{"id":134,"date":"2018-10-02T12:07:56","date_gmt":"2018-10-02T12:07:56","guid":{"rendered":"http:\/\/wp.lancs.ac.uk\/floodarchive\/?page_id=134"},"modified":"2019-10-03T12:50:59","modified_gmt":"2019-10-03T12:50:59","slug":"how-to-analyse-data","status":"publish","type":"page","link":"https:\/\/wp.lancs.ac.uk\/floodarchive\/how-to-guide\/how-to-analyse-data\/","title":{"rendered":"How to analyse data"},"content":{"rendered":"<p><span style=\"color: #ff6600;font-size: 12pt\"><strong>Here you will explore:<\/strong><\/span><\/p>\n<ul>\n<li><span style=\"color: #ff6600;font-size: 12pt\"><strong>reasons for analysing data<\/strong><\/span><\/li>\n<li><span style=\"color: #ff6600;font-size: 12pt\"><strong>four steps to data analysis<\/strong><\/span><\/li>\n<li><span style=\"color: #ff6600;font-size: 12pt\"><strong>two examples of data analysis from the <\/strong><strong>Children, Young People and Flooding project<\/strong><\/span><\/li>\n<\/ul>\n<div style=\"width: 594px\" class=\"wp-caption alignnone\"><a href=\"https:\/\/wp.lancs.ac.uk\/floodarchive\/how-to-analyse-data-long-description\/\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/12\/how-to-analyse-data-flowchart-2.jpg\" alt=\"data analysis flowchart. Long description via link. \" width=\"584\" height=\"607\" \/><\/a><p class=\"wp-caption-text\"><span style=\"font-family: helvetica;font-size: 12pt\">Where data analysis fits into the process of working with flood-affected communities<\/span><\/p><\/div>\n<p><span style=\"font-size: 12pt\"><span style=\"color: #ff6600\"><strong><span style=\"color: #ff6600\">Why analyse data?<\/span>\u00a0<\/strong><\/span>Data you have collected can be used simply as evidence of your community engagement activity, but it can also be <strong>analysed<\/strong> to better understand people\u2019s experiences and perspectives and help develop further flood resilience work or support decision making<strong>.<\/strong><\/span><\/p>\n<p><span style=\"font-size: 12pt\"><span style=\"color: #ff6600\"><b>Data analysis flowchart<\/b> <span style=\"color: #000000\">Here<\/span><\/span> are four basic steps to data analysis:<\/span><\/p>\n<p><a href=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/data-analysis-flowchart-long-description\/\"><span style=\"font-size: 12pt\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1171 size-large\" src=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/12\/Analysing-data-flowchart-985x1024.jpg\" alt=\"Flowchart of data analysis in 4 steps. Long description via link\" width=\"584\" height=\"607\" srcset=\"https:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/12\/Analysing-data-flowchart-985x1024.jpg 985w, https:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/12\/Analysing-data-flowchart-289x300.jpg 289w, https:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/12\/Analysing-data-flowchart-768x798.jpg 768w, https:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/12\/Analysing-data-flowchart.jpg 1084w\" sizes=\"auto, (max-width: 584px) 100vw, 584px\" \/><\/span><\/a><\/p>\n<p><span style=\"font-size: 12pt\"><em>*Because of the huge amount of data produced during the Children, Young People and Flooding project, and because of the poor conditions in which much of the data was recorded (e.g. outside in windy conditions, or indoors in a noisy workshop setting), it was only possible to transcribe sections of the data from the Group Conversations<\/em>.<\/span><\/p>\n<h1><span style=\"font-size: 12pt\"><span style=\"color: #ff6600\">Example 1\u00a0<\/span>One major theme that emerged during the analysis of the Children, Young People and Flooding Project was <strong><em>Children as active contributors in flood response and recovery.<\/em><\/strong><\/span><\/h1>\n<p><span style=\"font-size: 12pt\">In the transcripts the team found instances of children describing how they had been actively engaged both in the immediate response to the flood events and during the recovery process. Examples included checking on neighbours, helping to move their own and other people\u2019s furniture upstairs and joining in with the clean-up.<\/span><\/p>\n<table style=\"width: 100%;border-collapse: collapse;height: 221px\" border=\"1\" cellspacing=\"10\" cellpadding=\"10\">\n<tbody>\n<tr>\n<td style=\"width: 282px;vertical-align: top;background-color: #ebe4e4\"><span style=\"font-size: 12pt\">Daniel, aged 14:<\/span><\/p>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>We\u2019ve a lot of elderly people down our road. I wanted to help them &#8211; they had no one. I went to see if they wanted anything taking upstairs.<\/em><\/span><\/p>\n<\/td>\n<td style=\"width: 282px;vertical-align: top;background-color: #eeeeee\"><span style=\"font-size: 12pt\">Richard, aged 14:<\/span><\/p>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>I had to unplug all the electricals, put the speakers up high. We also had to stack a sofa on a sofa, put chairs and the rug on top\u2026 to make sure they were safe.<\/em><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"font-size: 12pt\">The children and young people generally described this role as a positive one, expressing satisfaction about how they had been able to support others in difficulty. For example, Sara served tea and coffee to evacuated families and rescue teams at her local village hall and Avril and Helena gave up a riding lesson to help clean up their friend\u2019s house.<\/span><\/p>\n<table style=\"width: 100%;border-collapse: collapse\" border=\"1\" cellspacing=\"10\" cellpadding=\"10\">\n<tbody>\n<tr>\n<td style=\"width: 50%;background-color: #ebe4e4;vertical-align: top\"><span style=\"font-size: 12pt\">Sara, aged 14:<\/span><\/p>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>I felt quite good at myself then. I could have been home just watching TV and I was actually constructive and helping people..<\/em><\/span><\/p>\n<\/td>\n<td style=\"width: 50%;background-color: #eeeeee;vertical-align: top\"><span style=\"font-size: 12pt\">Avril, aged 9 and Helena aged 10:<\/span><\/p>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>No way would we have let our friend have to do it all herself\u2026 because we would be guilty. We didn\u2019t even have to make a choice.<\/em><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"font-size: 12pt\">One young man, aged 19 at the time and a university student, described his role with a community volunteer group, formed in response to the flooding. The youngest member of the team, he went out delivering sandbags and food parcels in what he described as &#8216;hazardous conditions&#8217;:<\/span><\/p>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>\u2026It sounds horrible \u2026 I\u2019m taking personal achievement out of dealing with someone\u2019s house but\u2026 I don\u2019t know, there\u2019s a sense of pride\u2026 There\u2019s a sense of pride in that.<\/em><\/span><\/p>\n<h1><span style=\"font-size: 12pt\"><span style=\"color: #ff6600\">Example 2\u00a0<\/span>Another important theme that emerged from this project was <strong><em>Children\u2019s understanding of flood adaptation and new normalities<\/em><\/strong>.<\/span><\/h1>\n<p><span style=\"font-size: 12pt\">The transcripts highlighted the children\u2019s high level of \u2018flood awareness\u2019. This was shown by their concern about the likelihood of further flooding and a fear that that the community had not taken measures to prepare for next time and just wanted to get \u2018back to normal\u2019:<\/span><\/p>\n<table style=\"width: 100%;border-collapse: collapse;height: 221px\" border=\"1\" cellspacing=\"10\" cellpadding=\"10\">\n<tbody>\n<tr>\n<td style=\"width: 282px;background-color: #ebe4e4;vertical-align: top\"><span style=\"font-size: 12pt\">Jodi, aged 14:<\/span><\/p>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>I\u2019m just kind of like worried it\u2019s going to happen again this year\u2026 I suppose I\u2019m going to worry every year, though. Even if it doesn\u2019t happen, we\u2019re still going to worry.<\/em><\/span><\/p>\n<\/td>\n<td style=\"width: 282px;background-color: #eeeeee;vertical-align: top\"><span style=\"font-size: 12pt\">Daniel, aged 14:<\/span><\/p>\n<p style=\"padding-left: 30px\"><span style=\"font-size: 12pt\"><em>\u2026 People do kind of forget about what it was like a year ago\u2026 They forget it could happen again.<\/em><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"font-size: 12pt\">At the same time, many of the young people demonstrated an understanding of the need for families and communities to adapt to a \u2018new normal\u2019 that ensured they were prepared. Britney, aged 8 described her family\u2019s plans:<\/span><\/p>\n<p><span style=\"font-size: 12pt\"><em>We\u2019ve sorted out next time. We\u2019ve got a flood toilet\u2026 The floodwater can\u2019t go inside it\u2026 And then we\u2019re gonna turn all the lights off\u2026 and we\u2019re gonna go upstairs. And then we\u2019re gonna put some candles on\u2026 And we\u2019re gonna get loads of food.<\/em><\/span><\/p>\n<div id=\"attachment_417\" style=\"width: 271px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-417\" id=\"longdesc-return-417\" class=\"wp-image-417 size-medium\" src=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/10\/Resilience-raft-1-261x300.jpg\" alt=\"Workshop clay, cork and feather Model\" width=\"261\" height=\"300\" longdesc=\"http:\/\/wp.lancs.ac.uk\/floodarchive?longdesc=417&amp;referrer=134\" srcset=\"https:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/10\/Resilience-raft-1-261x300.jpg 261w, https:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/10\/Resilience-raft-1.jpg 685w\" sizes=\"auto, (max-width: 261px) 100vw, 261px\" \/><p id=\"caption-attachment-417\" class=\"wp-caption-text\"><span style=\"font-family: helvetica;font-size: 12pt\">Richard&#8217;s Resilience Raft<\/span><\/p><\/div>\n<p><span style=\"font-size: 12pt\">The data included a photograph of a model Richard had made of a person sitting on a raft. The transcripts revealed his reasons for making this and his understanding of the need for communities to learn to live with flood risk:<\/span><\/p>\n<p><span style=\"font-size: 12pt\"><em>It\u2019s a little raft and there\u2019s a person sitting on it. They\u2019re all prepared\u2026 They didn\u2019t realise that it would have ever flooded but now they realise that it will more than likely flood again, so they\u2019ve bought themselves a little raft that I made\u2026<\/em><\/span><\/p>\n<p><span style=\"font-size: 12pt\">Richard, aged 14<\/span><\/p>\n<p><span style=\"font-size: 12pt\">In the case of the Children, Young People and Flooding project, the team identified six main themes from the data that later became principal research findings. These findings are explained in our <a href=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2019\/09\/Accessible-Children-Young-People-and-Flooding-Report-Final.pdf\">Children Young People and Flooding Report<\/a> and expanded on in <a href=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/resources\/books-and-articles\/\" target=\"_blank\" rel=\"noopener noreferrer\">academic papers<\/a> and <a href=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/flood-narratives\/\" target=\"_blank\" rel=\"noopener noreferrer\">flood narratives<\/a>.<\/span><\/p>\n<p><span style=\"font-size: 12pt\"><strong>Please reference as: <em>Flooding \u2013 a social impact archive<\/em>, Lancaster University<\/strong><\/span><\/p>\n<p><span style=\"font-size: 12pt\">\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Here you will explore: reasons for analysing data four steps to data analysis two examples of data analysis from the Children, Young People and Flooding project Why analyse data?\u00a0Data you have collected can be used simply as evidence of your &hellip; <a href=\"https:\/\/wp.lancs.ac.uk\/floodarchive\/how-to-guide\/how-to-analyse-data\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":368,"featured_media":0,"parent":9,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"tags":[9,8,16,15,19],"class_list":["post-134","page","type-page","status-publish","hentry","tag-children-young-people","tag-communities","tag-data","tag-ethics","tag-methods"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/Pa0Enl-2a","_links":{"self":[{"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/pages\/134","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/users\/368"}],"replies":[{"embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/comments?post=134"}],"version-history":[{"count":55,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/pages\/134\/revisions"}],"predecessor-version":[{"id":1714,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/pages\/134\/revisions\/1714"}],"up":[{"embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/pages\/9"}],"wp:attachment":[{"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/media?parent=134"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/tags?post=134"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}