All rights reserved. No part of this book may be reproduced or utilized in any formor by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing fromthe publisher.
Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Names: Fink, Arlene, author
Title: How to conduct surveys: a step-by-step guide/Arlene Fink
Description: Sixth edition | Los Angeles: SAGE, [2017] | Includes bibliographical references and index
Identifiers: LCCN 2015035702 | ISBN 9781483378480 (pbk : alk paper)
Subjects: LCSH: Social surveys | Educational surveys
Classification:
This book is printed on acid-free paper.
Acquisitions Editor: Vicki Knight
eLearning Editor: Katie Bierach
Editorial Assistant: Yvonne McDuffee
Production Editor: Jane Haenel
Copy Editor: Katharine Blankenship
Typesetter: C&M Digitals (P) Ltd
Proofreader: Tricia Currie-Knight
Indexer: Kathy Paparchontis
Cover Designer: Michael Dubowe
Marketing Manager: Nicole Elliott
Brief Contents
Preface
About
the Author
Chapter 1. Conducting Surveys: Everyone Is Doing It
Chapter 2. The Survey Form: Questions, Scales, and Appearance
Chapter 3. Getting It Together: Some Practical Concerns
Chapter 4. Sampling
Chapter 5. Survey Design: Environmental Control
Chapter 6. Analyzing and Organizing Data FromSurveys
Chapter 7. Presenting the Survey Results
Index
Detailed Contents
Preface
About the Author
Chapter 1. Conducting Surveys: Everyone Is Doing It
Example: Surveys Combined With Other Information Sources
Self-Administered Questionnaires and Interviews: The Heart of the Matter
Questions and Responses
Example: Forced-Choice Question
Example: Open-Ended Question
Survey Sample and Design
Planning for Data Analysis
Pilot Testing
Response Rate
Reporting Results
Example: The Look of Survey Results (1)
Example: The Look of Survey Results (2)
Example: The Look of Survey Results (3)
The Friendly Competition
Reliability and Validity
Usefulness or Credibility of Results
Costs
The Special Case of Online Surveys
Checklist for Deciding the Best Uses for Online Surveys
Guidelines for Surveyors Who Work With Commercial Survey Companies
The Special Case of Cell or Mobile Phones
Making the Decision
ASurvey Continuum: FromSpecific to General Use
Example: Survey With a Specific Use
Example: Survey With a General Use
Ethics, Privacy, and Confidentiality
Informed Consent
Contents of an Informed-Consent Form
The Internet and Ethical Surveys
Example Questionnaire: Maintaining an Ethically Sound Online Survey
Example: Informed-Consent Formfor an Online Survey
Children and Survey Ethics
Example: Child Assent Form
Formal Standards for Survey Ethics
Summing Up
Think About This References
Chapter 2. The Survey Form: Questions, Scales, and Appearance
Overview
The Content Is the Message Define the Terms
Select Your Information Needs or Hypotheses
Make Sure You Can Get the Information
Do Not Ask for Information Unless You Can Act on It
Example: Plan for Survey of Satisfaction With the Youth Center
Writing Questions
Open-Ended and Closed Questions
Example: Open-Ended Question
Example: Closed Question
Example: Open-Ended Question for Elementary School Teaching Program
Example: Closed Question for Elementary School Teaching Program
Making the Decision: Open-Ended Versus Closed Questions
Organizing Responses to Open-Ended Survey Items: Do You Get Any Satisfaction?
Step 1: Asking Respondents’ Opinions
Step 2: Coding LB/LLData
Example LB/LL: Response Categories
Example LB/LL: Participant Responses
Step 3: LB/LL Data
Example LB/LL: Number of Responses for Each Code
Example LB/LL: Participants’ Response Pattern
Example LB/LL: Summary of Responses
Rules for Writing Closed Survey Questions
Example: Item-Writing Skills Length, Clarity, Abbreviations, and Jargon
Example: Item-Writing Skills Concrete Questions
Example: Item-Writing Skills Specificity of Questions
Example: Item-Writing Skills Hidden Biases
Example: Item-Writing Skills Hidden Biases
Example: Question-Writing Skills Very Personal Questions
Example: Question-Writing Skills One Thought per Question Responses for Closed Questions
Yes and No
Example: Yes-and-No Responses
Rating Scales
Categorical or Continuous? What About Ordinal?
Example: Categorical Rating Scale
Example: Ordinal Rating Scale
Ordinal Scales
Example: Ordinal Scales
Example: Selecting the Number of Categories
Example: Rank Order Scale
Example: Comparative Rating Scale
Checklist
Example: Checklist Responses in Which Respondent Must Choose One Froma List of Several
Example: Checklist Responses That Respondents Answer Yes, No, or Don’t Know for Each Itemin a List
Children and Surveys
Online Surveys
Example: Survey Progress Bar
Example: Response to One Question Dictates the Response to the Next
Example: Explanation for Changing Online Responses
Plain and Simple Survey Questions and Responses
Scaling
Additive Scales
Example: ASurvey With an Additive Scale
Example: ASurvey of Foreign Language Skills
Differential Scales
Example: Scoring a Differential Scale
Summated Scales
Example: Creating a Summated Scale for a Self-EsteemSurvey
Example: Scoring a Summated Scale
Summing Up
Think About This
Chapter 3. Getting It Together: Some Practical Concerns
Overview
Length Counts
Example: How a Survey’s Circumstances Can Influence Its Length
Getting the Survey in Order
Example: An Introduction to a Telephone Survey and Its First Question
Example: Ordering Survey Questions (1)
Example: Ordering Survey Questions (2)
Example: Providing Transitions
Checklist to Guide Question Order
Questionnaire Format: Aesthetics and Other Concerns
Response Format
Example: Response Formats
Branching Questions, or the Infamous “Skip” Pattern
Example: Skip Patterns or Branching Questions
Administration: Who Gives What to Whom?
Self-Administered Questionnaires
Checklist for Using Self-Administered Questionnaires
Interviews
Reliability and Validity: The Quality of Your Survey
Is the Survey Reliable?
Example: Internal Consistency Counts
Example: Internal Consistency Does Not Count
Is the Survey Valid?
Selecting and Adapting Surveys
Example: Excerpt Froma Real Online Service Agreement for Free Survey Items (Names Changed)
Guidelines for Finding Useable and Useful Surveys in the Research Literature
Example: Search for School Dropout Surveys: Sample Findings Fromthe Web of Science
Example: Sample Reports of Reliability and Validity in the Research Literature
Finding Surveys on the Web
Example: Search for Education Surveys: ASample Page Fromthe National Center for Education Statistics
The Survey Is Put on Trial: Guidelines for Pilot Testing
AFar-Reaching World: Surveys, Language, and Culture
Guidelines for Translating Surveys
Example: Question About Ethnicity: U.S. Department of Health and Human Services
Office of Minority Health
Summing Up Think About This
References
Chapter 4. Sampling Overview
Sample Size and Response Rate: Who and How Many?
Example: Randomand Convenience Sampling
RandomSampling Methods
Example: Simple RandomSampling (1)
Example: Not RandomSampling
Example: Simple RandomSampling (2)
Making the Decision
Stratified RandomSampling
Example: Stratified RandomSampling
Making the Decision
Simple RandomCluster Sampling
Example: Simple RandomCluster Sampling
Making the Decision Systematic Sampling
Making the Decision Convenience Samples
Making the Decision
Other Convenience Sampling Methods
Example: Other Convenience Samples
Finding the Sample: Who Is In? Who Is Out? How Large Should Your Sample Be?
The Standard Error
Statistical Methods: Sampling for Two Groups and an Intervention
Example: Sample Size Calculations for Sampling Two Groups and an Intervention
Subgroups, Measures, Resources, and Schedule
Five Questions to Ask When Determining Sample Size
Example: Calculating Sample Size in a Survey of Employees in an Experimental and
Control Group
Example: Power to Detect Differences
Example: 80% Power and Effect
Example: Sample Size, Effect, and Power
Response Rate
Tips for Improving Response Rate
Weighting
Example: Calculating Poststratification Weights
Margin of Error and Confidence Level
Sample Size and the Margin of Error
Summing Up
Think About This References
Chapter 5. Survey Design: Environmental Control Overview
Which Designs Are Available?
Example: Surveys With Differing Designs
Cross-Sectional Survey Designs
Example: Cross-Sectional Design
Making the Decision
Longitudinal Surveys
Example: Longitudinal Surveys: Cohort Design
Making the Decision
Experimental Survey Designs
Example: ANonrandomized Controlled Trial or Quasi-Experimental Design
Example: ANonrandomized Controlled Trial With a Longitudinal Design
Example: ARandomized Controlled Trial or True Experiment
Example: ARandomized Controlled Trial With a Longitudinal Design
Factorial Designs: Special Cases
Making the Decision
Other Survey Designs: Normative and Case Control
Normative Survey Design
Example: Normative Design
Example: Normative Design Comparison to a Model
Making the Decision
Case Control Design
Making the Decision
Example: Case Control Design
Survey Design Validity
Internal Validity
External Validity
Surveys, Research Design, and Internal and External Validity
Example: Cross-Sectional Survey and Threats to Validity
Example: Longitudinal Design and Threats to Validity
Example: Randomized Controlled Trials and Validity
Surveys With Qualitative
Data: Threats to Internal and External Validity
Example: Qualitative Studies and Validity
Summing Up
Think About This
References
Chapter 6. Analyzing and Organizing Data FromSurveys
Overview
What Is Typical Anyway? Some Commonly Used Methods for Analyzing Survey Data
Descriptive Statistics
Example: Preschool Purposes Questionnaire
Example: Frequency of Questionnaire Responses
Example: Grouped Ratings of Preschool Purposes by 50 Directors
Averages: Means, Medians, and Modes
Example: Computing the Median for an Even Number of Scores
Example: Computing the Median for an Odd Number of Scores
Variation: Range, Variance, and Standard Deviation
Correlation and Regression
Example: Rank Order Correlation
Differences Between Groups
Statistical Differences
Statistical Significance
Surveying Differences: Usual Methods
Chi-Square
Example: Chi-Square
The t Test
Example: t Test
The Mann-Whitney UTest
Example: Mann-Whitney UTest
ANOVA
Risks and Odds
Example: Odds Ratio and Relative Risk
To Be or Not to Be: Statistician or Qualitative Analyst?
Content Analysis, Open-Ended Responses, and Comments
Example: Hypothetical Content Analysis: Teasing Boys and Girls
Putting the Cart in Front of the Horse: Selecting Analysis Methods
Seven Questions to Answer Before Choosing an Analysis Method
Data Management
Creating a Code Book or Operations Manual
Example: Excerpt Fromthe CARPS, a Survey to Detect Binge Drinking in College Students
Example: Excerpt Fromthe Code Book for the CARPS, a Survey to Detect Binge Drinking
Establishing Reliable Coding
Measuring Agreement: The Kappa
Measuring Agreement Between Two Coders: The Kappa (κ) Statistic
Reviewing Surveys for Missing Data
Entering the Data
Example: Survey Responses FromSix People
Cleaning the Data
Validating Survey Data
Summing Up
Think About This
Chapter 7. Presenting the Survey Results
Overview
Reproducing the Questionnaire
Example: Reporting Results With the Questionnaire
Example: Online Survey Statistics in Real Time
Using Tables
Example: Shell Table Describing Children in Two Schools
Example: Shell Table for Comparing Children in Two Schools
Some Table Preparation Rules
Drawing Pie Diagrams
Using Bar Graphs
Using Line Graphs
Example: Downloaded Results of a Customer Satisfaction Survey
Example: Transferring the Results of One Question Into Bar and Line Graphs
Drawing Diagrams or Pictures
Example: Words and Diagrams in Survey Reports
Writing the Results of a Survey
Organizing the Report
Example: Structured Abstract of a Survey Report
Survey Reporting Checklists and Guides
Clear-Writing Tips
The Oral Presentation
Slide Presentations
Oral Versus Written Reports: ADifference in Conversation
Example: Table Used in a Written and an Oral Report
Posters
Summing Up Think About This References
Index
Preface
The sixth edition of this book shares the same goals as the first, second, third, fourth, and fifth editions: to guide readers in developing their own rigorous surveys and in evaluating the credibility and usefulness of surveys created by others. This edition, like previous editions, also gives practical step-by-step guidance on how to achieve the goals. The guidance centers on choosing the appropriate type of survey, writing survey questions and responses, formatting the survey, deciding on the characteristics and numbers of respondents to include and how often they should be surveyed, and analyzing and reporting the results.
This edition also shares the same philosophy as previous editions. It emphasizes the need for careful planning and testing before you press “send,” mail the first survey, or conduct the first interview. But the similarities among the editions end here, and each chapter in the sixth edition has something that you won’t find in the other editions.
The fifth edition placed a strong emphasis on web-based surveys. At that time, web-based surveys were beginning their climb to the top. I think we can say without contradiction that internet surveys have made it to the top, and so this edition adds more about how to do these surveys and how to handle privacy. The universality of web surveys has raised some new concerns among researchers, among them, how to handle international surveys. After all, with the web, you can reach untold numbers of people and they can be living anywhere on the planet. But cultural beliefs and expectations vary widely, and the surveyor cannot assume that questions that “work” in one culture will necessarily be effective in another. In this edition of the book, we address the practical and ethical issues of going beyond our borders for survey information.
Also, since young people are so comfortable with surveys of all sorts, this new edition of the book provides information on how to question children of all ages, and it addresses the ethical concerns that arise when working with young people.
The sixth edition also recognizes a new trend in reporting research results. Surveyors are now required to adhere to very specific guidelines concerning the contents of a report. People who read and use survey results want to know more than just what you found. They want to be sure that the information comes from reliable sources, and they want to know how confident they can be in your results. They want transparency. The sixth edition of this book gives you reporting checklists to follow, and it discusses how to describe how much confidence survey users can place in your survey results.
Here are some of the new topics we explore in the sixth edition.
Children and Surveys.
Children of all ages are now included in surveys. We want to know how children spend their spare time, whether they are happy at home and school, and whether they drink, smoke, or use illicit drugs. Children vary in their age and ability to deal with abstract questions. The new edition of this book answers questions like: How does a survey reach children to get reliable and valid information? How does a survey for young children differ fromdoing one for teens?
Children and Survey Ethics.
Ethics requirements for children are often stricter than those for adults. This edition of the book addresses how to accommodate ethics boards and discusses the difference between assent and consent in children.
Qualitative Survey Data: Validity and Reporting.
Most surveys produce statistical data, but others may include open-ended questions that need interpretation. They may rely on semistructured or even unstructured interviews, for example. Many problems are better solved with a combination of survey designs and methods. This edition to the book discusses the values of and “threats” to the validity of qualitative studies and provides guidance in transparently reporting their purposes and methods.
International Surveys.
With the coming of smartphones and Wi-Fi, surveys are increasingly becoming international. In this edition of the book, we address how to put into practice our respect for cultural differences in designing the survey and in asking questions.
Margin of Error and Confidence Levels.
All surveys have errors because of imperfect sampling. The larger the margin of error, the less confidence we can have that the survey’s results are close to the “true” figures. This edition discusses how to think about and calculate the margin of error and confidence level for your survey.
Survey Report Checklists.
Once upon a time, surveyors could issue their reports in any way they saw fit. Now, that is no longer true, especially for published surveys. Many journals, businesses, and educational institutions require surveyors to prove that they have completed standard checklists. Adhering to these checklists is thought to better ensure the transparency and accuracy of their methods. This edition of the book discusses these checklists and their contents.
The sixth edition of this book also has had a facelift. We have enlarged the fonts to make for easier reading and retooled the graphics. I have left some features of the sixth edition exactly as they are in the other editions because readers and reviewers find themuseful. These include numerous examples and checklists and the “Summing Up ” section at each chapter’s end to make sure that the reader has access to the most important concepts. I have kept the summaries brief, but I think they are worthwhile and that it is helpful for people to know the bottomline: What should I focus on? To reinforce all major points, each chapter still has practice exercises, many of themnew to the sixth edition. The exercises will lead you to survey reports and to research that uses surveys so that you can test your skills in understanding and evaluating them. Most importantly, I have geared the practice exercises to engage and promote the reader’s skills of analyzing, evaluating, and producing information. This means avoiding exercises that focus on just regurgitating facts. I have also expanded and updated the chapter bibliographies and added additional websites, survey reports, and research studies containing surveys. I have listed sites for you to explore in case you want to adapt questions fromother surveys. Finally, the surveyor must make choices throughout the entire survey process. In response to this sometimes difficult survey activity, I have kept the
sections found throughout the book called “Making the Decision.” The purpose of these sections is to help the reader to make informed choices by citing the advantages and disadvantages at each waypoint. You can continue to expect guidance in choosing survey types, question types, sampling strategies, research designs, and data-analytic methods.
I have oriented this book so that it can be used by everyone who needs to learn how to do a survey, regardless of background. The book is long on practice and short on theory. It is intended to help you do a survey. If you want survey theory, please use the book’s bibliography. I think the book is useful for selflearning and in workshops, seminars, and formal classrooms.
On a personal note, I would like to thank my editor, Vicki Knight, for supporting me throughout the revision process. She saw to it that we assembled a large panel of reviewers to whomI amdeeply indebted:
Colleen L. Casey, University of Texas at Arlington Salvatore Falletta, Drexel University
Rhea Faye D. Felicilda, Missouri State University
Michael A. Guerra, Lincoln University
Howard Lune, Hunter College, CUNY
B. J. Moore, California State University, Bakersfield
Dawn M. Pickard, Oakland University
Marc S. Schwerdt, Lipscomb University
Julie Slayton, University of Southern California
Their suggestions were outstanding, and because I amtruly grateful for their time and effort, I really did try to incorporate their suggestions. When I didn’t, it was usually just a matter of convenience (mine), and I amsure the book suffers because of it. I would also like to thank the SAGE Production teamfor their help in reformatting and recasting the book. It is much better, and they are responsible for the improvement.
About the Author
Arlene Fink
(PhD) is Professor of Medicine and Public Health at the University of California, Los Angeles, and president of the Langley Research Institute. Her main interests include evaluation and survey research and the conduct of research literature reviews as well as the evaluation of their quality. Dr. Fink has conducted scores of evaluation studies in public health, medicine, and education. She is on the faculty of UCLA’s Robert Wood Johnson Clinical Scholars Programand is a scientific and evaluation advisor to UCLA’s Gambling Studies and IMPACT (Improving Access, Counseling & Treatment for Californians with Prostate Cancer) programs. She consults nationally and internationally for agencies such as L’institut de Promotion del la Prévention Secondaire en Addictologie (IPPSA) in Paris, France, and Peninsula Health in Victoria, Australia. Professor Fink has taught and lectured extensively all over the world and is the author of more than 130 peerreviewed articles and 15 textbooks.
1 CONDUCTING SURVEYS Everyone Is Doing It
Overview
Surveys are everywhere. You will find them in doctors’ offices, schools, airplanes, and hotel rooms. Surveys are used to collect information from or about people to describe, compare, or explain their knowledge, feelings, values, and behavior. Surveys typically take the form of self-administered questionnaires and interviews Self-administered questionnaires can be completed by hand (“paper and pencil”) or online (Internet or web-based on computers and tablets). Interviews may take place in person (“face-toface”), on the telephone (landline and mobile/cell), and in chat rooms
Survey data are used by program planners, evaluators, administrators, managers, researchers, marketers, and policy leaders in diverse fields, including business, health, education, social welfare, and politics. They are used because they get information directly from people
Surveyors must decide on the survey’s overall purposes and specific questions They also need to know who and how many people will be contacted (sampling) and when and how often the survey will take place (design). Surveyors must also process, analyze, and interpret data
Choosing among survey types (self-administered questionnaires or interviews) and administration methods (mail, telephone, or internet) requires (1) identifying the combination most likely to produce credible and accurate results and (2) balancing the desired survey types and administration methods against available resources
Survey purposes and methods fall on a continuum Some surveys can have far-reaching, generalizable effects, and their methods must be scientific. Surveys of the population’s health conducted by the U.S. government are examples of scientific surveys. Other surveys are conducted to meet specific needs; their methods may not always achieve the highest standards of scientific rigor, but they must still produce accurate results and so must use reliable and valid techniques. Polling students in a particular school to identify their summer reading choices, so as to be sure the library is well stocked, is an illustration of a survey designed to meet a specific need.
Surveyors must be concerned with protecting respondents’ privacy and assuring confidentiality of responses. Most institutions have rules for protecting “human subjects” and ensuring that their consent to respond is an informed consent Online surveys have special rules for guarding confidentiality. These surveys may be vulnerable to outsiders and need protection across three communication arms: surveyor to respondent, respondent to web server, and web server to surveyor
What Is a Survey?
Surveys are information collection methods used to describe, compare, or explain individual and societal knowledge, feelings, values, preferences, and behavior. Asurvey can be a self-administered questionnaire that someone fills out alone or with assistance, or a survey can be an interview done in person or on the telephone. Some surveys are on paper or online, and the respondent can complete them privately at home or in a central location say, at a health center. The respondent can either return the completed survey by snail mail or fill it out online. Surveys can be interactive and guide the respondent through the questions. Interactive surveys also may provide audiovisual cues to help.
Here are at least three good reasons for conducting surveys:
Reason 1: A policy needs to be set or a program must be planned.
Exploring the Variety of Random Documents with Different Content
This eBook is for the use of anyone anywhere in the United States and most other parts of the world at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org. If you are not located in the United States, you will have to check the laws of the country where you are located before using this eBook.
1.E.2. If an individual Project Gutenberg™ electronic work is derived from texts not protected by U.S. copyright law (does not contain a notice indicating that it is posted with permission of the copyright holder), the work can be copied and distributed to anyone in the United States without paying any fees or charges. If you are redistributing or providing access to a work with the phrase “Project Gutenberg” associated with or appearing on the work, you must comply either with the requirements of paragraphs 1.E.1 through 1.E.7 or obtain permission for the use of the work and the Project Gutenberg™ trademark as set forth in paragraphs 1.E.8 or 1.E.9.
1.E.3. If an individual Project Gutenberg™ electronic work is posted with the permission of the copyright holder, your use and distribution must comply with both paragraphs 1.E.1 through 1.E.7 and any additional terms imposed by the copyright holder. Additional terms will be linked to the Project Gutenberg™ License for all works posted with the permission of the copyright holder found at the beginning of this work.
1.E.4. Do not unlink or detach or remove the full Project Gutenberg™ License terms from this work, or any files containing a part of this work or any other work associated with Project Gutenberg™.
1.E.5. Do not copy, display, perform, distribute or redistribute this electronic work, or any part of this electronic work, without prominently displaying the sentence set forth in paragraph 1.E.1 with active links or immediate access to the full terms of the Project Gutenberg™ License.
1.E.6. You may convert to and distribute this work in any binary, compressed, marked up, nonproprietary or proprietary form, including any word processing or hypertext form. However, if you provide access to or distribute copies of a Project Gutenberg™ work in a format other than “Plain Vanilla ASCII” or other format used in the official version posted on the official Project Gutenberg™ website (www.gutenberg.org), you must, at no additional cost, fee or expense to the user, provide a copy, a means of exporting a copy, or a means of obtaining a copy upon request, of the work in its original “Plain Vanilla ASCII” or other form. Any alternate format must include the full Project Gutenberg™ License as specified in paragraph 1.E.1.
1.E.7. Do not charge a fee for access to, viewing, displaying, performing, copying or distributing any Project Gutenberg™ works unless you comply with paragraph 1.E.8 or 1.E.9.
1.E.8. You may charge a reasonable fee for copies of or providing access to or distributing Project Gutenberg™ electronic works provided that:
• You pay a royalty fee of 20% of the gross profits you derive from the use of Project Gutenberg™ works calculated using the method you already use to calculate your applicable taxes. The fee is owed to the owner of the Project Gutenberg™ trademark, but he has agreed to donate royalties under this paragraph to the Project Gutenberg Literary Archive Foundation. Royalty payments must be paid within 60 days following each date on which you prepare (or are legally required to prepare) your periodic tax returns. Royalty payments should be clearly marked as such and sent to the Project Gutenberg Literary Archive Foundation at the address specified in Section 4, “Information about donations to the Project Gutenberg Literary Archive Foundation.”
• You provide a full refund of any money paid by a user who notifies you in writing (or by e-mail) within 30 days of receipt that s/he does not agree to the terms of the full Project Gutenberg™
License. You must require such a user to return or destroy all copies of the works possessed in a physical medium and discontinue all use of and all access to other copies of Project Gutenberg™ works.
• You provide, in accordance with paragraph 1.F.3, a full refund of any money paid for a work or a replacement copy, if a defect in the electronic work is discovered and reported to you within 90 days of receipt of the work.
• You comply with all other terms of this agreement for free distribution of Project Gutenberg™ works.
1.E.9. If you wish to charge a fee or distribute a Project Gutenberg™ electronic work or group of works on different terms than are set forth in this agreement, you must obtain permission in writing from the Project Gutenberg Literary Archive Foundation, the manager of the Project Gutenberg™ trademark. Contact the Foundation as set forth in Section 3 below
1.F.
1.F.1. Project Gutenberg volunteers and employees expend considerable effort to identify, do copyright research on, transcribe and proofread works not protected by U.S. copyright law in creating the Project Gutenberg™ collection. Despite these efforts, Project Gutenberg™ electronic works, and the medium on which they may be stored, may contain “Defects,” such as, but not limited to, incomplete, inaccurate or corrupt data, transcription errors, a copyright or other intellectual property infringement, a defective or damaged disk or other medium, a computer virus, or computer codes that damage or cannot be read by your equipment.
1.F.2. LIMITED WARRANTY,
DISCLAIMER OF DAMAGES
- Except for the “Right of Replacement or Refund” described in paragraph 1.F.3, the Project Gutenberg Literary Archive Foundation, the owner of the Project Gutenberg™ trademark, and any other party
distributing a Project Gutenberg™ electronic work under this agreement, disclaim all liability to you for damages, costs and expenses, including legal fees. YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE FOUNDATION, THE TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.
1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a defect in this electronic work within 90 days of receiving it, you can receive a refund of the money (if any) you paid for it by sending a written explanation to the person you received the work from. If you received the work on a physical medium, you must return the medium with your written explanation. The person or entity that provided you with the defective work may elect to provide a replacement copy in lieu of a refund. If you received the work electronically, the person or entity providing it to you may choose to give you a second opportunity to receive the work electronically in lieu of a refund. If the second copy is also defective, you may demand a refund in writing without further opportunities to fix the problem.
1.F.4. Except for the limited right of replacement or refund set forth in paragraph 1.F.3, this work is provided to you ‘AS-IS’, WITH NO OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO WARRANTIES OF MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.
1.F.5. Some states do not allow disclaimers of certain implied warranties or the exclusion or limitation of certain types of damages. If any disclaimer or limitation set forth in this agreement violates the law of the state applicable to this agreement, the agreement shall be interpreted to make the maximum disclaimer or limitation permitted
by the applicable state law. The invalidity or unenforceability of any provision of this agreement shall not void the remaining provisions.
1.F.6.
INDEMNITY
- You agree to indemnify and hold the Foundation, the trademark owner, any agent or employee of the Foundation, anyone providing copies of Project Gutenberg™ electronic works in accordance with this agreement, and any volunteers associated with the production, promotion and distribution of Project Gutenberg™ electronic works, harmless from all liability, costs and expenses, including legal fees, that arise directly or indirectly from any of the following which you do or cause to occur: (a) distribution of this or any Project Gutenberg™ work, (b) alteration, modification, or additions or deletions to any Project Gutenberg™ work, and (c) any Defect you cause.
Section 2. Information about the Mission of Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of electronic works in formats readable by the widest variety of computers including obsolete, old, middle-aged and new computers. It exists because of the efforts of hundreds of volunteers and donations from people in all walks of life.
Volunteers and financial support to provide volunteers with the assistance they need are critical to reaching Project Gutenberg™’s goals and ensuring that the Project Gutenberg™ collection will remain freely available for generations to come. In 2001, the Project Gutenberg Literary Archive Foundation was created to provide a secure and permanent future for Project Gutenberg™ and future generations. To learn more about the Project Gutenberg Literary Archive Foundation and how your efforts and donations can help, see Sections 3 and 4 and the Foundation information page at www.gutenberg.org.
