Difference between revisions of "MCSN Thursday, 17-Nov-11"
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(a) map affiliation network for the class and analyze it. Everyone write down groups (music groups, academic programs, genders, age groups, places of origin, musical taste, instruments you play, etc.) to which they affiliate on the board, or discuss. Figure out which groups you have in common. Who's connected to whom by means of affiliation lines? Create a 2-mode Pajek graph and analyze. Try using m-slices to examine only the high value lines. What sort of social structure emerges? | (a) map affiliation network for the class and analyze it. Everyone write down groups (music groups, academic programs, genders, age groups, places of origin, musical taste, instruments you play, etc.) to which they affiliate on the board, or discuss. Figure out which groups you have in common. Who's connected to whom by means of affiliation lines? Create a 2-mode Pajek graph and analyze. Try using m-slices to examine only the high value lines. What sort of social structure emerges? | ||
− | + | (b) play [[Network message passing game]]. Jill will lead (thanks Jill!). | |
Also for today: Read p. 185, and 9.1-9.4; submit 6.7. | Also for today: Read p. 185, and 9.1-9.4; submit 6.7. |
Revision as of 11:59, 16 November 2011
Self-guided in-class project day:
(a) map affiliation network for the class and analyze it. Everyone write down groups (music groups, academic programs, genders, age groups, places of origin, musical taste, instruments you play, etc.) to which they affiliate on the board, or discuss. Figure out which groups you have in common. Who's connected to whom by means of affiliation lines? Create a 2-mode Pajek graph and analyze. Try using m-slices to examine only the high value lines. What sort of social structure emerges?
(b) play Network message passing game. Jill will lead (thanks Jill!).
Also for today: Read p. 185, and 9.1-9.4; submit 6.7.