; do all the exercises. Also, identify and read two research
sources (journal articles, books, book chapters) relevant to a “problem area”
in which you are interested. Your selections CAN include sources you have
read for another class, as long as they are directly relevant to your research
interests.
Assignments due:
(1) After doing Patten’s Exercise 4, choose the most interesting
combination of concepts/variables you’ve generated and write 1-2
paragraphs in which you formulate a tentative research question that is
framed sociologically. Be clear about how the questions reflect the
"history" and the "biography" parts of the "sociological imagination" (as
discussed in the Richlin-Klonsky reading).
(2) Create an annotated bibliography entry for your research sources. In
your annotation, use the APA format illustrated in the handout. Be sure to
save all your annotated bibliographies in a separate folder on your computer
because you will want to refer back to them often in your thesis writing.
Bring copies of your entries to class for discussion. All students will present
4
5
6
7
Sep
12
Evaluating
Research
Literature
Sep
17
Selecting a
Topic,
Research
Approaches
Sep19
Organizing
Literature
Sep
24
Data
Collection
Methods,
Instrumentati
on
some discussion of their readings and how these have informed their
thinking about their research area, to the class.
(3) Start a separate Reference List, in APA style, that includes only the
full citations for all the things you read. Keep this in a separate computer
file for your own later use.
Readings: Patten Topics 8-9, 11, 20. Galvan, Ch. 4, “General Guidelines for
Analyzing Literature.” Pyrczak, Chs. 2 and 3, “Evaluating Titles” and
“Evaluating Abstracts.”
Assignments Due:
(1) Make annotated bibliography entries.
(2) Submit a typed list of at least 3 concepts/variables that you are
interested to research, with operational definitions for each
(3) In light of Pyrczak’s chapters, evaluate the titles and abstracts of 2
journal articles that you have collected so far. Type your evaluations
and be prepared to discuss in class.
Reading: Patten, Topics 12-18; Pyrczak, Appendix A; Galvan, p. 13 and
Ch. 3, “Selecting a Topic and Identifying Literature for Review.” Read two
new research sources.
Assignment due:
(1) Create annotated bibliography for research sources.
(2) Consider the “Research Approach” that appeals to you
(3) Write a draft of your main research question. (It will help if you
refer back to Patten 4-7.) We will discuss these drafts in class, and
you should plan to bring the revised version to the library with you
to your meeting with Kate Silfen (which is to be scheduled sometime
between today and Sept 26), so she can give you research advice
specific to your area of interest.
(4) Write
As soon as you can after class: Meet with librarian Kate Silfen before our
Sept 24 class. She will give individual instruction in the library research
methods you will use for your thesis. This is where you will learn how to
find different types of research. It will be better to meet sooner rather than
later because you’ll have more time to use what you’ve learned. Be sure to
discuss with Kate available databases, how to find relevant review articles
in them, how to find articles on theory, and how to find articles that are
frequently cited. After meeting with Kate, identify and read at least four
research sources related to your problem area or specific research question.
One article should be a review of research in your area (as recent as
possible), one should be an article discussing a theory or theories relevant
to your area, and two should be articles that are frequently cited.
Readings: Galvan, Ch. 7 (“Building Tables to Summarize Literature”).
Assignment: In light of Galvan, create one or more tables to organize all the
sources you have collected so far. From now on, every time you read a new
research source, you should immediately add it to your tables, as well as
make an annotated bibliography entry and submit to me each class period.
As you collect more articles, you may need to refine the columns on your
tables. Bring copies of your tables to class next week; be prepared to discuss
next week and in future class meetings.
NOTE: To give you time to meet with Kate before the 24th, there is no class
meeting today.
Reading: Strunk and White, Ch. 3. Patten, Topics 12-18 and 32-34 (as
appropriate to you) and Galvan, Chs. 5 or 6 (as appropriate). You need not
do any exercises.
(1) Choose the research approach that most appeals to you; read and do
Pattern’s associated exercise for that one approach.
(2) Consult a reference work or handbook (e.g., Given’s Encyclopedia of
Qualitative Research Methods, Borgatta’s Encyclopedia of Sociology,
Bickman and Rog’s Handbook of Applied Social Research Methods, Gubrium
and Holstein’s Handbook of Interview Research: Context and Method or a
similar source) to find the section that discusses the data collection method
you will use (such as experiment, in-depth interviewing, participant
observation, focus groups, surveys, etc). Copy the relevant entry and bring to
class.
(3) Submit literature table(s) and annotated bibliographies.
Assignment due: Simply state your research question (1-2 sentences),
revised in light of your recent research. Identify all concepts/variables,
distinguishing main concepts from secondary concepts and main variables
from demographic or control variables. For each variable or concept,
supply an operational definition to submit.
8
Sep 26
9
Oct 1
Theories and
Hypotheses
Proposal/
Specific
Aims
Statement
and
Introduction
Readings: Patten, Topic 10. Identify and read one primary source
discussing a theory you might wish to use. [NOTE: This should be a source
other than the theory article mentioned under Sept 17; it is likely to be a
book rather than an article. There are various ways to find a suitable primary
source. A very good one is to consult the textbook you have identified (a
secondary source) to see what theoretical traditions or sources the authors
mention; you may also find that a particular name keeps coming up in your
journal articles as an important theoretical contributor. Alternatively, you
might consult an encyclopedia, such as Edgar Borgatta’s Encyclopedia of
Sociology for ideas; relevant theories might appear, for instance, under the
heading of “feminist theory” or “social resources theory.” Some
encyclopedia headings may include subheadings (e.g., the heading “social
psychology” may be subdivided into headings such as “symbolic
interactionism,” “role theory,” “exchange theory,” etc.).
Assignments:
(1) Create an annotated bibliography entry for your chosen primary
source on theory, paying special attention to the last question on the
bibliography form (“How this source is useful to my project”).
(2) Bring the primary source that you identified and the secondary
source that helped you identify it.
(3) Write a revised draft of your research question and suggest ways
this question might address the theory you have selected (e.g., by applying
the theory to a new area, by extending its ideas to another group of people,
by suggesting alternative explanations that can be examined). How will
your question contribute to the body of theory you identify (e.g., will it
further sociologists’ knowledge about similar patterns that appear across
apparently diverse types of social phenomenon? will it shed light on an
important current controversy? will it help professionals adapt services to a
special population that has been poorly studied?) Bring copies of
everything to class for discussion.
Reading: Strunk and White, Ch. 2, Pyrczak, Chs. 4-5. Then read Patten 2226. You need not do exercises, but do think carefully about ideas/topics that
recur in your readings; you can use the “keyword” section of your annotated
bibliographies in a similar way (and they will be electronically searchable).
Assignments due:
(1) Read AT LEAST 4 more research sources related to your research
question, remembering that it’s good to look for recent and frequently cited
ones. Hand in 1 copy of tables, annotated bibliographies and reference list
to me (new entries marked with **).
(2) Make a topic outline for your literature review (see Patten Topic 25
and Galvan Ch. 8). The topic outline should be headed by a title that you
10
Oct 3
11
Oct 8
12
13
Oct
10
Oct
15
Specific
Aims:
Review
Research
Procedures
and
Protecting
Research
Participants
Data and
Methods
Section
(Setting,
Sample);
Informed
Consent/
Ethics
Informed
Consent:
Review
have evaluated in light of Pyrczak, Ch. 2. Bring copies for class
discussion.
After class: start contacting faculty members who you think might make a
good advisor for your project. Describe your project to them as fully as
you can at this point. Ask if the faculty member is willing to meet and
review your written proposal later this month and if s/he might consider at
that time if s/he is willing to advise your project. Explain that their
commitments this semester will be minimal but you will want to be able to
work with them more next semester.
Handouts: “Example of a Specific Aims Statement”; “Reports Of Original
Research: Standard Structure”
Readings: None
Assignments due: first draft of your specific aims statement, after
evaluating it in light of Pyrczak, Ch. 4 and Patten, Topic 22. Bring copies to
class for discussion.
Class will not meet today. Professor will not have office hours today.
Readings: Patten, Topics 37-38 and choose the one appropriate to you and
do associated exercise.
Assignments:
(1) Complete the electronic course titled, "Protecting Human Research
Participants," at http://phrp.nihtraining.com/users/login.php
NOTE: Like most universities, BC requires all individuals who do research
with human participants, to complete this (or a similar) course. Completion
takes about 2 hours. When you have finished, the site will allow you to
generate a “Certificate of Completion,” which you will need to print and
submit to me next class. Note that you cannot pass SC555 if you do not
satisfy this requirement.
(2) Make a list of contacts you will need to establish in order to carry out
your project; include names and contact information (addresses and
phone numbers) for each person and specify what you need from
each (e.g, professor's permission to administer a survey to a class; a
court officer's permission to observe in a courtroom; an informed
consent form from parents allowing you to interview minor children,
together with the child’s assent form, etc.). Hand in 1 copy to me at
next meeting.
(3) Write out your research procedures
Reading: Read/skim Patten, Topics 27-30; select the type of sampling most
appropriate for you, read this one topic and do the exercise. Read Patten,
Topic 31 do exercise. Read "BC Guide to Preparation of Informed Consent
Documents" (reading packet). View sample consent forms at
http://www.bc.edu/content/bc/research/oric/human/irbsampleforms.html
Additional assignment: try to secure a faculty advisor by today. Arrange
for a preliminary meeting, if you have not done so yet, making sure s/he will
be able to meet with you sometime between Oct 31-Nov 5.XXmay not need
this step??
Handout: Readability statistics tool; “IRB Checklist”
Assignments:
(1) second draft of Specific Aims Statement, revised in light of previous
class discussion
(2) print out and review the IRB application forms relevant to you from
the site specified on the IRB Checklist handout
(3) prepare your informed consent form and informational materials,
after reviewing all in light of the “BC Guide.” Make sure consent forms
include all the elements discussed in class. (You may borrow as much
language as is useful from the examples in the “BC Guide” or the more
extensive web site; this is the ONE time in your life no one will bust you
14
Oct
17
15
Oct
22
Coding and
Data
Analysis
16
Oct
24
“Data and
Methods”
section
for plagiarism.) Bring copies to class for distribution and discussion.
(3) Create recruitment materials (letter, flyers, or other means by which
you will initially contact participants)
Special speaker: Carolyn O’Connor (BC IRB) XX
Reading: Read one more research source; create annotated bibliography.
Patten, Topic 36 and 39 and do exercises. Be prepared to discuss your
answers to these exercises with Ms. O’Connor. 37-38
Xx MOVE EARLIER?? Before: mention exempt (10 days) vs expedited
review process (20 days)
Reading: Patten, Topics 40-44, choose relevant topics and do appropriate
exercises. Charmaz, “Qualitative Interviewing and Grounded Theory
Analysis,” in Gubrium and Holstein’s Handbook of Interview Research (pay
special attention to the section in this article titled “Grounded Theory
Guidelines for Analyzing Data” (volume is available online from BC library
page; to access it, log onto your BC account, then type volume title into
Holmes search bar; click below volume title on “Available Online” and then
on “View Full Text”.)
Reading: Strunk and White, Ch. 4; Pyrczak, Ch. 8; Reynolds and Prior,
“Sticking Jewels in Your Life,” pp. 1225-30 (course pack)
Assignment due: Revise your proposal/specific aims statement based on
our discussions in class.
After today’s class: meet with your faculty advisor before next class
period. Make a copy of your proposal and deliver to him/her at least one
day IN ADVANCE of your actual meeting because advisors need time to
study the document if they are really going to discuss suggestions, sources,
revisions, etc. At your meeting, ask the advisor to sign the proposal copy,
showing that s/he has read and commented on it. Also ask if the advisor
can recommend one or more “must read” books or articles related to your
research.
Handout: “Spirituality and Attempted Suicide among American Indians”
(example of standard structure for research paper and of a Background/Lit
Review section)
17
Oct
29
18
Oct
31
19
Nov 5
Eva: If use Pascuiti, won’t be able to do it here—have to add another period. I
used to use Pyrczak Ch 8 here (instrumentation). Why the change?
Pascuiti ?? Pascuiti, "Invisible to the Eye" (example of a senior thesis from
a previous year, in packet. If you are doing a quantitative thesis, you may
ask to borrow an example of one from me and read that instead. Do NOT
wait until the last minute to ask for it, since I may not be able to get it to
you in time.)
“Data and
Methods”
section:
Review
Data
Collection;
Instrument
and
Procedures
Reading: Read one research source; make annotated bibliography.
Assignment due: draft of the "Research Methods" section for your thesis.
Evaluate and revise your work in light of relevant sections of Pyrczak, Chs.
6-9. Bring copies of this section to class for distribution and discussion.
Final Deadline: This is absolutely the LAST DAY for you to have secured
a faculty advisor. You must have done this before today’s class.)
Reading: Strunk and White, Ch. 5. Pyrczak, Ch. 8. [xx add the first section
of that grounded theory article on how to write open questions??]
Identify and read one more research source relevant to your research. (This
should be a book recommended by your advisor but doesn’t absolutely have
to be.)
(1) write an annotated bibliography entry for your book. Add book to
your reference list and mark your new entry with a **. Hand in one copy of
each to me.
(2) Refine and/or add to your operationalization of variables/concepts as
necessary; your assignment from Sept 25 should help. Then design ONE
survey or interview question that taps each variable or concept implied in
your finalized research question. (If your study will not use surveys or
interview questions as its source of data, you should discuss what type of
observations will count as data relevant to each concept of interest.) Also,
write a brief paragraph introducing yourself and your project to research
participants. This is what you will say to each participant before beginning
interviews. Bring copies of all items to class.
(3) Revise your proposal/specific aims statement based on our discussions in
class, your ongoing research, and your meeting with your faculty advisor.
Have this draft signed by your advisor and hand in to me. You can NOT
pass this assignment without the signature of your faculty advisor. The
advisor’s signature shows that s/he approves the research question and study
design and agrees to work with you next semester on the thesis.
(4) Use your “Specific Aims Statement” to write an Introduction section,
evaluating it in light of Pyrczak, Chs. 4-5. Bring copies to class.
20
Reading: Warren, “Qualitative Interviewing” or “In-depth interviewing”
in Gubrium and Holstein’s Handbook of Interview Research (or select
another chapter from “Part I: Forms of Interviewing”, as appropriate to
your choice of data collection strategy). (This volume is available online
from BC library page; you must be logged onto your BC account to access
it).
Nov 5,
21
Nov 7
22,
23
Nov
12, 14
24
Nov
19, 21
Data
collection;
Piloting and
Pretesting
Instruments
The
“Literature
Review”
section
Assignments due:
(1) annotated bibliographies and updated reference list. Hand in 1 copy
of each to me.
(2) your first draft of your complete instrument (e.g., survey, interview
schedule, etc.). Divide the instrument into sections including groups of
variables, each headed by a sentence or two that describes what general
concept it addresses and how it is important to your inquiry. If you are
doing in-depth interviewing, also create an interview guide and a form on
which to record partial transcriptions or interview summaries (see Pascuiti,
pp. 71-101 for an example). Bring copies of all the above to class for
discussion. Be prepared to pilot your instrument on other class members.
(3) revised draft of lit review
Xx another day to review instrurments?? May need to do all together
so I can oversee the whole thing
Reading: choose AT LEAST two more articles relevant to your project and
read.
Galvan, Chs. 8-10 (“Synthesizing Literature Prior to Writing a Review,”
and “Guidelines for Writing a First Draft” and “Guidelines for Developing
a Coherent Essay”)
Assignment due: write an annotated bibliography entry for each article.
Add to your reference list and mark your new entries with a **. Hand in
one copy of each item to me.
Assignment due: 2nd draft of Introduction section, revised in light of class
discussion.
25
Nov 26
Data Coding
and Analysis
26
Dec 3
Finalizing
Procedures;
Review of
Progress
XX Finalize the submit IRB paperwork about now??
Reading: Reynolds and Prior, “Sticking jewels in your life” (packet)
(example of a well-done qualitative study).
Assignment: 2nd draft of Lit Review, revised in light of class discussion
Bring copies to class.
XXRead and critique one of the “model literature reviews” (your choice) at
the end of the Galvan book. In what specific places do you see the author
following—or not following--Galvan’s advice about specific elements of a
good review?
Assignment due: Finalize instrument in light of advisor’s comments.
Then pretest your instrument on at least one person. Begin to analyze
results by the methodology you have chosen (such as entering them on your
partial transcription form).
Come to class next time ready to discuss the results, problems, successes,
etc.
Handout: “Time Scale for a 10 Minute Talk”; Writing Abstracts” (also
available at http://leo.stcloudstate.edu/bizwrite/abstracts.html)
27
,28
29
Dec 5
Dec 10
Dec 16
The
"Results"
and
"Discussion
" Sections;
The
Abstract;
Research
Presentation
s
Final ExamDue
electronicall
y by 12:30
in the
afternoon
Reading: Patten, Topics 45, 47; Pyrczak, Chs. 10-11 and reread Ch. 3.
You need not do the exercises; “Time Scale for a 10 Minute Talk” and
“Writing Abstracts” (handouts from last time)
Xx Reynolds and Prior, “Stick Jewels in Your Life,” pp. 1231-49 (course
pack)
Assignment due: Write the “limitations” statement for your Discussion
section. Bring copies to class.
Assignment due: Bring your thoughts on your analysis of pretest data for
our discussion. You do not need to make multiple copies.
For the final exam, email me finalized drafts of:
1) your introduction, research methods section, and the "limitations" part
of the discussion section (Use Pyrczak, Ch. 10-11 to evaluate the
“limitations” paragraph as you write it.)
2) your data collection instrument
3) your complete set of annotated bibliographies
4) your reference list
5) your informed consent form, informational and recruitment materials
6) any Power Point slides you have made (optional)
7) list of necessary contacts for your research. Describe each contact
person, why you need to contact them, and the state of the arrangements
you have made with them. Your goal here is to show that your project is
fully "ready to go" next semester.
"Finalized draft" means that these items should be complete and fully
revised in light of class discussions, professor’s comments, faculty
advisor's suggestions, and your own progress in researching your question.
The items should be as good as you can make them, and you should have
done a final evaluation of each section in light of Pyrczak’s chapters.