Elevator+Paper+Headings


 * 6-25-10 Here is the start to the paper, the intro, history and future of elevators, plus the purpose, elevator world, and definitions (definitions need some modifications). We might want to move this to Google docs to simplify multiple authors: **


 * [|Elevator paper - Risner - Fuller - Athens.doc] **


 * UNIFYING THEME: Maintaining elevator reality: Tacit cooperation in an effort to maintain elevator efficiency **


 * Basic Social Psychological Problem: To efficiently and safely move from point A to point B, the elevator rider must minimize their personal space and cooperate with other riders. **

**Underneath this:**


 * ** Respecting riders' personal space **


 * Respecting physical space
 * Positioning
 * Respecting visual space
 * Not staring at strangers
 * Respecting verbal space
 * Lowering voice


 * ** Maintaining elevator efficiency **
 * Deferring to others
 * Holding doors
 * Stepping back
 * Pushing buttons for others so don't have to rearrange crowd
 * Ordering of entrance/exit
 * Queuing up in an efficient manner
 * Pushing buttons in the most efficient way
 * Anticipating entrance/exit so don't delay others
 * Anticipating entrance/exit so don't delay others


 * The Unifying Theme: Respecting Space/Others in the Elevator**

From Webb regarding express line behavior, which we are to model: "//The basic social psychological problem facing express line participants is to move quickly and efficiently through a line of strangers. To accomplish that end, participants voluntarily and spontaneously cooperate to maintain the express line reality. All express-line roles and rules keep the express-line situation efficient, predictable and unproblematic. When problems arise and disrupt the express-line situation, actors work quickly to mend the damage and restore the express-line situation to its unproblematic state.//

The core variable that explains all express-line rules, roles and behaviors can be summed up in the phrase, **maintaining the express-line reality."**


 * Some Definitions (GROUP)**

Disruption: any act that violates elevator rider behavior Rider: any individual taking the elevator Button pusher: ? Elevator riding reality: rules and social expectations that describe the elevator situation and the common sense and Understood knowledge of adults Making mends: acts by riders to re-balance any disruption in the elevator situation Official rules: when a situation proceeds as expected in the participant's mind, based on their previous experiences and socialization Unofficial rules: social rules taken for granted by riders Problematic situation: when a situation does not play out as expected, and participants must redefine the situation and their role in it to cope Visual space: referring to eye contact Physical space: referring to physical proximity among riders Auditory space: referring to space within earshot among riders (?) Comfort zone: the delineation of space and distance between riders where people feel OK Non-verbal communication: gestures made to signal entering/exiting, greetings, head nod, glance Signaling: informal signs announcing that the next step in an express line sequence is about to begin. Button requests: ? any request to other,,,,, Social Equilibrium: Posing:? Typification: people know that certain "types" of people behave in typical ways in certain situations. This is fundamentally a mental image. We associate probability and causality to the typification as well, i.e. we think the man in the front of the lecture hall is the professor because he looks like a professor and we are quite certain about it, and if he walks with a limp but has a military bearing we may assume he served in war and was injured.


 * Elevator Assumptions (MARY)**

Everything elevator riders take for granted as they wait in lobby, enter, Ride, and exit the elevator.

These assumptions exist outside the realm of conscious awareness (pre-reflectively) and are only brought to attention when an assumption is violated or when the elevator ride becomes an object of study.

-all elevator riding is the same within specific cultures -elevator won’t break down -all riders will arrive safely -no special rules for riding the elevator -riders have same objectives -Young children are not expected to know all express line rules and liners generally tolerate innocent disruptions. tolerate innocent disruptions. - -


 * Coded Behaviors and Social Rules**


 * Maintaining role:** Role players’ efforts to behave according to other role player’s expectations.

Rules (state rule, define, give examples from code sheets) 1. standing distance 2. eye contact 3. speaking to others 4. keeping order in the elevator

Situation Repair: Attempts by elevator riders to re-establish social equilibrium when it has been disrupted by an intentional or unintentional rule violation. When an incongruity with expectations occur, the rider actively seeks to redefine the situation and make sense of it. Rule breaking triggers a cognitive search for meaning that ultimately plays out in action (role making & role taking.)

Rules: ??

What happens if… You bump someone, stay in the way of the buttons, block exiting?


 * For all phases*****: Code- (definition)**
 * -List examples from code sheets**
 * -Give rules**

Phase I: Waiting in the Lobby(Pre-Ride?) **(WENDY)**


 * Pushing button:**
 * Positioning:**
 * Occupying self:**
 * Anticipating entrance:**
 * Rule breaking:**

Phase II: Entering Elevator **(WENDY)**


 * Ordering of entry**
 * Positioning**
 * Deferring to another**
 * Tending to children**
 * Rule breaking**
 * Checking button**

Phase III: The Ride **(JULIA)**


 * Positioning **//(Def: the act of finding a comfortable and appropriate space) //

// **Examples:** Standing near buttons, Leaning against wall, Facing forward, Facing inward, Stepping back, Accommodating for others, Maximizing personal space //

// **Rules:** // //1. ////Find place in elevator that is furthest away from all others. // //2. ////Move over to make room for others as needed keeping as much distance as possible. // //3. ////Position self near button panel if first to enter elevator. // //4. ////If second to enter, position self on opposite side of elevator panel. // //5. ////If third to enter, position self in center of elevator. // //6. ////<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-style: normal; line-height: 115%;">Upon entering, face toward elevator doors. //


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Pushing button ****//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">(Def: the act of selecting a floor) //**

//<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-style: normal; line-height: 115%;"> **Examples**: // <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Choosing floor for self, Requesting floor to other (to push for you), Requesting floor to push (you to push for them), Assuming button control

//<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-style: normal; line-height: 115%;"> **Rules**: //
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">1. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">If closest to button panel, assume control of the button panel. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">2. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">Push a button for self to select a floor. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">3. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">If not first to enter, request the person closest to button panel to push the button for you. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">4. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">If closest to button panel, press the button for others upon request. **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Occupying self **//<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">(Def: activity to pass time) //

//**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-style: normal; line-height: 115%;"> Examples **////<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-style: normal; line-height: 115%;">: //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Staring at door, Staring at floor counter, Reading signs in elevator, Texting, Talking on cell, Fidgeting, Fixing hair/clothes, Looking at mirrors/windows, Observing surroundings

Example codes:
 * JF/1/4/166 || Occupying self || The young woman looks down at her change purse, and opens and closes it. She moves her feet awkwardly. ||
 * WA/2/3/40 || occupying self || she starts texting, and continues while she exits ||

//**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-style: normal; line-height: 115%;"> Rules **////<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-style: normal; line-height: 115%;">: //
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">1. ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">When occupying self, ignore others in the elevator. **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Interacting with companion ****//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">(Def: act of communicating with person in party) //**

//**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-style: normal; line-height: 115%;"> Examples **////<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-style: normal; line-height: 115%;">: //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Carrying on conversation, Looking at companion, Laughing with companion, Lowering voice

//**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-style: normal; line-height: 115%;"> Rules **////<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-style: normal; line-height: 115%;">: //
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">1. ****<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">Interact with companion to pass time in the elevator. **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">2. ****<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">Ignore others when interacting with companion. **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Verbal Interacting with stranger ****//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">(Def: act of communicating verbally with person not in party) //**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Examples: **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Making small talk, Making joke, Avoiding conversation, Lowering voice

1.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Rules: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> **NON-verbal Interaction with stranger** **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">(Def: act of communicating non-verbally with person not in party) //**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Examples: ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">looking at, looking away, smiling at stranger **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Rules ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">: **

Anticipating exit

Deferring to another <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">// (Def: showing courtesy) //

Tending to children

Rule breaking

Phase IV: Exiting **(MARY)**


 * Positioning**
 * Deferring to another**
 * Tending to children**
 * Rule breaking**
 * Anticipating exit**

Conclusion:** ( about two single-spaced pages)

Micro-Study Assessment Sheet (RUBRIC FOR GRADING)

Item Comment Field notes Specified number of general observations One (or more) focused observation Observation protocols use concrete language and offer full descriptions Protocols become progressively more detailed and astute Useful bracketed observations Coding Clear, well-defined and accurate codes in gerund form Codes, definitions, and included terms were honed and clarified using the constant comparative method Codes and their included terms reflect both behavior and motivations Yes Analysis Domains reflected in final outline Yes Sufficient and convincing evidence offered to support codes and rule assertions Rules are clear, accurate, and complete The taxonomy organizes codes logically and includes essential codes and behaviors Taxonomy is organized around a unifying theme (social/psychological problem) Taxonomy and outline moved beyond description to explanation Outline Outline included a section in which you define terms you use in your paper but that are not codes. Staying in Line: Spontaneous Cooperation in Grocery Store Express Lines Page 23 of 26