2.4 Sociology and Stats

 As students enter, please look over the reading by Joel Best, "The Truth about Damned Lies and Statistics." 

Be ready to answer questions about the reading.

Small group discussion of reading.
1. What's the problem with the statistic about children killed by guns? 

2.  According to Best, what are the 2 harmful ways that people view statistics? 

3.  How does Best say people should view statistics? 

4.  Rather than viewing a statistic's flaws, how does Best say that people should be thoughtful about statistics? 

How to be critical of statistics/research:

Ask questions.

Don't just accept the data but ask where it came from.

Look for a section (usually at the end) called Discussion or Limitations;  usually, authors are critical of their own work.

Apply:  Best's reading to your own research.

Individually

5.  What statistics or claims are in the research that you found?  Apply some of Best's suggestions to statistics from your research article.

Watch this humorous take on science and stats from John Oliver.

 

Unit 2 Sociological Research Assessment

For this unit, I want you to demonstrate that you can find primary sociological research and make sense of it.  Once you have found a research article, I want you to review it.  I will provide separate questions for you to input your responses.

I recommend you use a separate app to write and save your responses (such as Word or Google Docs).  

Then, when you are finished, open this Google Form to input your responses.

This is due by the start of our class next thursday - one week from today.

Here are the questions along with explanations and guides to answering them:

1.  Cite your article.  

The American Sociological Association (ASA) has its own format and style guide, but they charge you for the book, so I will show you where to find out how to cite using ASA style below.  ASA style is used less so it is a little harder to find; for example, you can find general help about how to cite from  LUC's libraries here, but it does not include ASA style.  The format for journal articles like those we did in class looks like this: 

Author Last Name, Author First Name. Year Published. 'Title'. Publication Title Volume number(Issue number):Pages Used. Retrieved October 10, 2013 (http://Website URL).

If you need more detail than what is above, use one of these other guides:

• Cite This For Me will create citations for you with the citation generator but it also has numerous guides to citing.  https://www.citethisforme.com/citation-generator/asa/how-to-cite-journal
• Purdue Online Writing Lab is really useful.  It has a citation guide here, and the home page is here.
• Harvard has a guide to ASA style.
• UNK has a guide here.

Lastly, Pro Tip - if you use JSTOR for research, the database has a citation generator.  If you have a resource open like a journal and you click citation, it will generate it for you (but check on the format).

Please include a link to the article so that I can click on it.

2.  Explain the need for research.   

In our first lesson of this unit (2.1), I explained the need for research (as opposed to simply common sense).  Explain why research is necessary in general.  Then, explain why the authors want to do their research.  They usually state this in the introduction of the research article (use my structure guide to help you). Finally, explain why you were interested in this particular article.  What stood out to you that made you choose this particular article? 

3.  Explain the type of research.  

In our second lesson (2.2), we learned about both the general types and specific methods of research that sociologists use.  What general type(s) of research (qualitative, quantitative, longitudinal, cross sectional, etc...)does the author use and why/how do you know?  Then explain what particular method(s) the author uses.  How did they gather their data?  (HINT: Do not confuse the background literature review for the actual research)

4. Explain the conclusions of the research.

What groups/categories are the authors studying?  What conclusions/generalizations do they come to and why are these not stereotypes (explain the difference)? Finally, why should we be careful of how we view outgroups and what might this research shed light on to prevent either outgroup homogeneity or outgroup stereotypes?

5. Critically analyze the article.

What are some of the ways of being critical about research or statistics?  How can you be critical of this article?  And lastly, is this article (or its conclusions) interesting enough that I should use it in my regular lessons (if we cover the topic) for all students to see?

Dealing with Traumatic Violence in Schools

 Personal Well Being

First of all, be mindful of yourself and other people. Take care of yourself. The news and the images are horrifying and even if you feel okay, the news may resonate in your subconscious. Don't be afraid to talk to someone about your feelings.  LUC's student wellness has mental health services o. Talk to a friend or parent or teacher. Exercise. Working out provides as much for your mental well-being as it does for your physical well-being. And, get out in nature. A walk along the lake or getting outside for 15 minutes has proven mental and physical health benefits. But also be mindful of others. Students each bring their own unique background to understand this issue. And each student is affected uniquely. Be mindful of your peers. Some students may be deeply affected by these incidents.  And other students may identify with gun ownership as a part of their personal identity.  It may be deeply ingrained just like a person's religion or sports team loyalty.  Discussing guns can be deeply personal.

Feel Empowered

Don't feel like you cannot do anything.  There are a number of important ways that you can protect yourself helping you feel like you have control over some aspect of your safety.  Try to be aware of dynamics of where you are. Know the exits. There are almost always multiple exits out of any location.  Be aware of the various escape routes so that you know the fastest way out and if that is not possible, you know a secondary way out.  Run Hide Fight. Memorize this mantra so that in a situation you can quickly remind yourself of the strategy.  First, if you know where the threat is and you can escape it - run.  Get to a safe or secure location. If you cannot escape the situation, hide if you can.  This is typically what students have learned in lockdown drills - find a place where you can't be seen, turn off lights, barricade entrances into your space.  Some doors have special locks to prevent the hinge from opening, otherwise a belt or extension cord is useful.  Lastly, be prepared to fight if confronted by the threat. Lots of objects can become defensive weapons - water bottles, laptops, books, fire extinguishers, whatever is available.  Finally, feel empowered by reviewing the specific plans of where you - specifically, Loyola has the following multi-faceted plan in place:

From Campus Safety:

Loyola Alert

If you have not yet registered for Loyola Alert, the University’s emergency alert system, please do so at LUC.edu/alert. If you previously signed up, please visit LUC.edu/alert to ensure that your contact information is up to date. We strongly encourage everyone to register. This system is only used to notify the community in the case of ongoing, on-campus incidents that have an imminent threat to loss of life. 

 

Examples include: 

• Active shooter incidents 

• Health emergencies (as ordered by public health authorities) 

• National civil emergencies  

• Threats of violence 

Active Shooter Response Plan  

While Loyola police officers, and other law enforcement agencies, train regularly for potential active shooter scenarios, it is important for all students, faculty, and staff to understand the Campus Safety Active Shooter Response plan which addresses how students, faculty, and staff should respond to this type of situation, and what the Loyola community can expect from our campus police officers.   

 

The plan follows the FBI’s Run, Hide, Fight model: Regardless of where you are, you should RUN. If you are unable to RUN, you should HIDE. If RUNNING and HIDING are not an option, you need to FIGHT. Please consult the Quick Reference Guide for more information.  

 

Campus Safety also provides a critical assessment and educational program, through our ASOC training team, that prepares groups within the community with plans for their safety on campus in the event of dangerous circumstances. The ASOC team is available through asksafety@LUC.edu and the department encourages you to avail yourselves of this program.  

 

Classroom Panic Alarm  

All classrooms on the Lake Shore, Water Tower, and Health Sciences campuses have classroom panic alarms. Should a security emergency arise, any person can quickly and easily notify the Department of Campus Safety via the instructor keyboard by pressing the F9 and F11 keys simultaneously. Doing so will send an immediate and discrete alert to campus police, who will dispatch officers to the classroom. No audible or visible alarm will be made inside the classroom except a small popup window on the task bar of the classroom computer. The classroom workstation does not need to be logged in for the notification to be sent, just powered on. Read more here.   

Lockdown Hardware  

 

Familiarize yourself with the classrooms and meeting rooms you frequently use. Verify that the room is equipped with the University’s lockdown hardware; this can be done by looking at the bottom of the door to check to see if the door and floor plates are installed, and that the locking device is in the container immediately accessible to the door. ‌Further instructions for lockdown hardware can be found here.   

 

Campus Safety would also like to remind those in the Loyola community who may need support that counseling resources are available to students through the Wellness Center at luc.edu/wellness and to faculty and staff through the University’s Employee Assistance Program.  

 

The safety and well-being of the Loyola community is Campus Safety’s top priority. If you need emergency assistance on any of the three campuses, you can reach the Campus Safety Dispatcher at 773.508.SAFE (7233). This line is monitored 24 hours a day, seven days a week, 365 days a year. The Trinity Security desk at HSC is still available at 708.216,9077 and they can contact Campus Safety as well. 

 

In the event of an emergency, you can also call 9-1-1 from all three campuses. Do not hesitate to call for police assistance – we are here for you.   

 

If you have questions or concerns about any of the items detailed here, please contact asksafety@LUC.edu.  

2.3 Ingroups and Outgroups; Categories and Stereotypes

While waiting, please review Joel Charon's "Should We Generalize About People?"

Action Item for next class: Joel Best, "The Truth about Damned Lies and Statistics." 

Please sit in your designated areas.

 

In and out is not just for burgers, it is also for groups! Sociologists use the terms ingroup and outgroup to refer to groups that you are either a member of (ingroup) or not a member of (outgroup).


To illustrate this, today I separate the class into two different groups.   To put it another way, I create an ingroup and an outgroup for each student.  Each group made a list of reasons why the other group was in that outgroup. Every time I do this lesson, the reasons break down into judgments against the other group.

For example, in class I split students into 2 groups of students wearing spirit wear and those who were not.  I asked each group to list as many answers as they could about the other group:

In just a few minutes, I created an in-group and an out-group.  

Ingroups are groups that an individual is in. You have membership in it, and because of that, you feel aligned to the group and you have ownership in it and you are more likely to trust it.  It is easier for individuals to recognize the diversity within their ingroups.

Out-groups, by contrast, are the groups that one is not a part of.  People tend to fear outgroups and judge them more than their own ingroups.  This can result in people unnecessarily fearing outgroups and scapegoating them.  They also tend to see outgroups as being less diverse and having less individuality/differences than those of an ingroup.  This is known as outgroup homogeneity.  Often, outgroups are based on a master status - a sociological term for a person's most salient group membership, or a group that defines the person to a society.

Some years I divide students by who is wearing jeans, or who is wearing hoodies or who is wearing gym shoes.  Regardless of how arbitrary the groups are, a similar result happens:  students generalize about the other group and pass judgments.   This is a small example of what happens with ingroups and outgroups.  Imagine how much we are affected by the ingroups and outgroups that we experience from the time we are young.   

Research on Ingroups and Middle School Cliques

Patricia and Peter Adler studied adolescents extensively and they concluded that the creation of cliques happens cyclically even before middle school begins and these can lead to prejudice and discrimination. Here is one of  Patricia and Peter Adler's ethnographies and you can read the abstract below:

Examples of how people can have fears and judgmental views of outgroups:

Jane Elliot's Brown Eyes/Blue Eyes illustrates racial outgroup attitudes

Jane Elliot, a teacher in the 1960s conducted an experiment in her third grade classroom to show the power of ingroups and outgroups.  

You can watch the whole video on Frontline's website.

And there is an updated version of this. Jane Elliot returns to do the experiment with college kids. It is called Angry Eye. Here is the link to watch it on mediacast.

Outgroups and the war in Iraq

In this TED talk by Sam Richards, he explains how understanding outgroups might lead to a radical experiment in empathy. Check it out:

Outgroups, Stereotypes and Islam

Here is a link to a video called I am an American that shows the dangerous stereotypes that outgroup homogeneity led to in the wake of 9/11.

In this case, Islam is the example, but it could be any religion, ethnicity or group. United States' history is punctuated with examples of groups that have been scapegoated and vilified. This is how Muslims have been treated in many cases in post-911 America. For many Americans, Muslims are an outgrip and so Americans who don't know any Muslims easily fall prey to stereotyping/overgeneralizing them, judging them, fearing them.  But I have had so many Muslim students that I don't see them as an outgroup, nor do I see them with homogeneity, or a monolith.  And that is what this video is showing. There are caring, loving, neighborly Muslims all around us and they a diverse group of people, but when they are an outgrip, it is easy to not see these realities.  Here is a link to a page hoping to end stereotypes about Muslims.

In fact, in the wake of 9/11, many Muslims were stereotyped as terrorists and some were victims of vengeful hate crimes.  But because of outgroup homogeneity, the first person murdered as a hateful vengeance for 9/11 was not even Muslim or Arab - he was Sikh.  His name is Balbir Singh Sodhi   Here is his story on NPR's Story Corps.   And 15 years later, Sikhs are still being victimized.  But Sodhi's brother has made it his mission to preach forgiveness.

2017 Americans are afraid of Muslims especially after some people are scapegoating them:

http://www.nbcnews.com/news/us-news/psychology-hate-groups-what-drives-someone-join-one-n792941

Much of hate is based in fear, said Dr. A.J. Marsden, an assistant professor of psychology at Beacon College in Leesburg, Florida — "basically, fear of the unknown, fear of what might happen and fear of anything that's different than you or falls outside your definition of what's supposed to be normal."
"We establish ourselves as a tribe, and we say this is the group for which I have a love for, for which I identify with" Marsden cited Islamophobia as an example."There's a lot of hatred in the United States toward Muslims," she said. "One of the reasons is they don't understand the religion. ... There's a lot that they don't know, and that scares them, because there is a small part of Muslims who are violent, and that is what is driving the hate."
That concept is known as the "in-group/out-group theory" — the idea that people tend to define themselves in social groupings and are quick to degrade those who don't fit into those groups."

2017 Research about media coverage of Muslims affects outgroup Americans fears

http://www.wbur.org/npr/532963059/when-is-it-terrorism-how-the-media-covers-attacks-by-muslim-perpetrators

"New research from Erin Kearns and colleagues at Georgia State University shows that the president is right — sort of. There is a systematic bias in the way terrorism is covered — just not in the way the president thinks.
Kearns says the "terrorism" label is often only applied to cases where the perpetrator is Muslim. And, those cases also receive significantly more news coverage.
"When the perpetrator is Muslim, you can expect that attack to receive about four and a half times more media coverage than if the perpetrator was not Muslim," Kearns says. Put another way, "a perpetrator who is not Muslim would have to kill on average about seven more people to receive the same amount of coverage as a perpetrator who's Muslim."
Perhaps these findings are not all that surprising to you. But there are disturbing implications for the way Americans perceive Muslims, and the way Muslims perceive themselves."

Connecting research, ingroups-outgroups, mindfulness and the fear of guns v. terrorism
https://qz.com/898207/the-psychology-of-why-americans-are-more-scared-of-terrorism-than-guns-though-guns-are-3210-times-likelier-to-kill-them/

According to the New America Foundation, jihadists killed 94 people inside the United States between 2005 and 2015. During that same time period, 301,797 people in the US were shot dead, Politifact reports.  But... Americans are more afraid of terrorism than they are of guns, despite the fact that guns are 3,210 times more likely to kill them.
Chapman University has conducted a Survey of American Fears for more than three years. It asks 1,500 adults what they fear the most. It organizes the fears into categories that include personal fears, conspiracy theories, terrorism, natural disasters, paranormal fears, and more recently, fear of Muslims.
In 2016, Americans’ number-one fear was “corruption of government officials”—the same top fear as in 2015.  Terrorist attacks came second.  In fact, of the top five fears, two are terror-related.  And number five is not fear of guns but fear of government restrictions on guns.  Fear of a loved one dying—whether by gun violence or anything else—came next.
... after the terror attacks of Sept. 11, 2001, people began flying less and driving more. The result, estimated Gerd Gigerenzer, a German risk specialist, was that 1,595 more Americans died in road accidents during the 12 months after 9/11 than would have otherwise.  Michael Rothschild, then an emeritus professor at the University of Wisconsin, calculated some of the risks we face:
One in 6 million: Risk of dying in a plane hijacking, assuming you fly four times a month and hijackers destroy one plane every year. (Just to be clear, since 9/11, hijackers have not destroyed any flights in the US.)
One in 7,000: the risk of dying in a car accident in any given year
One in 600: the risk of dying from cancer in any given year
According to data compiled from the Centers for Disease Control, over 2005-2014, an average of 11,737 Americans a year were shot dead by another American (21 of them by toddlers), 737 were killed by falling out of bed, and nine were killed by Islamic jihadists—who in most cases were US citizens, not immigrants (Nearly twice as many Americans kill themselves with guns as kill each other).

In this example, the media and most Americans see terrorists as an outgroup and because some terrorists claimed to act in the name of Islam, Americans stereotype the category of Muslims into terrorist.  The fear, mistrust and stereotype result from most Americans seeing them as an outgroup.

The power of recognizing our own outgroups

I think that the point of sociological mindfulness is becoming more aware of others and part of that awareness is an understanding of how we may have portrayed that group in our own minds. So understanding the idea of in-group/out-group dynamics is easy but applying it to ourselves is the challenging part.  But when we recognize outgroups, we can be more mindful about how we think about them and question where our assumptions about them have come from.  And maybe most importantly, we can bridge these outgroups by getting to know people who are part of our outgroups.

Powerful examples of how bridging outgroups can make a difference

Stranger at the Gate is a 2022 short documentary that shows the power of both outgroups and conquering their dangerous consequences through our shared humanity.

Here is the movie's website.

Here is a preview from NPR's Here and Now.

Former marine Richard "Mac" McKinney was determined to bomb the local Islamic center in Muncie, Indiana. But the kindness he was shown there not only made him drop his plans, but eventually become a member of the community. The story is told in the new short film "Stranger at the Gate," directed by Josh Seftel.

Listen to it below:

Former student of mine, Amina Amdeen

Here is a Muslim former student of mine, Amina Amdeen on NPR's Story Corps who makes me so proud.  Listen to her story about the danger of outgroups and how bridging the gap can bring people together.

Here is NPR's coverage of the story.

Transforming a white supremacist
This episode of On Being demonstrates how creating an ingroup can also create empathy.

"We'd heard Derek Black, the former white power heir apparent, interviewed before about his past. But never about the friendships, with other people in their twenties, that changed him. After his ideology was outed at college, one of the only orthodox Jews on campus invited Derek to Shabbat dinner. What happened over the next two years is like a roadmap for transforming some of the hardest territory of our time."

More about Black's transformation in the 2018 Pulitzer Prize winning book by Eli Saslow called Rising Out of Hatred.

Cubs Joe Maddon and The Creation of Ingroups and Empathy

http://www.pbs.org/program/american-creed/

Cubs Joe Maddon's "Hazelton Integration Project is a great example of how creating ingroups can help people bridge outgroups like race, immigration status and social class.  Essentially Coach Maddon did what I did in class: He created ingroups.  Except, he did it to create bonds between the group members so that they would no longer see each other through the outgroup lens creating mistrust, hate and stereotypes.

1.  What are some of your ingroups that you are a part of on a macrosociological level?

2.  What are some of your ingroups that you are a part of on a microsociological level?

As this semester goes on, be mindful of the groups that we talk about that you are not a part of. You must make a conscious effort to understand these groups and recognize the diversity within these groups. 

Research is important in helping us understand the unique aspects of out groups that we may not be familiar with.  Additionally, it is important to recognize our own biases connected to our in-groups so that this does not affect the objectivity of our research.

3. Why is it important to be sociologically mindful of our ingroups and outgroups?

4.  Choose one of the examples above that you think is a good example of the importance of ingroups and outgroups.  Identify the two groups in the article.  how does one of the groups judge/stereotype their outgroup?

Applying ingroup/outgroup dynamics to your research:

5.  Examine the research article that you found for this unit.  

Was the research focused on an ingroup or outgroup for you?   

6.  How might your research shed light on this group to avoid viewing the group with outgroup homogeneity?

Now think about your own life.  What are your in groups?  What are the outgroups that you could become more aware of, more empathetic to?

Categories and Stereotypes

After reading Joel Charon's "Should We Generalize About People?"

1.   According to Charon, is it okay to generalize? Why or why not?

2.  What is the difference between a generalization and a stereotype?

                        

After reading Joel Charon's "Should We Generalize..." hopefully, you realize that yes we must generalize because it is what makes us intelligent human beings. But our great strength as humans can also be a horrible flaw. If we do not generalize and categorize accurately then we run the risk of stereotyping. We must realize that although individuals can be categorized into certain groups, it doesn't mean that all individuals fit that group's generalization. Toward the end of the reading, Charon says, 

"If we are open-minded and reflective, we can even evaluate how good or how poor our generalizations are, and we can alter what we know as we move from situation to situation."

This is both the task and the promise of sociology.  Sociology challenges us to think about our generalizations and assumptions about what we know and it promises us that with proper thought and care we can understand people better.  

Apply the idea of ingroups/outgroups and categories/generalizations to the research that you found:

3.  What are the groups that are examined in the original research that you found? (Use the abstract)

4.  Does your researcher make any generalizations/conclusions about the group? (Use the abstract or conclusion)

5.  Does your researcher explain any nuances about the group that might help people from the outgroup think more critically about the group?

Examples of stereotypes and lessons we can learn from them:
 

Stereotypes about Muslims
The video called I am an American that shows the dangerous power that extreme stereotypes can lead to.

In this case, Muslim is the category, but it could be a different religion, ethnicity or any other category of people.  United States' history is littered with examples of groups that have been scapegoated and vilified. This is how Muslims have been treated in many cases in post 9/11 America. But I have had so many Muslim students who prove that this is just a stereotype. And that is what this video is showing. There are caring, loving, neighborly Muslims all around us but extreme stereotypes lead us to only see the stereotype and ignore reality.  Here is a page from Indiana University called Muslim Voices which is trying to correct the stereotyping.

Lesson: Don't give in to outgroup homogeneity.  Even if you do not know the complex dynamics within an outgroup, be cognizant that those variations probably exist. 

Examples of stereotypes about differently-abled individuals 

Brett Eastburn
Brett Eastburn was born with no arms or legs.  Here is an article in the Daily Herald about Eastburn visiting a school in Mt. Prospect.  We might categorize him as disabled, but we should be careful about the assumptions and stereotypes that go along with that category.  Here is a Ted Talk by Eastburn and here is his book, I'm Not Missing Anything. 

 

Nick Vujicic
Another powerful differently-abled speaker is Nick Vujicic. He is a motivational speaker who also has no limbs.   Here is a video of him on youtube

 

Aaron Fotheringham

This is a video about Aaron Fotheringham, an "extreme sitter." Aaron has been in a wheelchair his whole life, but he sees it as an opportunity. Again, we should be careful of our stereotypes. Aaron is way more rad than I will ever be, but he is in a wheelchair and I am not.  If you search youtube, you can see Aaron doing a double backflip! But there are also lots of videoes of him crashing over and over again and again. It takes hard work and lots of effort to become good at what you do.  

Hard work was a theme in all of the above videoes.  And if you read the rest of Outliers, Gladwell makes the case that the most successful people spend ten thousand hours developing their skills.  The other theme that comes out in all of these videoes from Brett Eastburn to Aaron Fotheringham is that in order to find meaning in your life you must find a way to serve others.  Find a way to help other people.  You have talents.  Develop them and find a way to use them to help others.  That is your purpose.  And here is Aaron "wheels" Fotheringham at the 2016 Paralympics:


 

Here is the latest update from Wheelz on the BBC. 

Here is a video about a different type of street performer that also challenges your assumptions about the category "disabled".








I love how these "disabled" people see their opportunity to teach others.  Their lessons seem to be similar:  The world doesn't owe you anything.  You owe yourself hard work and dedication to become what you want.  Find a way to help others/teach others.  Don't stereotype and keep an open mind.

Lessons from differently-abled individuals:

• Accept yourself as a part of creation; your existence is the universe's confirmation to you that you matter.
• Develop your talents/desires.  Whatever you want takes hard work. It takes failure, discomfort and effort.
• Find ways to serve others.  Whenever you don't know what to do or when your life feels directionless or meaningless, find a way to serve others.  We all have talents that can help others.

3.  Choose one of the examples of stereotypes above.  What did you think about the example?  What is the category?  What is a stereotype of that category?  What are some accurate generalizations?

4.  Apply categories and stereotypes to the research article that you are examining:

What are the categories that your research article covers?

Are these ingroups or outgroups for you?
What are the generalizations in your research article?
Are there stereotypes that your research article dispels?

Dealing with stereotypes
Finally, when you feel like you have been stereotyped, how do you react? What do you do? Anis Mojgani suggests that you shake the dust. Checkout his slam poem. Here is a link to his poem in writing.

Lesson from Mojgani: When you have been stereotyped, shake the dust.  Move on and don't let the dust settle on you.  Don't let it define you.

5.  Have you ever been the victim or perpetrator of a stereotype?  What was the stereotype and category?  Share a personal example.

The Cookie Thief, a poetic example of judging
There is a poem I like that illustrates Charon's point. The poem called "The Cookie Thief" by Valerie Cox. We are all cookie thieves sometimes in how we erroneously use the categories that Charon talks about. 

Lesson: 
We have all been both the victim of stereotyping and the perpetrator of it.  Try not to be the cookie thief.

EXTRA:

This American Life, radio episode about stereotypes 

Another great source about stereotypes is episode 362 from This American Life. Click here to listen to the episode where 5 people tell stories about stereotyping. Listen to the prologue about people with disabilities, and Act One about NY cops stereotyping people coming from Brooklyn.

HW REMINDER: Joel Best, "The Truth about Damned Lies and Statistics."