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This paper intends to demonstrate the parallels between a qualitative methodology, component analysis, which is predominantly used in cognitive anthropology and linguistics, and the quantitative explorative method-cluster analysis. Social identities and their related structural categories serve as examples of the method. In the methodology and logic involved in the categorization of meaning, abstraction is the key difference between connotative and structural meaning. Abstraction and the identification of higher order categories in cluster analysis are compatible with the extraction of structural meaning from the semantic differential ratings of the affective meanings of identities. The dichotomy of exclusion and inclusion is the most relevant relation for the qualitative analysis of meaning and can be mathematically operationalized by Euclidean squared distance in k-means cluster analysis.

Student evaluation is a common technique for faculty to receive feedback about their teaching. The study reveals whether there is any relation of students’ gender in evaluating teacher. The sample size is 250 students from four different universities of Pakistan. The data analysis is carried out by using descriptive statistics (mean and standard deviation), independent sample t-test, regression analysis and reliability analysis (Cronbach alpha). The result of the study shows that teachers are evaluated equally by the male and female students. The analysis showed that there are some differences in teachers’ evaluation.

In this paper it is said that cultural evolution consists of four phases which are denoted by the words nature, mythology I, mythology II and history. Pictograms, ideograms and logograms signify two phases fundamental for the later emergence of the linear writing and time as history and thought. The nowaday operational structures of cognition appear as rooted in prehistoric thought meaning vision, ideas – images seen with the inner eye – and logos as orientation of logograms. Thus it is assumed that logic in the form of the elementary first order propositional calculus should be derived from the orientation symmetry of space. The author gives an exact proof in terms of the Clifford algebra that this is indeed the case. Four basic representations in Cl2, Cl3, Cl3 and Cl3,1 of the 16 expressions of second order logic relations are given. The proposition of transformational self-reference is defined. The most basic self-referent representation of Peirce's box-X icons (the 16 binary logic connectives) is derivated from the spin-representation δD2d of the spatial congruence group of the square or the mandala of the sunwheel. Finally it is shown that the representation in terms of the idempotents of the Clifford algebra Cl3,1 is isomorphic with Zellweger's logic garnet.

The relative strengths of focus groups and individualinterviews have been more the subject of speculationthan systematic research. This study statisticallytests the notion that participants in focus groups andindividual interviews equally raise sensitive topicsfor discussion. Ninety-seven year-round residents fromthe Chelém Lagoon region in Yucatán, Mexicoparticipated in 1 of 12 focus groups or 19 individualin-depth interviews. A professional moderator usingthe same discussion guide concerning the sharedmangrove ecosystem conducted the sessions. The 31sessions resulted in more than 500 pages oftranscripts which were systematically and iterativelycoded using a grounded theory approach. The codedqualitative data were transformed into summaryvariables that allowed for statistical analysis andtesting of the research hypothesis. The studyillustrates that the individual interviews were 18times more likely to raise socially sensitivediscussion topics than the focus groups. Additionally,the study found the two qualitative methods to revealcomplementary, not substitute, sets of information.

While some people have no particular problems stating in a word or two how they self-identify, others may struggle with this task, as it stirs up emotions, doubts, and deeper reflections. This paper proposes methodology for analysing short free-text comments in relation to immigrants’ self-identification. It builds on a quantitative study concerning migration to Israel by English-speakers, concentrating on a qualitative analysis of their self-identification in the light of 249 free-text comments. The constructs of anchoring and objectification from the interdisciplinary theory of social representations guide the interpretation of results obtained in a two-step process: classical qualitative content analysis followed by the Multiple Correspondence Analysis. The findings demonstrate that at least for some immigrants in Israel, self-identification appears to be a complex process, in which single and hyphenated identifications concentrate more on the negative aspects or challenges of acculturation, while self-identifications based on religion and social role focus more on the positive view of giving advice to others.