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Social Work Evaluation
•
Social Work Evaluation
Enhancing What We Do

•
THIRD EDITION

JAMES R. DUDLEY
University of North Carolina at Charlotte

1
3
Oxford University Press is a department of the University of Oxford. It furthers the University’s
objective of excellence in research, scholarship, and education by publishing worldwide.
Oxford is a registered trade mark of Oxford University Press in the UK and certain other countries.

Published in the United States of America by Oxford University Press

198 Madison Avenue, New York, NY 10016, United States of America.

© Oxford University Press 2020

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, without the prior permission in writing of Oxford
University Press, or as expressly permitted by law, by license, or under terms agreed with the
appropriate reproduction rights organization. Inquiries concerning reproduction outside the
scope of the above should be sent to the Rights Department, Oxford University Press, at the
address above.

You must not circulate this work in any other form

and you must impose this same condition on any acquirer.

Library of Congress Cataloging-​in-​Publication Data

Names: Dudley, James R., author.
Title: Social work evaluation : enhancing what we do / James R. Dudley.
Description: Third Edition. | New York : Oxford University Press, 2020. |
Revised edition of the author’s Social work evaluation, [2014] |
Includes bibliographical references and index.
Identifiers: LCCN 2019032564 (print) | LCCN 2019032565 (ebook) |
ISBN 9780190916657 (paperback) | ISBN 9780190916671 (epub) | ISBN 9780190916664 (updf)
Subjects: LCSH: Social service—Evaluation. | Evaluation research (Social action programs)
Classification: LCC HV41. D83 2019 (print) | LCC HV41 (ebook) | DDC 361.3072—dc23
LC record available at https://lccn.loc.gov/2019032564
LC ebook record available at https://lccn.loc.gov/2019032565

1 3 5 7 9 8 6 4 2
Printed by Marquis, Canada
I dedicate this book to my students, who have inspired and encouraged me
over many years. I am deeply grateful to them!
 C ON T E N T S

CSWE’s Core Competency Fulfillment Guide:

How It Is Covered in the Book xiii
Preface xvii
New to this Edition xviii
Other Special Features xix
Organization of the Book xxi
Acknowledgments xxiii

part i INTRODUCTION

Chapter 1 Evaluation and Social Work: Making the

Connection 3
A Focus on Both Programs and Practice 4
Practice is Embedded in a Program 5
Introduction to Evaluation 7
A Three-​Stage Approach 7
Different Purposes of Evaluations 7
Common Characteristics of Evaluations 10
Seven Steps in Conducting an Evaluation 20
Defining and Clarifying Important Terms 23
Summary 28
Key Terms 29
Discussion Questions and Assignments 29
References 30

vii
viii C ontents

part ii ORIENTATION TO THE BIGGER PICTURE

OF EVALUATIONS: WHAT’S NEXT?

Chapter 2 The Influence of History and Varying Theoretical

Views on Evaluations 35
Relevant Events in History 36
Varying Views on Theoretical Approaches 40
Synthesis of These Evaluation Perspectives 44
Key Perspectives for the Book 50
Three-​Stage Approach 50
Summary 52
Key Terms 53
Discussion Questions and Assignments 53
References 54

Chapter 3 The Role of Ethics in Evaluations 56

Ethics for Conducting Evaluations 58
Diversity and Social Justice 67
Summary 74
Key Terms 74
Discussion Questions and Assignments 74
References 76

Chapter 4 Common Types of Evaluations 78

Common Program Evaluations 78
Common Practice Evaluations 89
Common Evaluations and the Three-​Stage Approach 93
Summary 94
Key Terms 94
Discussion Questions and Assignments 94
References 95

Chapter 5 Focusing an Evaluation 96

Important Initial Questions 96
Crafting Good Study Questions for an Evaluation
as the Focus 99
Guidelines for Focusing an Evaluation 100
A Practical Tool 106
Summary 110
Key Terms 110
Discussion Questions and Assignments 110
References 111
 C ontents  ix

part iii THE PLANNING OR INPUT STAGE

Chapter 6 Needs Assessments 115

The Logic Model 116
The Link Between Problems and Needs 118
The Underlying Causes 120
Input Stage and Planning a Proposed Program 121
Why Conduct a Needs Assessment? 122
Some Purposes of Needs Assessments 122
Methods of Conducting Needs Assessments 125
Needs Assessments and Practice Interventions 140
Suggestions for How to Conduct a Needs Assessment 141
Summary 143
Key Terms 144
Discussion Questions and Assignments 144
References 146

Chapter 7 Crafting Goals and Objectives 149

Goals for Program and Practice Interventions 150
Characteristics of Goals 151
Limitations of Goals 154
Crafting Measurable Objectives 156
Three Properties: Performance, Conditions, and Criteria 160
Differences Between Measurable Objectives of Programs
and Practice 164
Summary 166
Key Terms 166
Discussion Questions and Assignments 167
References 168

part iv THE IMPLEMENTATION STAGE

Chapter 8 Improving How Programs and Practice Work 171

James R. Dudley and Robert Herman-​Smith
Link the Intervention to the Clients’ Problems 172
Implement the Intervention as Proposed 175
Adopt and Promote Evidence-​Based Interventions 179
Focus on Staff Members 184
Accessibility of the Intervention 189
Program Quality 194
Client Satisfaction 196
Evaluating Practice Processes: Some Additional Thoughts 202
Summary 207
x C ontents

Key Terms 207

Discussion Questions and Assignments 207
References 208

part v THE OUTCOME STAGE

Chapter 9 Is the Intervention Effective? 215

The Nature of Outcomes 216
Varied Ways to Measure Outcomes 219
Criteria for Choosing Outcome Measures 222
Outcomes and Program Costs 223
Evidence-​Based Interventions 224
Determining a Causal Relationship 227
Group Designs for Programs 229
Outcome Evaluations for Practice 236
Summary 247
Key Terms 247
Discussion Questions and Assignments 248
References 250

part vi FINAL STEPS IN COMPLETING AN

EVALUATION

Chapter 10 Analyzing Evaluation Data 255

James R. Dudley and Jeffrey Shears
Formative or Summative Evaluations and Data Analysis 255
Stages of Interventions and Data Analysis 257
Summary of Pertinent Tools for Qualitative Data
Analysis 260
Summary of Pertinent Tools for Quantitative Data
Analysis 264
Mixed Methods and Data Analysis 271
Summary 274
Key Terms 274
Discussion Questions and Assignments 275
References 275

Chapter 11 Preparing and Disseminating a Report of

Findings 276
Considering the Input of Stakeholders 277
Format of the Report 278
 C ontents  xi

Strategies for Preparing a Report 283

Strategies for Disseminating Reports 287
Summary 289
Key Terms 290
Discussion Questions and Assignments 290
References 291

part vii CONSUMING EVALUATION REPORTS

Chapter 12 Becoming Critical Consumers

of Evaluations 295
Daniel Freedman and James R. Dudley
Stakeholders Who Consume Evaluation Reports 296
Critical Consumption of an Evaluation Report 299
The Need for Multiple Strategies on Reports 310
Helping Clients Become Critical Consumers 311
Summary 313
Key Terms 313
Discussion Questions and Assignments 313
References 314

Appendix A: American Evaluation Association

Guiding Principles for Evaluators:
2018 Updated Guiding Principles 317
A. Systematic Inquiry: Evaluators Conduct Data-Based
Inquiries That Are Thorough, Methodical, and
Contextually Relevant 317
B. Competence: Evaluators Provide Skilled Professional
Services to Stakeholders 317
C. Integrity: Evaluators Behave With Honesty and
Transparency in Order to Ensure the Integrity of the
Evaluation 318
D. Respect for People: Evaluators Honor the Dignity,
Well-being, and Self-Worth of Individuals and
Acknowledge the Influence of Culture Within
and Across Groups 319
E. Common Good and Equity: Evaluators Strive to
Contribute to the Common Good and Advancement
of an Equitable and Just Society 319
Appendix B: Glossary 321
Index 329
 C S W E’ S C OR E C OM P E T E NC Y F U L F I L L M E N T
G U I DE : H OW I T I S C OV E R E D I N T H E B O OK

CSWE’S NINE SOCIAL WORK COMPETENCIES

COVERED IN THE BOOK

Competency Chapters
Competency 1: Demonstrate Ethical and Professional
Behavior
• Make ethical decisions by applying the standards of the 1, 2, 3, 9,
NASW Code of Ethics, relevant laws and regulations, models 10, 11, 12
for ethical decision-​making, ethical conduct of research, and
additional codes of ethics as appropriate to context;
• Use reflection and self-​regulation to manage personal values 2, 3, 12
and maintain professionalism in practice situations;
• Demonstrate professional demeanor in behavior; appear- 1, 3, 5, 8, 10, 11
ance; and oral, written, and electronic communication;
• Use technology ethically and appropriately to facilitate prac- 3, 6, 10, 11
tice outcomes; and
• Use supervision and consultation to guide professional judg- 3, 4, 5, 8
ment and behavior.
Competency 2: Engage Diversity and Difference in Practice
• Apply and communicate understanding of the importance of 2, 3, 5, 7, 8
diversity and difference in shaping life experiences in prac-
tice at the micro, mezzo, and macro levels;
• Present themselves as learners and engage clients and con- 1, 2, 3, 4, 5, 6, 7,
stituencies as experts of their own experiences; and 8, 9, 10, 11, 12
• Apply self-​awareness and self-​regulation to manage the influ- 2, 3, 7, 8, 10, 12
ence of personal biases and values in working with diverse
clients and constituencies.
Competency 3: Advance Human Rights and Social,
Economic, and Environmental Justice
• Apply their understanding of social, economic, and environ- 1, 2, 3, 5, 6,
mental justice to advocate for human rights at the individual 8, 10, 11
and system levels;
• Engage in practices that advance social, economic, and envir- 1, 2, 3, 6, 7, 8,
onmental justice. 9, 11, 12

xiii
xiv C S W E’ s C ore C ompetency F ulfillment G uide

Competency Chapters
Competency 4: Engage in Practice-​informed Research and
Research-​informed Practice
• Use practice experience and theory to inform scientific 1, 2, 4, 5, 11
inquiry and research;
• Apply critical thinking to engage in analysis of quantitative 2, 4, 6, 7, 9,
and qualitative research methods and research findings; 10, 11, 12
• Use and translate research evidence to inform and improve 1, 2, 4, 6, 9, 10,
practice, policy, and service delivery. 11, 12
Competency 5: Engage in Policy Practice
• Identify social policy at the local, state, and federal level that 2, 5, 6, 11
impacts well-​being, service delivery, and access to social
services;
• Assess how social welfare and economic policies impact the 4, 6, 8, 11
delivery of and access to social services;
• Apply critical thinking to analyze, formulate, and advocate 1, 2, 3, 5, 6, 7,
for policies that advance human rights and social, economic, 8, 9, 10, 11, 12
and environmental justice.
Competency 6: Engage with Individuals, Families, Groups,
Organizations, and Communities
• Apply knowledge of human behavior and the social envir- 1, 2, 3, 4, 6,
onment, person-​in-​environment, and other multidiscip- 7, 8, 9
linary theoretical frameworks to engage with clients and
constituencies;
• Use empathy, reflection, and interpersonal skills to effectively 2, 3, 4, 5, 6,
engage diverse clients and constituencies. 8, 12
Competency 7: Assess Individuals, Families, Groups,
Organizations, and Communities
• Collect and organize data, and apply critical thinking to 1, 3, 4, 6, 10, 11
interpret information from clients and constituencies;
• Apply knowledge of human behavior and the social environ- 1, 2, 4, 5, 6, 7,
ment, person-​in-​environment, and other multidisciplinary 8, 10, 11, 12
theoretical frameworks in the analysis of assessment data
from clients and constituencies;
• Develop mutually agreed-​on intervention goals and object- 1, 2, 3, 4,
ives based on the critical assessment of strengths, needs, and 5, 7, 11
challenges within clients and constituencies;
• Select appropriate intervention strategies based on the as- 1, 2, 4, 5, 6, 7,
sessment, research knowledge, and values and preferences of 8, 11, 12
clients and constituencies.
 C S W E’ s C ore C ompetency F ulfillment G uide  xv

Competency Chapters
Competency 8: Intervene with Individuals, Families,
Groups, Organizations, and Communities
• Critically choose and implement interventions to achieve 1, 2, 3, 4, 5, 7, 8,
practice goals and enhance capacities of clients and 9, 11, 12
constituencies;
• Apply knowledge of human behavior and the social environ- 1, 2, 3, 4, 6, 7, 8,
ment, person-​in-​environment, and other multidisciplinary 9, 11, 12
theoretical frameworks in interventions with clients and
constituencies;
• Use interprofessional collaboration as appropriate to achieve 1, 2, 4, 6, 8, 11
beneficial practice outcomes;
• Negotiate, mediate, and advocate with and on behalf of 1, 2, 3, 4, 5, 7, 8
diverse clients and constituencies; and
• Facilitate effective transitions and endings that advance 1, 4, 5, 7, 9, 11, 12
mutually agreed-​on goals.
Competency 9: Evaluate Practice with Individuals, Families,
Groups, Organizations, and Communities
• Select and use appropriate methods for evaluation of 1, 2, 4, 5, 7,
outcomes; 9, 10 11
• Apply knowledge of human behavior and the social environ- 1, 2, 3, 4, 6, 7,
ment, person-​in-​environment, and other multidisciplinary 9, 10, 11, 12
theoretical frameworks in the evaluation of outcomes;
• Critically analyze, monitor, and evaluate intervention and 1, 2, 4, 5, 7, 8,
program processes and outcomes; 9, 10, 11, 12
• Apply evaluation findings to improve practice effectiveness at 1, 2, 4, 6, 7, 10,
the micro, mezzo, and macro levels. 11, 12

Note. CSWE = Council on Social Work Education; NASW = National Association of Social Workers.
 P R E FAC E

E very social worker is expected to know how to conduct evaluations of his or her
practice. In addition, growing numbers of social workers will also be assuming
a program evaluator role at some time in their careers because of the increasing
demands for program accountability. Yet, many social workers are still inadequately
prepared to design and implement evaluations. Social Work Evaluation: Enhancing
What We Do introduces social workers and other human service workers to a broad
array of knowledge, ethics, and skills on how to conduct evaluations. The book
prepares you to conduct evaluations at both the program and practice levels.
The book presents evaluation material in a form that is easily understood and
especially relevant to social work students. Research is among the most difficult con-
tent areas for social work students to comprehend. This is partially because it is dif-
ficult to see the applicability of research to social work practice. The statistical and
other technical aspects of research content also tend to be unfamiliar to students
and difficult to comprehend. This book is especially designed to overcome these and
other types of barriers more than other social work evaluation texts do because it
continually discusses evaluation in the context of social work programs and practice
and uses numerous pertinent examples.
The book is organized around a three-​stage approach of evaluation. The stages
divide evaluation into activities during the planning of an intervention, its implemen-
tation, and, afterward, to measure its impact on the recipients. In addition, the text
describes seven general steps to follow in conducting evaluations. These steps offer
a flexible set of guidelines to follow in implementing an evaluation with all its prac-
ticalities. The book also gives significant attention to evidence-​based interventions
and how evaluations can generate evidence as a central goal. Readers are also given
several specific suggestions for how to promote evidence-​based practice.
This book can be used for several research and practice courses in both Bachelor
of Social Work (BSW) and Master of Social Work (MSW) programs. It is designed
for primary use in a one-​semester evaluation course in MSW programs. It can also
be a primary text along with a research methods text for a two-​course research
sequence in BSW programs. The book can also be very useful as a secondary text

xvii
xviii P reface

in BSW and MSW practice courses at all system levels and policy courses. In add-
ition, it is an excellent handbook for the helping professions in other fields such as
counseling, psychology, and gerontology.

NEW TO THIS EDITION

The entire book has been carefully reviewed, revised, and updated, and summaries
are added to each chapter. Also, new material is added in several sections. A strength
of the book is that it covers both program and practice evaluations. In the new ed-
ition, greater attention is now given to programs and practice as key concepts and
how the evaluation process offers more understanding of each of them and their
relationship to each other. Evaluations at both levels have much in common. In add-
ition, there is frequently a need to distinguish between these two levels of evaluation.
In the new edition, separate sections are provided for both program and practice
evaluations when there is a need to explain their differences and how each can
be implemented. A symbol has been added to the text to let you know when the
material following the symbol covers only programs or practice.
Accreditation standards of social work mandated by the Council on Social Work
Education (CSWE) are updated and highlighted in a “Core Competency Fulfillment
Guide” at the beginning of the text. These standards are frequently addressed in the
content of every chapter. Content on the six core social work values of the National
Association of Social Workers (NASW) Code of Ethics are also added in the new
edition and elaborated on in the ethics chapter to highlight how they provide the
foundation for the ethics used in evaluations.
Content is expanded on using the logic model as an analytic tool in conducting
evaluations. This gives practitioners the capacity to have continual oversight of
evaluation concerns. Most important, this tool helps remind social workers of the
importance of the logical links among the clients’ problems, needs, and their causes,
their goals, and the interventions chosen to reach their goals. The logic model is also
useful for supporting evidence-​based practice and giving clients greater assurance
that that they will be successful in reaching their goals.
The seven steps for conducting an evaluation are emphasized throughout the
book and provide a helpful guide for the readers to follow. An emphasis on client-​
centered change highlighted in earlier editions is strengthened in this edition in
these seven steps. Client-​centered change is promoted through innovative ways of
assisting clients, staff members, and community groups in becoming more actively
involved in the evaluation process. Ultimately, these changes are intended to help
clients succeed as recipients of these interventions. Clients are presented throughout
the book as a key group of stakeholders who are often overlooked in other texts.
A new Teacher and Student Resource website has been added and is available
from Oxford University Press. It will contain all the resources provided with the
book in earlier editions along with some new helpful aids for both teachers and
students.
 P reface  xix

OTHER SPECIAL FEATURES

Both qualitative and quantitative methods of evaluation are described and
highlighted throughout the book. While quantitative methods are pertinent to both
summative and formative evaluations, qualitative methods are presented as espe-
cially relevant to many types of formative evaluations. Criteria are offered for when
to use qualitative methods and when to use quantitative ones, and examples of both
are provided. Mixed methods are also encouraged and often suggested as the best
option.
Many efforts have been made throughout the book to help students and
practitioners view evaluation as being helpful and relevant not only to programs but
also to their own practice. Throughout the book, the evaluation content on practice
interventions offers the readers practical insights and tools for enhancing their own
practice and increasing their capacity to impact their clients’ well-​being.
The planning stage for new programs and practice interventions is presented
as perhaps the most critical stage before new programs and practice interventions
are implemented. Unfortunately, most agencies do not invest nearly enough time,
thought, and resources to the tasks of this critical planning period. The tasks of
planning include clearly identify and describing the clients’ problems and needs to
be addressed, along with the goals for resolving them. In addition, the proposed
interventions need to be carefully developed to uniquely fit the problems and needs
of their clients. Moreover, evidence that these interventions can be effective are para-
mount to develop and emphasize.
The evaluation process is described as a collaborative effort that encourages the
participation of the clients and other important stakeholders in some of the steps.
A periodic focus on the principles of participant action research is highlighted in
some sections to emphasize how evaluation can be used to promote client involve-
ment, empowerment, and social change. Also, special emphasis is placed on staff
and client involvement in consuming evaluation findings and becoming more active
gatekeepers.
As mentioned earlier, another feature of the text is that it directly addresses all
the current accreditation standards of the CSWE, the national accrediting organ-
ization for social workers. The CSWE promulgates minimum curriculum standards
for all BSW and MSW programs, including research and evaluation content. This
book devotes extensive attention to several competencies related to evaluation with
a special focus on three areas: ethics, diversity, and social and economic justice.
Because of the importance of these three competency areas, they are highlighted
in numerous examples and exercises throughout the book. In addition, practice, an
overall competency of the social work curriculum, is often highlighted as it relates
to evaluation. Evaluation is described throughout the book as a vital and necessary
component of practice at both the MSW and the BSW levels.
While a social work perspective is emphasized that helps in understanding
the connections of evaluation with practice, ethics, diversity issues, and social
justice, other human service professionals will also find these topics pertinent.
xx P reface

Professionals with disciplines in psychology, family and individual therapy, public

health, nursing, mental health, criminal justice, school counseling, special edu-
cation, addictions, sociology, and others will find this text to be a very useful
handbook.
Technology skills are infused in different parts of the text. Social work
practitioners must know how to use various electronic tools like the Google, e-​
mail, electronic discussion lists, and data analysis programs like SPSS (Statistical
Package for the Social Sciences). The book includes electronic exercises and other
assignments that involve students using such tools. Emphasis is given to electronic
skills that help students obtain access to the latest information on client populations,
practice and program interventions, information from professional organizations,
relevant articles, and helpful discussion lists.
Another distinguishing aspect of this book is the extensive use of case examples.
It has been the author’s experience that students’ learning is enhanced when they can
immediately see the application of abstract concepts to human service situations.
Specific evaluation studies from professional journals, websites, and books are fre-
quently highlighted to illustrate concepts, findings, data analyses, and other issues.
Numerous examples of evaluations that Dudley has conducted are frequently used.
Exemplary evaluation activities of social work students and practitioners are also
generously included. These illustrations reflect what students will often find in field
placement agencies and social agencies where they are hired. Figures and graphs
are also used and designed to appeal to students with a range of learning styles. The
book also contains a glossary of terms.
In addition, the book is user-​friendly for faculty who teach evaluation courses.
Sometimes social work educators who do not have the time or interest in conducting
their own evaluations teach research courses. Such faculty may often feel less quali-
fied to teach an evaluation course. This text is understandable to both inexperienced
and experienced faculty. Also, discussion questions included at the end of each
chapter can serve as a focus for class discussions, quizzes, and tests.
A chapter, “Becoming Critical Consumers of Evaluations,” is also included
to stress the importance of the consumer role in reading and utilizing evaluation
studies of other researchers. The chapter walks the readers through each of the
seven steps of conducting an evaluation, pointing out strengths and weaknesses of
evaluation reports using a recently published evaluation report as an illustration.
This chapter and others provide guidelines for how to cautiously and tentatively
consider how to apply the findings of someone else’s evaluation to your own prac-
tice with clients.
In addition, a Teacher and Student Resource website is an online ancillary
resource that is available with the purchase of the book, available from Oxford
University Press. It elaborates on how the content of the book can be used and
suggests helpful ways to involve students in understanding and using it. The
teacher’s guide includes a sample syllabus, PowerPoint presentations for each
chapter, and a test bank of multiple-​choice exam questions that includes questions
for each chapter.
 P reface  xxi

ORGANIZATION OF THE BOOK

The book is organized into seven parts. Part I, the first chapter, introduces evalu-
ation and how it is described and defined in the book. The chapter begins with a
persuasive rationale for why social workers should be proficient in evaluation. The
concepts of program and practice are introduced along with how they are similar
and different. Definitions of program and practice evaluations, their characteristics
and aims, and the larger social contexts for evaluations are introduced. The misuses
of the term evaluation are also pointed out. Also, evidence-​based interventions are
introduced as an indispensable concept in the context of evaluation.
Part II is an orientation to the bigger picture about evaluations. Chapter 2
highlights key historical events that have helped to shape current public policies and
stresses the importance of conducting evaluations. Also, five different theoretical
perspectives on evaluation are introduced to remind readers that evaluation is not a
monolithic enterprise; to the contrary, its purposes vary widely depending on who
is conducting the evaluation and what they are attempting to accomplish. Aspects of
all these theoretical perspectives contribute to the concept of evaluation adopted in
the book. Chapter 3 focuses on the ethics of evaluation, drawing on the NASW Code
of Ethics and the ethical principles of the American Evaluation Association. The
chapter explains how the accreditation standards of the CSWE can be implemented,
including the ethics of social work and the importance of diversity and social and
economic justice. Chapter 4 introduces readers to several types of program and prac-
tice evaluation that are commonly practiced in the settings in which social workers
and other human service workers are employed. They are introduced in this chapter
to help readers be able to identify them in various field settings. These common
evaluations range from client satisfaction studies to outcome studies, licensing
of professionals and programs, quality assurance, and judicial decisions. Finally,
Chapter 5 offers guidelines for focusing an evaluation and presents a tool that can be
used to craft a focus for any evaluation.
Part III covers the first of three stages of evaluation activities, the planning stage,
when a program or practice intervention is being conceptualized and important
details are being worked out. The planning stage is presented as a critical time
for evaluation activities, especially to document the need for a new intervention.
Chapter 6 is devoted to conducting needs assessments, especially during the plan-
ning stage. The chapter explains why needs assessments are so important, highlights
a variety of assessment tools, and describes the steps involved in conducting a needs
assessment. Crafting goals and objectives for a new program or practice intervention
are highlighted in Chapter 7. Characteristics of goals, limitations of goals, and the
importance of measurable objectives are highlighted. A practical approach to crafting
measurable objectives is described with several examples and exercises to ensure
that readers can understand how to craft objectives for their own interventions.
Part IV, consisting of Chapter 8, focuses on the second of three stages, the
implementation stage, when numerous types of evaluation activities can occur.
Implementation or process evaluations can address a wide variety of important
xxii P reface

issues, and this chapter describes the central ones. The chapter explores an array of
evaluations, including critiquing an intervention based on the logic model, mon-
itoring whether the actual intervention is being implemented as it was proposed,
and focusing on staff issues. Implementation evaluations are also introduced that
investigate the quality of an intervention and its degree of accessibility. Finally, client
satisfaction is introduced at both the program and the practice levels.
Part V, consisting of Chapter 9, covers the third of the three stages, the outcome
stage, when evaluations are used to determine whether an intervention was effective
in helping clients. The chapter portrays outcomes as multidimensional and complex.
Criteria are described for choosing outcome measures. Also, the enormous challenge
of adequately documenting that an intervention is the cause of any improvement in
the clients’ lives is explained in some detail. Several outcome designs are introduced
for evaluating both program and practice interventions, and the advantages and lim-
itations of each design are highlighted. These designs are presented in a practical way
so that readers can easily implement them. Ethical issues in selecting designs are also
discussed.
Part VI discusses the final steps in conducting an evaluation, data analysis
and preparing and disseminating the final report of the evaluation. Data analysis
is an important step to understand and implement as discussed in Chapter 10. The
chapter discusses the many options available for analyzing both qualitative and
quantitative data. Several statistical tools are described for analyzing data for quanti-
tative evaluations, and three different approaches are offered for analyzing data from
qualitative evaluations. Although the principles of data analysis in an evaluation are
similar to those used in a research study, several differences are also evident and
noted in this chapter. Most important, analysis of evaluation data begins and ends
with questions of who needs to know what, when, and why. Chapter 11 addresses the
final steps in conducting an evaluation, preparation and dissemination of the report
of the findings. The chapter emphasizes involving stakeholders in the planning of
the report(s). Several options for report formats are explored. Also, several strategies
are offered to both prepare a report and disseminate it to stakeholders and others.
Chapter 12 is devoted to consuming and using evaluation reports. Several
questions are addressed. How is the consumer role carried out? What do consumers
look for? How can consumers critically consume a report? How can they use it in their
own work as administrators, practitioners, students, clients, or regulatory entities?
All these questions and others are addressed. Clients of social services are likely to
have the most at stake in the critical consumption of evaluation reports. They need
to know if the interventions they receive are effective and a good fit for what each of
them personally needs. Therefore, a special section of the chapter discusses how to
do more to present evaluation reports in a form that clients can understand and use.
 AC K NOW L E D G M E N T S

N umerous people have graciously assisted in the preparation of this book and
contributed significantly to its conceptualization and organization.
Let’s add the last two reviewers David P. Moxley, University of Alaska, Anchorage
and Michael Cronin, Monmouth University, first for their helpful suggestions;
include their university affiliations in a brief bio.
I am also grateful for Tyan Parker Dominguez, Thomas Meenaghan, Shweta
Singh, Brandon Youker, and Robert Fischer for thoughtful and thorough reviews
in past editions. Scott Wilson, Israel Colon, Cy Rosenthal, Dennis Brunn, and Bill
Perry, former colleagues at Temple University, initially introduced me to the com-
plex enterprise of evaluations and their relevance to social work and social change.
Several colleagues at the University of North Carolina at Charlotte provided support
along the way, particularly at times when it was most needed. Among them, Dennis
Long, Vivian Lord, and Schnavia Hatcher supported work on this project as past
and present directors of the school. Jeff Shears contributed to the writing of one of
the chapters. Robert Herman-​Smith contributed to the writing of another chapter,
and Daniel Freedman contributed to the writing of a third chapter. Janet Baker and
Cheryl Whitley of the administrative staff helped in countless ways of which I am
grateful.
My many MSW social work students from eight years of teaching evaluation
at UNC Charlotte and numerous other students over a prior eight years of teaching
evaluation at Temple University gave me invaluable feedback and support. They con-
sistently assured me that these evaluation courses were useful and valuable to their
professional development; they also gave me the initial encouragement to develop
a textbook of my own that reflects the multifaceted content areas that I cover in the
courses.
Most important, I deeply appreciate the many ways that the editor, Alyssa
Palazzo, at Oxford University Press, supported me in preparing the new edition.
(I will complete this section and add others at OUP when I have the complete list.)

xxiii
Another random document with
no related content on Scribd:
Cyathophyllidae, 394
Cyathophyllum, 394
Cycads, spermatozoa of, 38
Cyclidium, 137
Cyclocnemaria, 397
Cyclomyaria, 325
Cyclops, host of Choanophrya, 159;
of Rhyncheta and other Suctoria, 159 f., 162;
of Vorticellidæ, 158
Cycloseridae, 404
Cydippidea, 417
Cydippiform stage of Lobata and Cestoidea, 414
Cydonium milleri, 222
Cymbonectes, 306
Cymbonectinae, 306
Cyphoderia, 52
Cyrtoidea, 79
Cyst (a closed membrane distinct from the cytoplasm around a
resting-cell or apocyte), 37, 39;
cellulose-, 37;
chitinous, 37;
growth of vegetal cell in, 37;
of Protozoa present in dust, 47;
of Centropyxis aculeata, 57;
of Chlamydophrys stercorea, 57;
of Amoeba coli, 57;
of Actinophrys sol, 72;
of Actinosphaerium, 73 f.;
of Flagellata, 109, 117 f.;
brood-, of Paramoeba eilhardii, 116 n.;
of Bodo saltans, 117;
of Opalina, 123 f.;
of Volvocaceae, 128;
of Dinoflagellates, 131;
of Pyrocystis, 131, 132;
of Ciliata, 147;
of Colpoda cucullus, 147, 153;
 temporary (hypnocyst) of Rhizopoda, 57;
of Proteomyxa, 88;
of Myxomycetes, 91;
-wall, of Acystosporidae, 104 f.
Cystiactis, 382
Cystid—see Cystoidea
Cystiphyllidae, 394
Cystoflagellata, 110, 132 f.
Cystoidea, 580, 597 f.
Cytogamy, 33 f.
Cytoplasm, 6;
of ovum of Sea-urchin, 7;
granular, nutritive, of muscle cell, 19;
in cell-division by mitosis, 26 f.;
during syngamy, 34

Dactylometra, 311, 323;

D. lactea, 312
Dactylopores, 257
Dactylozooids, 264;
of Hydractinia, 264;
of Millepora, 259;
of Siphonophora, 299
Dale, on chemiotaxy, 22
Dallinger, W. H., and Drysdale, C., on Protozoa, 44, 45;
on organisms of putrefaction, 44, 116 f.;
on life-histories of Flagellates, 116 f.
Dallingeria, 111, 112, 119;
anchoring flagella of, 114;
D. drysdali, gametes of, 116 n.
Dalyell, 317 n., 375
Dangeard, on brood-division in active Chlamydomonadidae, 115;
on Flagellata, 119 n.
Dantec, Le, on protoplasmic movements, 16 n.;
on peptic digestion in Protozoa, 16
Darwin, 328 n., 360, 391
Darwinella, 221
Dasygorgiidae, 333 (= Chrysogorgiidae, 355)
Davenport on protoplasmic movements, 16 n., 19 n.
Dawydoff, 423
Dead men's fingers (= Alcyonium digitatum, 349)
Death, 11;
by diffluence, granular disintegration or solution, 14 f.;
by desolution, 15;
necessary, of colonial cells of Volvox, 128;
in Volvox and in Metazoa, compared, 130
Deep-sea deposits (Foraminifera), 70
Degen, on functions of contractile vacuole, 15 n.
Degeneration, senile, among Ciliata, 148
Deglutition in Podophrya trold, 159
—see also Ingestion of food
Deiopea, 419
Deiopeidae, 419
Delage, on protoplasm, 3 n.;
on syngamy, 34 n.;
on motion of flagella, 114 n.;
on Sponges, 168, 174, 226;
and Hérouard, on Protozoa, 46
Delap, M. J., 311 n.
Deltoid plate of Blastoidea, 599
Demospongiae, 195, 209 f.
Dendoryx, 224
Dendrite, 444
Dendrobrachia, 409
Dendrobrachiidae, 409
Dendroceratina, 209, 220, 221
Dendrochirota, 568, 569, 572, 577, 578
Dendrocometes, 159, 160, 161 f.
Dendrograptidae, 281
Dendrograptus, 281
Dendrophyllia, 404
Dendy, 188 n., 192, 274, 275
Depastrella, 321
Depastridae, 320, 321
Depastrum cyathiforme, 321
Depressor muscles of compasses of Echinus esculentus, 527
Dercitus bucklandi, 221
Dermal, gill—see Papula;
membrane, 170
Dermalia, 201
Dermasterias, 471
Desma (the megasclere which forms the characteristic skeletal
network of the Lithistida, an irregular branched spicule), 215,
224
Desmacella, 224
Desmacidon, 222
Desmophyes, 307
Desmophyinae, 307
Desmothoraca, 71
Desolution of protoplasm, 11 f.
Deutomerite, 98
Development, of Sponges, 226;
of Scyphozoa, 316;
of Alcyonaria, 341;
of Zoantharia, 373;
of Echinodermata, 601 f.
Dextrin, 15
Diadematidae, 531, 532, 538 f., 558
Diadematoid type of ambulacral plate, 531, 539
Dialytinae, 192
Diancistra (a spicule resembling a stout sigma, but the inner margin
of both hook and shaft thins out to a knife edge and is
notched), 222
Diaphorodon, 59;
shell of, 60
Diaseris, 404;
asexual reproduction, 388
Diatomaceae, skeleton of, 84;
symbiotic with Collosphaera, 86
Diatomin, 86;
(?) in coloured Flagellates, 115 n.
Dichoporita, 598, 599
Dicoryne, 268, 270
Dictyoceratina, 220
Dictyocha, 110
Dictyochida (= Silicoflagellata, 110), 79;
in Phaeocystina, 86 f.
Dictyocystis, 137;
test of, 152
Dictyonalia, 201
Dictyonema, 281
Dictyonina, 202
Dictyostelium, 90
Dicyclica, 594
Dicymba, 308
Dicystidae, 97
Didinium, 137;
trichocysts of, 143
Didymium, 90;
D. difforme, 92
Didymograptus, 282
Diffluence, 14 f.
Difflugia, 52;
D. pyriformis, 55;
test of, 55
Digestion, 9, 15 f.;
of reserves in brood-formation, 33;
in Carchesium, 147;
in Starfish, 440
Digestive system—see Alimentary Canal
Dileptus, 137, 152 n.
Dill, on Chlamydomonas, etc., 119 n.
Dimorpha, 70, 73, 75 n., 112
Dimorphism of chambered Foraminifera, 67 f.
Dinamoeba, 51;
test of, 53
Dinenympha, 111, 115;
undulating membranes of, 123
Dinobryon, 110, 112
Dinoflagellata, 110, 113, 130, 131, 132;
plastids of, 40;
nutrition of, 113
Dinoflagellate condition of young Noctiluca, 134
Diphyes, 303, 307
Diphyidae, 306
Diphyopsinae, 307
Diplacanthid, 457
Dipleurula, definition, 605;
forms of, 605-608
Diplocyathus, 277
Diplodal, 210
Diplodemia, 223
Diploëpora, 346
Diplograptus, 281, 282
Diplomita, 111
Diplopore, 597, 599
Diploporita, 598, 599
Diprionidae, 282
Directives, 367
Disc, of Vorticellidae, 155, 158;
of Ophiothrix fragilis, 484
Discalia, 309
Discohexaster, 200
Discoidea, 77
Discoidea, 558
Discomedusae (= Ephyropsidae, 322 + Atollidae, 322 + Discophora,
323)
Discomorpha, 137
Discooctaster, 200
Discophora, 310, 316, 323 f.
Discorbina, 59, 63;
reproduction of, 69
Discosomatidae, 383
Diseases, produced by Coccidiidae, 102;
by Acystosporidae, 103 f.;
 by Flagellates, 119 f.;
by Trypanosomes, 119 f.;
Protozoic organisms of, 43 f.
Dissepiments, 385, 387
Dissogony, 419
Distichopora, 284, 286
Distomatidae, 110
Distribution of Protozoa, 47;
of Sponges, in space, 239 f.;
in time, 241
Disyringa dissimilis, 209, 214, 215
Diverticulum—see Caecum
Division, binary, 10;
reduction-, 75 n.
Dixon and Hartog on pepsin in Pelomyxa, 16
Dobie, 167
Doederlein, 193 n.
Doflein, 46;
on parasitic and morbitic Protozoa, 94 n.;
on syngamy of Cystoflagellates, 135
Dohrn, on carnivorous habits of Sphaerechinus, 516
Dolichosporidia (= Sarcosporidiaceae), 98, 108
Doramasia, 306;
D. picta, 303
Dorataspis, 78;
skeleton, 80
Dorocidaris—see Cidaris
Dorsal elastic ligament of Antedon rosacea, 587
Dorso-central plate of Echinarachnius parma, 543
Dourine, disease of horses and dogs, 119
Drepanidium (= Lankesterella), 97, 102
Dreyer, on genera and species of Radiolaria, 87 f.;
on skeleton of Radiolaria, 82 n.
Dropsy, ascitic, associated with Leydenia, 91
Drysdale and Dallinger, on organisms of putrefaction, 44 f., 116 f.
Dual force of dividing cell, 26 f.
Duboscq, Léger and, sexual process in Sarcocystis tenella, 108 n.
Duerden, 261, 369 n., 371, 373, 374, 389, 397 n., 400 n., 403, 405,
406
Dujardin, on sarcode (= protoplasm), 3;
on Protozoa, 45;
on true nature of Foraminifera, 62 f.;
on Sponges, 167
Dust, containing cysts of Protozoa, 47;
of Flagellata, 118
Dysentery, in Swiss cattle, caused by Coccidium, 102;
tropical, caused by Amoeba coli, 57
Dysteria, 137, 153;
oral apparatus, 145;
shell, 141

Earthworm, Monocystis parasitic in, 95

Echinanthidae, 549
Echinarachnius, 548, 549;
E. parma, 542 f., 543, 544, 545, 547;
shape, 542;
sphaeridia, 545;
internal skeleton, 545;
habits, 546;
alimentary canal, 546;
Aristotle's lantern, 546;
tube-feet, 547
Echinaster, 439, 462
Echinasteridae, 455, 458, 462
Echinating, 217
Echinidae, 539, 558
Echininae, 539
Echinocardium, 549;
E. cordatum, 549 f., 551, 552;
habitat, 549;
shape, 550;
spines, 550;
sphaeridia, 551;
alimentary canal, 551;
 tube-feet, 551;
habits, 552;
stone-canal, 552;
E. flavescens, 555;
E. pennatifidum, 555
Echinoconidae, 558
Echinocyamus, 548, 549;
E. pusillus, 549
Echinocystites, 557
Echinodermata, 425 f.
Echinoid stage in the development of a Holothuroid, 615
Echinoidea, 431, 503 f.;
compared with Holothuroidea, 560;
with Blastoidea, 580;
mesenchyme of larva, 604;
development of, 607, 608, 609, 613, 614;
phylogeny of, 622
Echinolampas, 554
Echinometra, 542
Echinomuricea, 356
Echinoneus, 553, 553
Echinonidae, 553
Echinopluteus, 607, 608;
metamorphosis of, 613, 614
Echinosphaerites, 598;
E. aurantium, 598
Echinothuriidae, 530, 531, 532, 535, 558, 560
Echinus, 533, 539;
E. esculentus, 504 f. 505, 507, 511-515;
locality, 504;
spines, 506;
pedicellariae, 506;
corona, 511;
periproct, 513;
peristome, 513;
alimentary canal, 516;
water-vascular system, 516 f.;
 nervous system, 518 f.;
sphaeridia, 524;
perihaemal spaces, 524 f.;
genital system, 528;
blood-system, 529;
larva, 507;
E. acutus, 540;
pedicellariae, 509;
E. alexandri, pedicellaria, 510;
E. elegans, 539, 540;
pedicellariae, 510;
E. microtuberculatus, 540;
E. miliaris, 540, 542, 549;
E. norvegicus, 539, 540
Economic uses of Foraminifera, 69 f.
Ectocoele, 367
Ectoderm, 246
Ectoplasm (= ectosarc), 6, 46 f., 50;
of Amoeba, 5;
of Rhizopoda, 51 f.;
of Heliozoa, 71 f.;
of Radiolaria, 79 f. (see also Extracapsular protoplasm);
regeneration of, in Radiolaria, 35;
of Collozoum inerme, 76;
of Gregarines, 96 f.;
of Ciliata, 141 f.;
of Stylonychia, 140;
of Suctoria, 159;
of Trachelius ovum, 153;
of Vorticella, 156
Ectopleura, 268
Ectosarc—see Ectoplasm
Ectosome, 170
Ectyoninae, 217
Edrioasteroidea, 580, 596
Edwardsia, 328, 366, 368, 376;
E. allmani, 377;
 E. beautempsii, 376, 377;
E. carnea, 377;
E. goodsiri, 377;
E. tecta, 377;
E. timida, 376, 377
Edwardsia stage of Zoantharia, 367
Edwardsiidae, 377
Edwardsiidea, 367, 371, 375, 395
Egg, fertilised, 31;
of Metazoa, 32 f.;
of bird, 32;
various meanings of, 34;
of affected Silkworm moths transmitters of pébrine, 107
Ehrenberg, on Protozoa, 45 f.;
on skeletons of Radiolaria, 87 f.;
on Ciliata, 146;
on Suctoria, 162
Eimer and Fickert, on classification of Foraminifera, 58 n.
Elasipoda, 569, 571, 577, 578
Electric, currents, stimulus of, 19, 22;
shock, action on Amoeba, etc., 7
Eleutheria, the medusa of Clavatella, 265
Eleutheroblastea, 253
Eleutheroplea, 279
Eleutherozoa, 430, 560, 577, 579, 583;
development of, 602 f.;
larva of, 605;
phylogeny of, 621, 622
Elevator muscles of compasses of Echinus esculentus, 527
Ellipsactinia, 283
Ellis, 167
Embryonic type of development, 601
Encystment, 37, 39;
of animal cells, 37;
of vegetal cells, 37, 39;
growth during, 37;
of zygote, general in Protista, 34;
 of Rhizopoda, 57;
temporary, of Rhizopoda, 57 (see also Hypnocyst);
of Heliozoa, 72 f.;
of Actinophrys, 72;
of Actinosphaerium, 73 f.;
of Proteomyxa, 88, 89
of Myxomycete zoospores, 90 f.;
of Sporozoa, 96 f.;
of zygote of Sporozoa, 95 f.;
of Gregarines, 95 f., 98;
of Lankesteria, 95;
of Monocystis, 96;
of Coccidiidae, 97 f.;
of Coccidium, 100, 101;
of archespore or pansporoblast of Myxosporidiaceae, 107;
of Flagellates, 115, 117 f.;
of zygote of Bodo saltans, 117;
of Opalina, 123 f.;
of oosperm of Volvocaceae, 127 f., 129 f.;
of Dinoflagellates, 131;
of Ciliata, 147;
of Colpoda cucullus, 147, 153
Endocyclica, 529, 530 f., 556, 559
Endoderm, 246
Endogamy, in Amoeba coli, 57;
in Actinosphaerium, 73 f., 75 (diagram);
in Stephanosphaera, 128
Endogenous budding in Suctoria, 160 f., 162
Endoparasitic Suctoria, 86, 160 f.
Endoplasm (= endosarc, q.v.), 6
—see also Intracapsular protoplasm (Radiolaria)
Endoral, cilia, 139;
undulating membrane, 139
Endosarc (= endoplasm), 6;
of Gregarines, 95 f.;
branching, of Noctiluca, 110, 133;
of Loxodes and Trachelius, 144, 153;
 of Ciliata, 143 f.;
of Stylonychia, 140;
of Suctoria, 161
Endosphaera, 159, 161
Energy, changes of, in living organism, 8, 13;
sources of, 13 f.
Entocnemaria, 394
Entocoele, 367
Entosolenia, 66
Entz, Geza, on Choanoflagellates, 121 n.;
on structure of Vorticella, 157 n.
Eocene Foraminifera, 70
Eolis (= Aeolis), 248
Eophiura, 501
Eozoon, 70 n.
Epaulettes, 315
Epenthesis, 281
Ephelota, 159, 160;
E. bütschliana, cytological study of, 162
Ephydatia, 217, 225;
E. fluviatilis, structure, etc., 174 f., 176, 177, 178, 179
Ephyra, 317
Ephyropsidae, 322
Epiactis (usually placed in the order Zoanthidea, 404);
E. marsupialis, 379;
E. prolifera, 379
Epibulia, 308
Epidemic, of pébrine among Silkworms, 107;
among Fish, due to Costia necatrix, 119;
to Myxosporidiaceae, 107;
to Icthyophtheirius, 152
—see also Diseases, Fever
Epigonactis fecunda, 379
Epimerite of Gregarines, 97, 98 f.
Epineural canal, of Ophiothrix fragilis, 481;
of Echinus esculentus, 515
Epiphysis, of jaw, of Echinus esculentus, 526;
 of jaws of Diadematidae, 531;
absent in Cidaridae and Arbaciidae, 531
Epiphytic Protozoa, 48
Epiplasm (= cytoplasm of a brood-mother-cell remaining over
unused in brood-formation), 96
Epistrelophyllum, 403
Epistylis, 138, 158;
E. umbellaria, nematocysts of, 249
Epitheca, 386
Epizoanthus, 406;
on Hyalonema, 204;
E. glacialis, infested by Gregarines, 99;
E. incrustatus, 406;
E. paguriphilus, 406;
E. stellaris, 406
Epizoic, Protozoa, 48;
Ciliata, 158;
Suctoria, 158, 162
—see also Symbiosis
Equatorial plate (= the collective chromosomes at the equator of the
spindle in mitosis), 25, 27
Equiangular, 185
Errina, 284, 286;
E. glabra, 286;
E. ramosa, 286
Ersaea, 306;
E. picta, 303
Esperella, 225, 231
Esperiopsis, 225
Euaster (a true aster in which the actines proceed from a centre,
contrasting with the streptaster), 184
Eucalyptocrinus, 596
Eucharidae, 420
Eucharis, 420;
E. multicornis, 416, 418 f., 420
Enchlora, 417
Eucladia, 502
Euclypeastroidea, 549
Eucopidae, 277, 280
Eudendrium, 269, 270
Eudiocrinus, 594
Eudorina, 111, 128 f.
Eudoxia, 306;
E. eschscholtzii, 303
Euglena, 110;
barotaxy of, 20;
nutrition of, 113;
E. viridis, 124
Euglenaceae, 110, 124;
pellicle of, 113
Euglenoid motion, 124;
of Sporozoa, 50
Euglypha, 52;
 in fission, 29;
test, 29, 54
Eunicea, 356;
spicules, 335, 336
Eunicella, 356;
spicules, 335, 336;
E. cavolini, 356
Eupagurus prideauxii, 378, 381;
E. bernhardus, 378
Eupatagus, 553
Euphyllia, 401
Euplectella, 204;
E. aspergillum (Venus's Flower-Basket, 197);
E. imperialis, 206;
E. suberea, 202, 204, 205, 221
Euplexaura, 356
Euplokamis, 418
Euplotes, 138
Eupsammiidae, 402, 404
Eurhamphaea, 419
Eurhamphaeidae, 419
Euryalidae, 501
Eurypylous, 210
Euspongia, 221
Eutreptia, 110;
E. viridis, 124
Evacuation of faeces by mouth in Noctiluca, 133
Evans, 179 n., 217
Excretion, 13 f.;
in Sponges, 172;
in Asterias rubens, 437;
in Echinus esculentus, 527, 528;
in Antedon rosacea, 587
Excretory, granules, 6;
of Ciliata, 144;
pore of contractile vacuole of Flagellates, 110;
of Trachelius ovum, 153
Exogametes of Trichosphaerium, 54
Exogamy, 34 n.;
in Rhizopoda, 56 f.;
in Foraminifera, 68 f.
Expansion of Amoeboid cell, 16 f.
Exsert, septa, 398, 399
Extracapsular protoplasm, of Phaeodaria, 76;
of Radiolaria, 79 f. (see also Ectoplasm)
Eye of Asterias, 445 f., 446;
of Echinoidea, 512
Eye-spot of coloured Protista, 21, 125 f.

Fascicularia, 348
Fasciole, of Echinocardium, 550, 555;
of Spatangoidea, 553;
of Spatangus, 553;
of Eupatagus, 553;
of Spatangidae, 555
Fats, fatty acids, 15;
in Flagellates, 110, 115;
formation of, 36
Fauré-Fremiet, on attachment of Peritrichaceae, 141 n.
Faurot, 368
Favia, 373, 401
Favosites, 344
Favositidae, 344
Feather-star, 581
Feeding, of Noctiluca, 133, 144;
of Peritrichaceae, 145
—see also Food
Feeler, of Holothuria nigra, 561 f., 566;
of Holothuroidea, 568;
of Dendrochirota, 568, 572;
of Synaptida, 568, 575;
of Molpadiida, 568, 575
Female gamete, 33;
of Pandorina, 128 f.;
 of Acystosporidae, 104 f.;
of Peritrichaceae, 151, 157
—see also Megagamete, Oosphere
Ferment, required for germination, brood-formation, etc., 32 f.
—see also Zymase
Fermentation, organisms of, 43 f.
Fertilisation, 33 f.;
"chemical," 32 n.
Fertilised egg, 31
—see also Oosperm, Zygote
Fertilising tube of Chlamydomonas, 125
Fever, intermittent, malarial, 103 f.;
relapsing, 121;
remittent, 105;
Texas-, Tick, 120;
Trypanosomic, 119 f.
Fewkes, 268 n.
Fibularidae, 549
Fibularites, 559
Fickert, Eimer and, on classification of Foraminifera, 58 n.
Ficulina, 219, 224, 230;
F. ficus, 219
Filoplasmodieae, 90 f.
Filopodia, 47 n.
Filosa, 29, 50, 52 f.;
resemblance to Allogromidiaceae, 59
Finger, 580;
of Cystoidea, 597;
of Blastoidea, 599, 600
Firestone of Delitzet contains fossil Peridinium, 132
Fischer, on fixing reagents, 11;
on structure of flagellum, 114
Fish, rheotaxy of, 21;
epidemics of, due to Myxosporidiaceae, 107;
to Costia necatrix, 119;
to Ichthyophtheirius, 152
Fission, 10, 23 f.;
 equal, 10;
Spencerian, 23;
multiple, 30 f. (see also Brood-division);
of Heliozoa, 72 f.;
of Radiolaria, 84 f.;
radial, in Volvocaceae, 110;
transverse, in Craspedomonadidae, 115 n.;
longitudinal and transverse, of Bodo saltans, 117;
of Opalina, 123;
of Euglenaceae, 124;
of Eutreptia viridis, 124;
of Noctiluca, 133;
of Ciliata, 147 f.;
of Stentor polymorphus, 156;
of Vorticellidae, 157 f.
—see also Bud-fission
Fissiparantes, 387, 400
Fixing protoplasm, 15
Flabellum, 375, 386, 398;
protandry of, 370
Flagella, flagellum, 17 f., 47;
of Protozoa, 47;
formed by altered pseudopodia in Microgromia, 60;
of Heliozoa, 73;
of sperms of Coccidiidae, 102;
of Acystosporidae, 105;
of Flagellata, 109, 114 f.;
of Trichonymphidae, 114;
Delage on mechanism of, 114 n.;
of Bodo saltans, 117;
of Trypanosoma, 121;
of Euglenaceae, 124 f.;
of Maupasia, 124;
of Eutreptia viridis, 124;
of Sphaerella, 126;
of Dinoflagellata, 130, 131;
of Peridinium, 131;
 of Polykrikos, 132;
of Noctiluca, 132, 133 f.
—see also Sarcoflagellum
Flagellar pit, in Flagellates, 110, 124 f.
Flagellata, 17 f., 40, 48 f., 50, 109 f.;
barotaxy of, 20;
galvanotaxy of, 22;
chemiotaxy of, 23;
nutrition of, 40, 113;
of putrefying liquids, 44, 116 f.;
studied by botanists, 45;
as internal parasites, 48, 119 f.;
relations with Acystosporidae, 106;
shell of, 113;
stalk of, 113;
life-history of, 116 f.;
literature of, 119;
saprophytic, 119 f.
Flagellate stage, of Sarcodina, 56 f., 60, 109;
of Heliozoa, 74;
of Radiolaria, 85 f.
—see also Flagellula
Flagellated chamber, 170
Flagellula, 31;
of Proteomyxa, 88, 89;
of Myxomycetes, 91, 92;
of Didymium, 92
—see also Zoospores
Flagellum—see Flagella
Fleming, 168 n.
Flexible Corals, 326
Flint, 219, 241
Floricome, 203
Floscelle, of Echinocardium cordatum, 551;
of Cassidulidae, 554
Flowering plants, male cells of, 38
Flowers of tan (= Fuligo varians), 92 f.;