Business Ethics when Marketing to Children Research Paper

Business Ethics when Marketing to Children - Research Paper Example It will also examine reasons why marketers aim at children and why children are easily lured into some advertisements (Hadjiphani, et al, 2008). Smith (2010) indicates that ethics in marketing applies to diverse fields such as in advertising, pricing and promotion. Numerous analysts and marketers agree that children are marketers best friend. In the year 2007, Media Channel underlined the fact that in the United States, approximately two billion dollars was spent on promotions to children. Another disclosure from the study is that children really affect the items their parents buy. Despite all this, possible revenues that children can provide to manufacturers and their marketers, there are vital ethical matters that arise. Clay (2000) argues that advertising is an enormous, multi-million dollar project that is having a huge influence on child growth and development. The complete volume of advertising is increasing speedily and invading fresh areas of childhood like schools. The consequence is an outbreak of worldly standards among children and a narcissistic injuring of the children. Psychologists are providing information to marketers that they are using to raise profits rather than help children. Smith (2010) agrees that some businesses have become dishonorable for the use of psychologists in their advertising and promotion campaigns. Usually what such companies do is that when attempting to create a marketing strategy, they engage psychologist to advice them about approaches that they can use to manipulate children. Psychologists help marketers to generate operations that openly aim at children and those ones that effortlessly influence their options since they understand the way a childs mind work s. Akhtar (2009) asserts that Children are likely to be more susceptible to psychological enticements and strong images since their awareness about products, the media, and selling

Bel Canto Historical Analysis Essay Example for Free

Bel Canto Historical Analysis Essay Bel Canto, the setting is reflected off of the Lima Crisis, otherwise known as the Japanese embassy hostage crisis, which began on December 17, 1996. Bel Canto is a story on the events that happen in the house of a South American country’s vice president. It portrays the relationships of the characters and their feelings toward one another as well as explains the hostage situation. In the Japanese embassy hostage crisis, similar events took place, such as the actual overtake of a mansion which contained high-ranking military officials and others of a high social standing. Both settings deal with the releasing of hostages in exchange for demands that were never met, which led to the resolution of both the Lima crisis and Patchett’s Bel Canto. Bel Canto reflects the historical Japanese embassy hostage crisis, although Bel Canto has a third person omniscient point of view of the occurrences on the inside of the mansion. Bel Canto imitates the incidences of the Japanese embassy hostage crisis. The Japanese embassy hostage crisis was a 126 day hostage crisis where members of a revolutionary movement known as the Tupac Amaru Revolutionary Movement had taken over 600 hostages, a decent amount of which were high ranked military officials and other well-known ambassadors. The MRTA, led by Nestor Cerpa, took over the highly fortified residence of the Japanese ambassador. Cerpa proclaimed that he would release any of his hostages who weren’t involved with the Peruvian government, and they did so. The MRTA eventually release all the captives except 72 men. The original plan of this takeover was to change the ways of the government. In Bel Canto, although the terrorists originally came to take the president, they were a rebellious group from the country and wanted changes in the government. The rebels demanded a few things in return for the safety of the hostages. They requested â€Å"The release of their members from prison; a revision of the government’s neoliberal free market reforms, and they protested against the cruel and inhumane conditions of Peru’s jails† (Japanese embassy hostage crisis). In Bel Canto, the rebels have demands as well: The terrorists having no chance to get what they came for, decided to take something else instead, something they never in their lives knew they wanted until they crouched in the low, dark shaft of the air-conditioning vents: opera. They decided to take that very thing for which Mr. Hosakawa lived. (71). Both terrorists wanted demands out of their seizures of the mansions. In both Bel Canto and in the Japanese crisis, a Red Cross official was the ‘negotiator. He attempted to setup a barter system to which the terrorists would get supplies so long as they give hostages back in return. In the Japanese crisis, Luis Cipriani had worked on getting a deal that would allow the terrorists to be let go into Cuba as exiles. This negotiation failed, as did some of the consultations from Bel Canto. Messner, the negotiator, attempts to make several negotiations with the terrorists, throughout the novel. Although both mediators do try to work th e situations out with the rebels, they are not able to meet the standards of the negotiations. In the end of both Bel Canto and the Japanese embassy hostage crisis, the terrorists were killed. They were not done in the same fashion, although the hostages were saved. In Bel Canto, the terrorists allow the hostages to be outside, and one day while they are together, a group of government troops come and shoot all the insurgents, as well as Hosokawa. In the Japanese crisis, a military assault overwhelmed the rebels and forced them to either surrender or be shot and killed. Bel Canto is very much reflected upon the happenings of the Japanese embassy hostage crisis. The similarities of the negotiations between the outside world and the mansions, the motives for invasion, and the format of how the situations end are all closely related. The book may not have total accuracy of the Lima crisis, although the internal view of the occurrences in the mansion provide a different side of the hostage situation. Works Cited Japanese embassy hostage crisis. Wikipedia. Wikipedia. Web. 23 Jan. 2013. . Patchett, Ann. Bel Canto. 2005 ed. New York: HarperCollins, 2001. Print.

Criticisms Of Symbolic Interactionism Sociology Essay

Criticisms Of Symbolic Interactionism Sociology Essay This chapter will outline the research methods which are used to explain procedures for collecting data. In addition, it discusses literature which underlies the methods and reasons for the chosen data collection procedures. The chapter presents an outline of research methodology (qualitative approach) and the tools for data collection which are commonly used with each particular method. The chapter focuses on the research setting, instruments for data collection, data analysis, issues of validity and reliability, and ethical issues. This chapter will clearly define the research methods used to perform the study. The researcher will provide an explanation as to the collection methods of the data and information which was necessary to address the research objectives. As such, all data sources, instruments for research, data collection and analytical techniques, and research design, will be given. Research design There are many methodologies for collecting data, and it can be collected from many different sources. By research methodology, it is meant a set of techniques which are used in certain areas of research activity (Nachmias and Nachmias, 1996.) Methodologies do not fall into categories of right and wrong; it is the duty of the researcher to seek the most appropriate method, according to the questions being researched. Huberman and Miles, in 2002, in addition to Blaxter et al, in 2001, said that data collected is qualitative when it is in word and describes situations, circumstances of phenomenon, or individuals. Data are quantitative if they are represented in the form of numbers, counts, or measurements which attempt to provide precision to the observation set. Hence, the classification between quantitative and qualitative is most commonly used (Smeyers, 2002.) According to Denzin and Lincoln (1994) both quantitative and qualitative approaches can be applied within any philosophy of research. The approach that all genuine knowledge is ultimately grounded in sensory experience is called the positivist approach. This approach also says that knowledge can only be advanced through experimentation and observation. The interpretivist approach, in contrast, holds that only through the standpoint of individuals who are part of the action being investigated, can the social world be understood (Cohen et al. 2008.) Therefore, the nature of the problem being researched will have a direct effect on the choice of research methods being employed. Also, practical consideration, such as funding and time, may influence a researchers choices. Also, when applying the scientific method, the researcher must keep certain considerations in mind, such as the investigators own involvement in the usage of the results, the precision of measuring devices, time constrai nts for obtaining results, difficulty in designing experiments which adequately test hypotheses, and the relative complexity of the subject being investigated. In 1994, Gable reported that literature marked a distinction between the two approaches, but that the approaches are not mutually exclusive. Rather, sometimes researchers apply both. Qualitative and quantitative approaches and techniques may be conceptualized as opposite poles on a continuum (Gable, 1994.) The differences between the approaches are detailed on Table 4-1. Remenyi (1998) argued that the two approaches can be used together due to the complexity of answering how, why, and what questions. Selection Criteria Denzin and Lincoln (1994) defined qualitative research as follows: The word qualitative implies an emphasis on processes and meanings that are not rigorously examined or measured (if measured at all), in terms of quantitative, amount, intensity or frequency à ¢Ã¢â€š ¬Ã‚ ¦ Qualitative researchers stress the socially constructed nature of reality, the intimate relationship between the researcher and what is studied and the situational constraints that shape inquiry. Such researchers emphasize the value-laden nature of inquiry. They seek answers to questions given meaning (p. 124). Qualitative research sits within the phenomenological viewpoint, and involves at least some interaction between the researcher and the situation or individual which is being researched (Hussey and Hussey, 2003.) According to Morgan and Smircich (1980) the qualitative approach to research is not a set of techniques but an approach. As such, the appropriateness of using it is based on the phenomena being studied, and the questions being asked. Additionally, Kirk and Miller (1986) set forth the following steps to describe the qualitative approach to research: invention, discovery, interpretation, and finally, explanation. Other views of the qualitative research approach note its possible design constraints. For example, an individuals own account of attitudes, motivations, and behaviours, may be an influencing factor (Hakim, 2000.) Qualitative research has the problem of subjectivity. This is because the researcher is involved personally in the operation of the measurement tools (Walter and Gall, 1989.) There are several features which distinguish the nature and design of studies which use the qualitative approach, such as a holistic investigation of a particular phenomenon and the understanding of the study itself in its natural setting (Walter and Gall, 1989.) The very nature of the qualitative approach allows for some flexibility and responsiveness to multiple realities and complexity. Purposely selecting the sample, rather than selecting it randomly, can help the researcher avoid missing sample data which could otherwise be considered as outliers, and hence unimportant. Purposive sampling can allow the researcher to enrich the outcome of their research by designing a study which will include both non-typical and typical subjects (Tashakkori and Teddlie, 1998.) Hakim (2000) indicates that the validity of the data being collected has a direct effect on the strength of the qualitative research itself. Data are usually collected in adequate detail so as to allow the results to be considered correct, complete, true, and believable accounts of the views and experiences of the participants. However, sample size continues to be a concern. A qualitative project will normally have a lower number of participants, which cannot be taken as representative (Hakim 2000.) This fact remains even when a fair cross-section of subjects has be carefully assembled. Qualitative design methods usually include: 1) a case study providing data which describes the subject of the study; b) a meta-analysis designed to analyse statistical outcomes of previous research from diverse sources; c) research analysis on relevant administrative records; d) a record of focus group discussions which serve to bring together a group of informants, serving the investigated issue; and d) unstructured, semi-structured, or structured in-depth interviews (Silverman,2000; Kruger, 2001). Qualitative research can be considered an independent field of inquiry, as it is focused on studying objects in their natural settings. It also attempts to make sense of various phenomena in terms of their meanings as related to a set field (Denzin and Lincoln, 1994.) This form of research examines activity which is situated, in which an opportunity is presents to both participate in, and then reflect on, the knowledge production process (Flick, 2002.) Denzin and Lincoln (2003) state that the potential for the interpretation of phenmoena is presented by qualitative research which takes place in a natural setting. The use of multi-methods may be used to provide interpretation and focus on individuals (Denzin and Lincoln,1998.) Additionally, qualitative research usually includes interviews, the practical components of a case study, a life story, observations, and personal experience. It can also involve descriptions of routines or moments which were problematic, and even the meaning in the lives of individuals (Denzin and Lincoln, 2003). Qualitative studies, then, are ultimately concerned with both how its participants fit into their environments, and how they make sense of their individual experiences. Symbolic interactionism The fundamentals of symbolic interactionism as a perspective have been shaped by the work of Mead (1932; 1934) who is acknowledged for his alternate views toward understanding human society (Blumer, 1969; Charon, 2004). Blumer (1969) expanded on Meads work to develop symbolic interactionism into a perspective with a methodology to investigate and interpret the interactions of individuals in a social context. Because we live in a complex, industrialized society, and come from different ethnic, racial, and social class backgrounds, it is unrealistic to think that we all share the same sets of norms, beliefs, and values. People will often have competing and conflicting beliefs rather than shared goals and interests. Instead of being the product of consensus, organized behavior may be the result of self-interested negotiations between two or more parties or the product of coercion on the part of more powerful individuals. Herman-Kinneys observation reflects the appropriateness of symbolic interaction as a suitable framework for this study: acknowledgement that social contexts are complex entities that involve complex interactions between individuals and groups of individuals. The context of a university in Japan that employs individuals with a range of cultural and social attributes reflects Herman-Kinneys intention that people within a specific context carry conflicting beliefs and values, yet can function effectively as a group. Symbolic interactionism provides greater scope to explore such complexity. While other perspectives have made significant contributions to our understanding of the concept of identity, a noticeable absence from analysis of identity formation is the notion of the self as a separate concept to identity (Herman-Kinney, 2003: p.708; Beijaard et al., 2004). One of the fundamentals of symbolic interactionism is its emphasis on the notion of self and its relationship to the concept of identity. The notion of self tends to be overlooked in the literature on teacher identity largely because self and identity can tend to be used interchangeably. Other perspectives imply that an individual is a composite of multiple identities, a view shared by symbolic interactionism. Symbolic interactionism further contends that behind the multiple identities is the notion of self: a core entity that in many ways gives life to those multiple identities. This study is limited to exploring the nature of professional identities and not the nature of self. However, the distinction needs to be made that symbolic interactionism views self and identity as two separate but related concepts. THE EMERGENCE OF SYMBOLIC INTERACTIONISM Symbolic interactionism is a down-to-earth approach to the scientific study of human group life and human conduct. (Blumer, 1969: p.47) Symbolic interactionism is a perspective that emerged chiefly from the work of American tradition of pragmatism, philosophy and social psychology (Fidishun, 2002; Charon, 2004: p.28). It challenged the mechanistic world view and dualistic assumption of classic rationalism (Shalin, 1991: p.223). One of the most recognised challengers was Mead (1932; 1934) who viewed human group life as the essential condition for the emergence of core attributes that characterise an individual. Blumer (1969) identified the core attributes as consciousness, the mind, a world of objects, human beings as organisms possessing selves, and human conduct in the form of constructed acts. From these core attributes, Blumer (1969: p.6) proposed a number of basic ideas or root images to frame human societies: human groups or societies, social interaction, objects, the human being as an actor, human action, and the interconnection of the lines of action. Together, these root images represent the way in which symb olic interactionism views human society and conduct. Symbolic interactionism is used in this study to focus on the interactions of teachers with objects in a specific context. Core to symbolic interactionist principles is a focus on social interaction and meanings that result from the process of interpreting these interactions. The significance of symbolic interactionism, according to Rosenberg and Turner (1981), is that it places emphasis on researching real-life events, such as the practice of teaching. Within an educational context, Hargreaves (1995: p.11) argues that symbolic interactionism helps clarify why teachers (and others) do what they do and that à ¢Ã¢â€š ¬Ã‚ ¦ it addresses the practical realities rather than holding people to perspectives ideals or moral exhortation concerning human change and development. Exploring the identity of teachers who teach English in the context of this study lends itself well to the principles of symbolic interactionism, due to the highly interactive nature of the context that is rich in symbo ls: language, objects and social interactions. CORE IDEAS OF SYMBOLIC INTERACTIONISM As mentioned previously, symbolic interactionism emerged from the work of Mead who viewed human society differently from the traditionally held views of his time. Through his interpretation of Meads work of interpreting human society, Blumer developed three premises that characterise the fundamentals of symbolic interactionism. In his first of three premises, Blumer begins with the nature of meaning that human beings hold towards things that are socially defined. Human beings act toward things on the basis of the meanings that the things have for them (Blumer, 1969: p.2). According to Blumer, meaning is not implicit in humans at birth, instead emerges through social interactions and interpretations of those interactions. Meaning is established in communication (Mead, 1932). Blumers explanation illustrates a divergence from traditional approaches to explain meaning. By traditional, Blumer referred mainly to the fields of psychology and sociology, which were predominant at the time of his writing. From a psychological perspective, factors such as attitudes and conscious or unconscious motives were featured in attempts to understand human conduct, while sociological perspectives relied on factors such as social position, social pressures and cultural prescriptions in its attempt to explain human conduct (Blumer, 1969: p.3). According to Blumer (1969: p.3), the meanings that things have for human beings are central in their own right. That is, instead of focusing on factors that are alleged to produce behaviour, meaning is the focus of analysis itself. Th e process of meaning refers to the act of interpretation, which has implications on our understanding of human beings, human action and human association (Blumer, 1969: p.79). Blumer argues that other research traditions6 bypass a focus on meaning. It is either taken for granted and pushed aside as unimportant or it is regarded as a more neutral link between the factors responsible for human behaviour and the product of such factors (Blumer, 1969: p.3). According to Blumer, these perspectives are more concerned with the behaviour of individuals and with the factors regarded as producing the behaviour. However, while differences remain between symbolic interactionism and other research traditions, similarities are becoming more common, such as both stress the importance of language, the dynamic character of social and cultural life, and the unstable relations of difference (Dunn, 1997: p.689). The source of meaning emerges from social interactions between individuals and things within social contexts and situations. Blumers (ibid: p.3) explanation of things, or objects, reflects the down-to-earth nature of symbolic interactionism to include: physical objects (such as classrooms, office space, textbooks), other human beings (such as a wife, an officemate), categories of human beings (such as friends, management, students, native English-speaking teachers of English, native Japanese-speaking teachers of English), institutions (such as university, government), guiding ideals (such as individual independence, approach to teaching, university policy), activities of others (such as demands from management or requests from colleagues), THE APPROPRIATENESS OF SYMBOLIC INTERACTIONISM Symbolic interactionism is concerned with people, the meaning that people have towards things, and that these meanings are subjected to a process of interpretation within social contexts. Woods provides a convincing argument, claiming that: à ¢Ã¢â€š ¬Ã‚ ¦ the emphasis is upon the construction of meanings and perspective, the adaptation to circumstances, the management of interests in the ebb and flow of countless interactions containing many ambiguities and conflicts, the strategies devised to promote those interests, and the negotiation with others interests that is a common feature of all teaching situations. (Woods, 1996: p.7) Woods account of symbolic interaction reflects the complexity of social situations, viewing symbolic interaction as a perspective that offers flexibility to explore the mysteries of social interaction in educational contexts. Woods was attracted to symbolic interactionism because it offered the kind of intellectual equipment needed to explore some of the mysteries of social interaction in the school (Woods, 1996: p.7). This study recognises that other research perspectives are equally suitable to explore the concept of professional identity. Symbolic interaction, however, allows meanings to be explored in the richness of the context: individuals hailing from broad cultural, educational and personal backgrounds. If identity is formed through relationships and interactions in a social context, a symbolic interactionist perspective is appropriate for exploring the negotiating of identities of EFL teachers in a Japanese higher education context. The nature of teaching English in higher e ducation in Japan is highly interactive between students and colleagues within a context rich in symbols open to complex processes of interaction and interpretation. CRITICISMS OF SYMBOLIC INTERACTIONISM Symbolic interactionism has changed considerably since its emergence as a perspective, becoming fragmented at times as a result of conflict from different schools of thought and interpretation (Fine, 1993). It, however, is not without its imperfections or its critics, of which many emerged from within the perspective itself as well as from other research traditions. The criticisms toward symbolic interactionism were more intense earlier in its history than of late due to its perceived departure from scientific methodology that was dominant at the time of its emergence. Criticisms emerged at a time when qualitative research was seen to be unscientific, with positivist research dominating approaches to research (Meltzer et al., 1975). Rogers (1973) accused interactionists of examining human interaction in a vacuum, focusing on small-scale face-to-face interaction, with little concern for its historical or social setting. Skidmore (1975) found that interactionists failed to explain why people consistently chose to act in given ways in certain situations. While the criticisms are valid, they were made at a time when symbolic interactionism had barely established itself as a theoretical perspective. There is an argument developing that the differences between symbolic interactionism and other perspectives are narrowing (Dunn, 1997). The criticism from within symbolic interactionism is characterised by the four main schools of thought that have been identified under the umbrella of symbolic interactionism: the Chicago school, the Iowa/Indiana school, ethnomethodology, and dramaturgy. The differences are largely methodological, between preferences for more humanistic, qualitative approaches to researching social interactions and those that were more scientific and quantitative (Meltzer et al., 1975). Blumer (1969) argues the case for a distinctive methodology in the study of human behavior that made modern society more intelligible (Meltzer et al., 1975). Regardless of methodology or school of thought, however, symbolic interactionism encompasses both a qualitative and quantitative tradition, reflecting an approach that strives to understand human behavior, not to predict and control it, nor to have more statistical knowledge of it (Musolf, 2003: p.91). Kuhn (1964) argued symbolic interactionism should reflect quantitative methodology, stressing the importance of unity of method in all scientific disciplines. Reflecting on its short history at the time, Kuhn (ibid) identified a number of problems that stunted the growth of symbolic interactionism and its acceptance by other research traditions as a credible research perspective. One of the main issues was lack of scientific credibility, which characterised the schism between the two schools. Kuhn attempted to elaborate Meads view on social behaviorism in an effort to establish a theory of self that was both testable and usable. Kuhns 20-point test to measure the self reflected the leaning toward scientific quantitative methodology of exploring self. According to Dunn (1997) there are critics who claim that symbolic interactionism provides little indication of sources of meanings. While these criticisms are valid, they were made not long after symbolic interactionism emerged as its own perspective and had yet to fully utilise the way in which other perspectives have developed over the past few decades. Dunn (1997) documents recent comparisons between symbolic interactionism and other research traditions to illustrate narrowing differences and shared fundamentals, such as importance of language. Likewise, Callero (2003) argues that recent sociological approaches to self within a symbolic interactionist paradigm reflect emphases on power, reflexivity, and social constructionism. Recent literature on teachers professional identities provides evidence that symbolic interactionism has survived the criticisms to prosper and prove it to be a suitable framework for this area of research (Swann, 1987; Beijaard et al., 2000). Methods of data collection Primary data There are several types of collection methods involved in qualitative research. The Interview Method The definition of an interview is the interchange, between two or more persons, of views on a topic of mutual interest. This enables both the discussion of individual points of view, and the expression of points of view (Cohen et al., 2008.) Cohen et al. note that the interview serves three distinct purposes: 1) as the primary means for gathering information that directly affect research objectives; 2) for the purpose of either testing a hypothesis, or suggesting a new one, also, as an explanatory method for the identification of variables and their relationships; 3) for use in conjunction with other methods. The three types of interviews are: unstructured, semi-structured, and structured. The unstructured interview contains questions which are open-ended, allowing the question to be adapted, according to the intelligence, beliefs, and understanding of the respondent. These interviews are more flexible and may be used for probing issues in greater depth than the other interview types, though it can take more time and involve greater difficulty to analyse (Kidder et al., 1986.) In the semi-structured interview, both open-ended and close-ended questions are employed. This means that not all questions are designed in advance. The semi-structured interview technique has some of the advantages of the other two techniques (Kidder et al., 1986.) This technique has the flexibility of allowing the interviewer to formulate new questions during the interview, as a result of the respondents answers to previous questions. This allows the interviewer to seek additional illumination and information. The interviewer usually has a framework of themes to be explored in a semi-structured interview (Blackman, 2002.) The structured interview, also known as the standardized interview, employs closed ended questions, and a standard sequence which is used in every interview. This approach has the aim of presenting the very same questions, in the very same order, in every interviewing session, and for every interviewee. Though this approach is not very flexible, its data is more easily analysed, and is considered to be more objective (Nachmias and Nachmias, 1996.) Blackman (2002) cites three essential characteristics which can be used to distinguish between the unstructured and the structured interview. 1) A highly structured interview requires that all interviewers present the same set of questions to all interviewees, with use of follow-up questions being prohibited. 2) Structured interviews form the foundation for tighter analysis. 3) Interviewers are trained to use both a priori rules and a standardized rating form in order to strictly rate and score question responses. Researchers choose between several strategies when planning an interview, including (Thomas, 2003, p. 63): An approach of loose questioning, which is meant to elicit the respondents interpretation of a general situation or circumstance. An approach of tight-questions, using a limited number of options (e.g. Yes/no, like/dislike) to discover a respondents preferences. An approach of converging-questions. This is designed to blend the advantages of the loose method and the tight method. At first broad questions are asked, in an open-ended manner. These are followed up with additional questions to more thoroughly explore the interviewees opinions. An approach of response-guided questions. This approach includes the interviewer beginning with prepared questions, which are spontaneously follow-up by questions created as logical extensions of the given answer. This strategy allows the researcher to delve more deeply into the respondents opinions relating to the issues presented in the original question. Focus group interviews A focus group is a special type of group which has more involved as its purpose than simply getting people to have a conversation. It is special in terms of its purpose, composition, size, and procedures, which guides, through interaction, to outcomes and data (Cohen et al., 2008.) Listening to information, and gathering information, is the purpose of this interview, as well as to understand peoples thoughts and feelings about particular issues (Krueger and Casey, 2000.) Focus groups can encourage an environment which allows participants to share their points of view and perceptions without pressure. Researchers may be able to identify patterns and trends from the group discussion. This may lead to a systematic and careful analysis (Krueger and Casey, 2000.) According to Cohen et al. (2008,) focus groups are good for: Orienting to a specific field of focus. The development of topics, schedules, and themes which can be used in subsequent questionnaires or interviews. Use insights and data, collected from the group, to generate hypotheses. Producing and evaluating data relating to differing subgroups of a given population. Assembling feedback related to previous studies. Kruger and Casey (2000) specified some of the characteristics of a focus group. A focus group involves a limited quantity of participants, so that every person has a chance to share; participants should have similar characteristics, so that the researchers my accomplish the purpose of the study; collection of qualitative data, of interest to the researcher, is the primary purpose of the focus group usually to discover the range of opinions between several groups; the group must have a focused discussion; the group should ultimately help to understand the topic of interest. Researchers (Krueger and Casey, 2000; and Cohen et al., 2008) indicate that the data which is collected from a focus group may be negatively influenced by two kinds of participant: a) close friends who may inhibit free expression on a given topic; b) participants who may be difficult to join with others. For this reason, it is considered more useful when the data is triangulated by using traditional interviewing forms, observation, documentation, and questionnaires (Cohen et al., 2008.) Observation methods Observation is routinely used in everyday life (Frank, 1999,) but it is multi- faceted as a scientific method (Wajnryb, 1992.) Bohem and Weinberg (1987) stated that techniques for observation are key to the developments in the sciences, and this is because data which is collected is more likely to lead to decisions, conclusions, and new ideas. Obaidat et al (2002) made the claim that many phenomena and ideas, which are the subjects of study interviews and questionnaires, are selected because of the need to test them and understand them by field researchers. So, observation is considered a prime tool for the gaining of both information and experience. According to Cohen et al (2008,) observation enables researchers to gain understanding of the context which is being investigated, to be more inductive and open-ended, and to see certain aspects which otherwise may have been missed. It also allows for the discovery of issues that participants may not have wanted to discuss in their interviews. While observation in a social context can easily be accomplished, scientific observation may require more detailed planning, and defined recording protocols (Summerhill and Taylor, 1992.) Cohen et al (2008) refer to observations in many settings: physical, human, group or individual, gender, class, and even interaction in settings which may be formal or informal, planned or unplanned, verbal or non-verbal. Additional settings would include programme settings, such as school resources, curricula, and style. Secondary data The analysis of secondary data, involving the analysis of data collected by other institutions and researchers, will be part of the basis for this research. Additionally, by treating this undertaking with diligence and care, an efficient method or learning about research questions, which are both time saving and cost effective, will be gained. The major sources of secondary data, which are used in this research, are: Official stats. This comprises of statistics collected by various bureaus, departments, agencies, and the government. Because this information is easy to obtain and easy to comprehend, it is considered an important secondary data source. Scholarly Journals (Peer Reviewed) As they contain reports of both original research and reports of experimentation, scholarly journals are important to this study. Experts review scholarly journals in order to check their accuracy, originality, and hence relevance. Literature Review Articles these articles review and arrange original research about a particular subject of interest. For this research the researchers consulted online databases and the library, in order to find the requisite relevant pieces of data to be used in this research. Data analysis Qualitative research findings, methods, disciplinary orientation, and types of findings represent great diversity (Yardley 2000). Qualitative research has many traditions. These include, as a partial listing, cultural ethnography (Agar 1996; Quinn 2005), institutional ethnography (Campbell and Gregor 2004), analyses for historical comparison (Skocpol 2003), case studies (Yin 1994), focus groups (Krueger and Casey 2000), interviews (in-depth) (Glaser and Strauss 1967; McCracken 1988; Patton 2002;

Investigate the effect of temperature on the rate of reaction :: GCSE Chemistry Coursework Investigation

To investigate the effect of temperature on the rate of reaction Background Information: Chemical reactions take place all the time at many different rates, some are incredibly fast like an explosion-where you get no time to see what's happening or like rusting which could take years before the iron is completely rusted. The rate of reaction is extremely important because you need to know how long before the end of the session or you may not get results in time. In living organisms it's vital that all the chemical reactions take place at the rates which supply the cells with the things they need exactly when they need them. Reaction rates are also important in the chemical industry as in any industrial process the ultimate purpose is to make money by producing useful products. In the chemical industry this means it's important to make as much of the desired product as cheaply as possible which means that the rate of reaction must be fast enough to make as much of the product as quickly as possible without risking overheating or explosions and without costing too much! How money hungry are we eh? Successful chemistry, whether microscopic or at a chemical plant, depends on controlling the rate of the ongoing reactions. In order to understand what affects the rate of chemical reactions and how we can control them we need to measure the rate of the reaction. The two ways to do this are measuring how quickly the reactants are used up or we can observe how quickly products are formed. Once we have a measurement for the reaction under one set of conditions, we can change them and make comparisons of the changing reaction rate under different conditions. There are 3 ways to measure the rate of reaction. We can measure a change in mass, if the reaction involves a gas being given off. The mass disappearing can easily be measured and recorded over a period of time. Another way to see is by measuring the rate of precipitation. When an insoluble solid forms as a solid in solution, the solution will gradually become more and more opaque. Paper with a mark on it can be used and the time taken for the mark to become invisible can be recorded. Another way to measure the precipitation rate is to use a light meter and data logger to record the amount of light transmitted. Finally, the last way is to measure the volume of gas given off; using a syringe but this can only be used when a gas is given off. The rate of reaction depends on four things: temperature increases the

America by Claude Mckay Essay

â€Å"America† is a poem written by prominent Harlem Renaissance writer Claude McKay. In this poem we are told about life in America through the narrator’s point of view. It is through the narrator’ experience that McKay delivers his message, America will one day lose its greatness if it continues in its evil ways. Personification and diction is used to convey this message. Personification is used to give human-like qualities to America. Diction is used to explain how the hostility he/she experiences in America leads to the narrator’s ominous prediction of America’s future. Throughout the poem the speaker refers to America as ‘her’. By doing this Claude McKay uses personification to give America the human-like qualities of a female. This is shown in lines 1-3: â€Å"Although she feeds me bread of bitterness/And sinks into my throat her tiger’s tooth/ stealing my breath of life†. In the first part of line 1 where it says, â€Å"Although she feeds me bread†, this implies that America is something like a mother figure. However, the fact that America feeds the narrator bread of bitterness, bites his/her throat, and steals his/her breath of life, it’s obvious that America does not treat the speaker well. In line 11, it states, â€Å"Darkly I gaze into the days ahead†. The word ‘darkly’ implies that as a result of the hostility he/she experiences; the narrator has an ominous view of the future. When McKay says, â€Å"her might and granite wonders there† (line 12), it can be inferred that America’s global power and beautiful land are included in the narrators dark future. â€Å"Like priceless treasures sinking in the sand† (line 14). This line best illustrates McKay’s message that America will one day lose its greatness if it continues in its evil ways when you take into account the definition of the word sinking. Sinking means to be failing in health and strength. This led me to believe that line 14 means that America’s greatness and beautiful land that we cherish so much will eventually cease to exist. I believe the treatment the narrator receives in â€Å"America† by Claude McKay, is based on his own experience during the Harlem Renaissance. The use of personification to represent America and clever word choice allow McKay to deliver his message. This message is that America will one day lose its greatness if it continues in its evil ways.

Stardust: the Wall and Tristan

Through dedication, love, and courage, Tristan Thorne overcomes the strength and ability to grow up and become a man. The movie stardust is an adventure movie that brings thrill and excitement. As Tristan grows into being a mature man he faces many difficult tasks. Example, while Tristan is facing the love of his life. The girl does not give him a chance as he knows Humphrey is proposing to the girl Tristan likes. Tristan knows he has exactly one week to get the ring for the girl or she marries Humphrey.When Tristan turns to his father for help, Tristan’s father has a surprise for him, as he takes him up into the attic and gives Tristan a gift. A gift his father has had for him his whole life, a gift from Tristan’s mother he has never met. Tristan finds out it is a note in a basket addressed from his mother. In the note wrapped up is a Babylon candle from his mother. In the note it explains how he can use the candle his mother gave him, and what it is used for. As it ta kes one week for Tristan to grow up, he realizes he must cross the wall to get the star the love of his life is asking for.Tristan realizes he cannot cross the wall unless he has some help, as Tristan got his help. Tristan sneaks past the old man and over the wall. Yet, Tristan does not realize what he has in front of him, and what lies ahead of his battle to get the star he has always hoped of getting for the love of his life. First, Tristan grows and matures into a man by crossing the wall, and capturing the star. Second, as Tristan has the star he has always wanted; he realizes his true love is right in front of his eyes, and is not the girl he was capturing the star for.Finally, Tristan gets his wish by capturing the star, and becomes king. One reason why it takes Tristan a week to mature and grow up because he realizes he has such short time to capture the star that he needs. Tristan only has one week, and he realizes he has competition trying to capture the star as well. Secon d, Tristan realizes he is not the only one in pursuit of trying to capture the ring, as the witch and brothers try and track him down to become next king and queen. Finally, Tristan matures into a man by the help of his captain and friends he has met along the way of capturing the tar. Tristan realizes the love of his life is right in front of him, instead of back home. First, Tristan falls in love with the star, but yet does she know he has feelings for her and he does not know how to explain his feelings towards her. Tristan finds out the real truth of how she feels for him when his own mother turns him into a mouse, after they met up along a trail and he asked for a ride. She said he must give up his Snow Drop flower to catch a ride. As soon as Tristan gave up the flower, she made Tristan a mouse and put him in a cage in the back of the wagon.Star explains her feelings to Tristan as he is a mouse, and she does not know he understands or is listening. Second, Tristan tells star he has heard what she has had to say about her feelings towards him and Star is quit shocked. My last reason why Tristan never knew his true love was right in front of his eyes, because the captain on the ship explained to him it has been all along; he just never realized it. Finally, Tristan gets his wish by capturing the star and becoming King.First, Tristan became King by being the last one alive to capture the Star, and bringing her back home with him. Second, Tristan is crowned King by capturing the heart of the stone, which leads to internal life. Tristan got his wish by defeating the last witch alive, before the witch had a chance to kill the girl and capture the star. Third, when Tristan is crowned King, he receives a gift from his mother; which is one last Babylon candle. In Conclusion, Tristan Thorne overcomes the ability and strength to become a mature man.When Tristan battled his way to win the power to become crowned King, Tristan first jumped the wall when he was not dar ed to enter. Second, without the help of his own mother he never met his whole life, and the note in the basket being wrapped up with a Babylon candle inside his father gave him. It was the fastest way he could travel to get the star that he needed, and to get the ring for the love of his life back at home. As much as Tristan knew it was important to keep Star with him, Tristan had to always keep a close eye on her in order not to lose her.Tristan knew she was very popular and had to overcome great challenges not lose her, because Tristan knew it was his only chance to get the ring for the love of his life; which later on he discovers she is a star and does not realize she is the key for whoever becomes the next crowned King. Later, Tristan realizes he is not the only one trying to capture the star, and that has forced him to grow up very quickly to becoming a man. In the end, Tristan gets crowned King, by defeating everyone else behind him and gets the love of his life which was ri ght in front of his eyes all along.