Differences in Globalization.Differences Between Globalization From Essay

Differences in Globalization.Differences Between Globalization From Above And From Below - Essay Example In the business front, globalization may refer to the aspect of investing resources and conducting businesses beyond domestic and national markets to international markets across the world with a view of enhancing closer relations in different markets (Investopedia 2013, p. 1). Indeed, globalization involves the creation of an open and common global market and investment opportunities. Generally, globalization may define distinct political, economic, and social processes of a given society where it involves the decentralization of modern technologies, ideologies, and practices (Najera 2007, p. 1). This allows for the sharing of information and exercising free will in defined aspects as more people across the globe establish close and relevant relationships. More so, this fosters international trade, international policies, and cultural exchange (Investopedia 2013, p. 1). Ideally, there are significant benefits that relate to globalization in the modern world and hence the support on globalization by various scholars. Nevertheless, there are differences regarding the future and expansion of globalization with some scholars viewing globalization as an inexorable process. This leads to the assumption of different views concerning globalization. This includes globalization from â€Å"below† and globalization from â€Å"above.† The proponents of globalization may relate it to industrial growth in developing nations where such nations benefit from increased employment opportunities and technological transfer from the industrialized nations. Indeed, globalization allows the developing nations to derive economic benefits from the industrialized nations thus fostering economic growth in the developing nations. Nevertheless, we still have critics of globalization who claim that the benefits of globalization are prone to numerous risks. Indeed, the critics of globalization have homogenizing impacts on culture and exploit the domestic people and environment ( Najera 2007, p. 1). Moreover, they assert that globalization demeans national sovereignty and underrates the domestic labor force (Investopedia 2013, p. 1). There are different instruments of globalization, which include the World Trade Organization, the International Monetary Fund, and the World Bank, which recorded immense success in the recent past (Brecher, Costello & Smith 2000, p. 1). As such, it is evident that globalization has taken root and its application in the modern world bears potential benefits. There are different types of globalization, which include economic globalization, cultural globalization, economic globalization, globalization of sport, globalization of higher education, and globalization of medicine, health, religion, and science (Ritzer 2010, p. 60). More so, there are distinct factors that drive contemporary globalization which include technology, capitalism, and multinational corporations (Ritzer 2010, p. 60). Nevertheless, there are differences regardi ng the future and expansion of globalization with some scholars viewing globalization as an inexorable process (Ritzer 2010, p. 60). This leads to the assumption of different views concerning globalization. This includes viewing globalization from â€Å"below† and viewing globalization from â€Å"above.† Notably, there are significant differences between globalization â€Å"from above† and globalization â€Å"from below.† Ideally, we can refer to the view of globalization â€Å"from below† as democratic globalization and refer to the view of globalization from above as corporate globalization. More specifically, globalization â€Å"from below† refers to a situation where individuals (activists) or

Femail Trafficking Who Are Trafficked for Sexual Exploitation Research Paper

Femail Trafficking Who Are Trafficked for Sexual Exploitation - Research Paper Example As all such extreme crimes, the incidence of human trafficking is significantly high in the world, in both developed and developing countries. This exploitation of human beings, done by the powerful human beings to the comparatively weak and helpless people, occurs in many forms throughout the world, with thousands of victims falling prey to it every year. These forms include, â€Å"prostitution, sexual exploitation, slavery, child labor, organ transplant and other types of involuntary servitude† (UNODC, 2009). Human trafficking also includes the abduction of people and making them work under false promises of money, employment or other such benefits. The victims include men, women, as well as children, who find themselves victims of this crime both in their homelands as well as in foreign countries. Human trafficking bears a striking resemblance with the illegal practice of slavery, due to the conditions and exploitation that are subjected to its victims. One specific type of trafficking is sex trafficking of females, which is one of the most commonly found forms of this crime. Exploiters force women into prostitut ion due to debt-bonded agreements in this crime, and this has currently come to be the face of ‘modern slavery’, and a severe violation of human rights. Female trafficking is a practice, which leads to the compelling of the victimized female to perform sexually, for the exploiter’s financial gain (Hart, 2009). It is a growing business because of two reasons: it is profitable and it uses people who are not difficult to trap. The profitability of this crime is because there is a large market for the illegal trade of sex; a demand that female trafficking satisfies with its low prices and exploitation of helpless women. The helpless women are usually those from poor communities, who have been tricked into taking debts that they cannot afford to repay. They also include those women from families and communities, which are minorities in a country,

To bring about its downfall Essay Example for Free

To bring about its downfall Essay The Crucible is set in Salem, Massachusetts, during the 17th century. Salem is a very religious village, with life being centred around the church. Everyone was expected to go to church, and to learn the Ten Commandments off by heart, and always to dress modestly. Sinning was not tolerated at all! Rules were very strict. Everyone feared the devil, this was one of the religious codes. This leads to the whole town becoming very superstitious, believing in witchcraft and servants of the devil. This view shows how narrow minded people can be, and it is this fear of the devil which sets the scene for the prejudice we see during the play. The story has two different meanings which help it to function on two different levels. It shows how a community can live in fear of God and will admit to anything when faced with a death threat. This shows how weak people can be and how people can use their own deceptive minds and power to get what they want. It shows one good man fighting back against a narrow minded judicial system that believes in demons and that sins are unacceptable. It shows good strong men have weaknesses too and that they can be exploited. That everyone is human and unless you stand by what you believe in, it can lead to the downfall of us all. The Crucible shows a good man die when he shows weakness! Abbey Williams is one of the main characters in The Crucible. She is an evil child who twists evidence and words to murder her way through the people she does not like. She must get what she wants at all costs. Abbey seems to have a sexual power which she exploits over John Proctor, but she seems to use it on others in the town to get what she wants. She has power over the girls in the village and threatens them for example; I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you. And you know I can do it. This exhibits what a nasty girl Abbey is, and the girls in the town are scared rigid of her and will do whatever she says. This demonstrates the kind of power she has over the girls. She uses the forcefulness of her personality on the girls of the town, this leads them to do whatever she says. John was in love with Abbey and she uses this against him, she exploits it over him to get him to do what she wants for example; She is blackening my name in the village. You sweated like a stallion whenever I came near. These quotes show how Abbey uses what power she has over John to get him to do what she wants. It shows that Abbey knows what power she has and when to use it. This sexual power is her main power and she uses it over everyone she can. Abbey Williams is a very cruel and arrogant person she insults the judges and is aggressive towards Danforth for example; Ill have no such looks! If I have to answer that I will leave and never come back again. This shows that she can say this to the judges and get away with it, and that Abbey even seems to have power over the judges and court officials. Abbey Williams pretends she was taken by the devil in order to get power over the people of Salem and to get what she wants, this shows how evilly twisted she is. On the other hand the Putnams have a totally different kind of power. They have the power of their material possessions. They are very wealthy, but they are greedy and they have a habit of claiming land that is not theirs for example; Your grandfather had a habit of calling land that never belonged to him. This leads the Putnams to be disliked in the town. The Putnams do have a lot of land most of it swindled from their neighbours and because the rest of the people in Salem arent as rich, lots of them are resentful towards the Putnams. All the Putnams sons have died; we learn this during the play When Mrs Putnam says; Reverend Parris, I have laid seven babies unbaptised in the earth. Believe me sir you never saw more hearty babies born. And yet they would wither in my arms the very night of their birth.

Gendered Toys And The Perceptions Children And Young People Essay

Gendered Toys And The Perceptions Children And Young People Essay The focus of this research was gendered toys and the perceptions children and their parents hold about these types of toys, it aimed to investigate childrens reasoning about gendered toys and looked to establish if a link exists between the perceptions of parents and the toy preferences of children. Gendered toys can be described as being toys which are generally thought of as being suitable for one gender over the other, for example wheeled toys for males and dolls for females (Pleil and Williams, 2008; Francis, 2010). Throughout this research the term gender typical toys will be used to describe toys which are traditionally considered most appropriate for the sex choosing them, the term gender atypical is used to describe toys traditionally thought of as being suitable for a child of the opposite gender to the sex of the child selecting them. This subject is especially significant today, as it appears that the manufacturing and marketing of toys is more gender stereotyped now than previously; with the vast majority of toy stores having aisles, or even entire floors dedicated to a specific gender (Francis, 2010). Therefore, todays children are being exposed to gender stereotyped toys to a greater degree than their counterparts would have been in the past (Francis, 2010). Looking at research which sought parents experiences of what toys their children preferred has demonstrated that young children vary vastly when it comes to their choice of toys and that they have very clear opinions of what toys are most suited to each gender (Pleil and Williams, 2008). Furthermore, research has demonstrated that children develop mental schemas of objects, which are gender stereotyped from a very young age (Ruble, Martin and Berenbaum, 2006). The gender stereotypes and gender stereotypical behaviour that forms during early childhood are an interesting and important issue, as it has been established that these gender notions can influence a childs career choices as adults (Cherney and Dempsey, 2010; Francis, 2010). Furthermore, toy choice in itself is an important issue research has shown that toys teach children vital life skills, however, these skills vary depending on which gender the toy is stereotypically aimed at (Fagot and Leinbach, 1983; Francis, 2010). It ha s been argued that the toys stereotypically aimed each gender foster totally different social and cognitive skills, with boys toys developing problem-solving skills whilst girls toys develop nurturing and caring skills (Cherney and London, 2006; Francis, 2010). Therefore, the toys children play with, along with childrens gender stereotypical views of them are important and valid issues to research as the impact is long term and has implications in adulthood. There are several theoretical perspectives on how children come to acquire gender stereotypes and gendered behaviours. The social cognitive theory of gender development postulates that children learn gender norms and gendered behaviours through observing their environment and the people within it; children observe the behaviours of people in their environment and replicate them. Gendered behaviours are reinforced through the reward and punishment of behaviour, considered appropriate or inappropriate by others that the child experiences (Bussey and Bandura, 1999). Therefore, according to this standpoint the concept of gender and the acquisition of gendered behaviour is a socially constructed phenomenon. However, research conducted on Verve and Rhesus monkeys has established that young primates display the same gendered behaviours observed in their human counterparts (Alexander and Hines, 2002; Hassett, Siebert and Wallen 2008). This research suggests that gender stereotypical toy pref erences may be a reflection of the biological differences between males and females rather than being a direct result of socialisation (Pleil and Williams, 2008). Therefore, according to this standpoint gendered behaviour is as a result of biological differences between the sexes. Despite this evidence, suggesting that children may be biologically predisposed to being gender stereotypical in their toy preferences, this paper is underpinned by the hypothesis that childrens social interactions, especially with their parents, are influential on their perception and choice when it comes to toys. The overarching approach of this research was a case study, employing document analysis, questionnaire and interview techniques of data collection. The central research question for this study was How do children and their parents perceive and reason about gendered toys and what, if any, connection exists between these perceptions in relation to childrens toy preferences. Four aims were identified and addressed by formulating four research questions, in order to answer the central research question. These research questions were: What are childrens toy preferences and how, if at all, are these preferences interrelated to the gender of the child? How do children reason about their toy choice when deciding which toys they wish to play with? What are parental perceptions of the suitability of gendered toys? How, if at all, are parental perceptions of toys interlinked with toy choice and the reasoning behind toy choice, of children? Chapter 2: Review of the Literature Introduction This review will examine issues relating to the perspectives held by children and parents on gendered toys. Firstly it will examine childrens toy preferences, exploring the gender dimorphic nature, which research has uncovered regarding childrens toy choices. Then the review will then explore the reasoning behind childrens toy choices, parental perspectives on the suitability of toys in relation to gender and finally the influence of parents on childrens perspective and choice. 2.1: Childrens Toy Preferences and Gender It has been put forward that the vast majority of experiments designed to assess childrens toy preferences were not true reflections of what children would choose in real life (Down, 1983). Down (1983) argues that prior experiments were too restrictive, only offering a very limited choice between small selections of typically male or female toys, which rarely offered a gender neutral choice. In his own research Down assessed elementary school aged childrens toy preferences by utilising childrens letters to Santa Claus, allowing for an unrestricted, ecologically valid method of ascertaining childrens preferences in a real life, naturalistic way. Down found that many of the toys selected by the children were not traditionally gendered toys, rather they were toys which could be considered gender neutral; girls were found to be especially likely to request gender neutral toys whilst boys requested gender typical and gender neutral toys in equal measure. Nevertheless, Downs research also demonstrated that boys and girls both prefer gender typical toys over gender atypical toys, a notion which has been supported through the findings of subsequence research (Carter and Levy, 1988; Martin, Eisenbud and Rose, 1995; Cherney et al, 2003). Recent research which, like Downs work offered a holistic insight into childrens toy preferences, was conducted by Cherney and London (2006). The child participants in this study were asked to list their favourite toys, the participants were free to choose whatever toys they wished. Considerable differences were found in the favourite toys that were chosen based on the childs gender, replicating the previous finding of Down; both boys and girls preferred gender typical over gender atypical toys. They also discovered that whilst boys preferences became slightly more masculine as the child aged, that in contrast girls toy preference became less feminine with age. More recently it has been discovered that even the youngest children, infants aged between 3 and 8 months, appear to show a preference for gender typical toys. Alexander, Wilcox and Woods (2009) investigated whether infants display a preference for gender typical toys, this was ascertained using eye-tracking technology to measure the time the infants spent focused on either a truck or a doll. It was found that girl infants showed a preference for the doll, whilst the boy infants spent more time focused on the truck. The research of Alexander, Wilcox and Woods, supports the notion of a biological foundation for gendered preferences of toys. The notion of a biological underpinning for childrens gender-based preferences has been highlighted through research conducted with infant monkeys (Alexander and Hines, 2002; Hassett, Siebert and Wallen 2008), as these preferences are being observed at an age before it is commonly accepted that children have established gender identity and gender t ypical behaviour. However, it cannot be ignored that some of the research discussed above (Alexander and Hines, 2002; Hassett, Siebert and Wallen, 2008 and Alexander, Wilcox and Wood, 2009), is guilty of the very criticism put forward by Down (1983). These studies only offered the participants a choice between limited arrays of gendered toys with none offering participants a gender neutral option. Therefore, it could be argued that these studies do not demonstrate well-rounded picture of childrens toy preferences and therefore the validity of these findings could be called into question. Nevertheless, the findings of these studies, when considered alongside the more well-rounded research discussed above (Down, 1983; Cherney and London, 2006) clearly show that children, of both the human and primate variety, demonstrate a marked preference for gender typical over gender atypical toys, therefore providing a valid and important insight into childrens toy preference and the difference between the preferen ces of girls and boys. 2.2: Childrens Reasoning Regarding Toy Preference and Suitability Through previous research, several key factors have emerged that influence a childs reasoning about whom toys are suitable for. Several studies have found that childrens reasoning about who else would enjoy playing with a particular toy is often egocentric. It has been found that when a child likes a particular toy they often reason that other children of their own gender would also like the toy and conversely children of the opposite gender would not like it (Carter and Levy, 1988; Martin, Eisenbud and Rose, 1995; Cherney, Harper and Winter, 2006). These studies show that young children often used egocentric reasoning when thinking about what other children would like, they conclude that what they enjoy others of their own sex would also enjoy and those of the opposite sex would not. However, Martin, Eisenbud and Rose (1995) established that when toys are labelled as being for a certain gender, it is highly influential on childrens reasoning about who would enjoy that toy. They presented children with attractive, but unfamiliar toys and asked them to rate the toys appeal to themselves and other children, the results were concurrent with the previous research of Carter and Levy (1988), the childrens reasoning was egocentric; they concluded that what they liked other children of their gender would like. However, when they presented the children with another set of toys, applying gender labelling to them, they uncovered a very different reaction. The children used the gender labels to reason about their own and others preference for that toy, even with a very attractive toy, if it was labelled for the opposite gender the children were less favourable towards that toy and reasoned that other children of their own gender wouldnt like it either. Therefore, this researc h clearly demonstrates the power of gender labels to influence childrens reasoning and preferences when choosing what toys they themselves would enjoy as well as when considering what other children would enjoy. Another common influence on childrens gender-based reasoning uncovered by recent research conducted by Cherney and Dempsey (2010) is gender association; children would habitually reason that a toy was most suitable for a particular gender based on the gender of the toy itself. An example of this was when a swimming pool, a toy deemed to be gender neutral, was classified as being a girls toy because it featured Dora the Explorer whom is herself a girl. Furthermore, this research has also identified toy colour as being another factor which influences childrens reasoning and toy preferences. Using gender ambiguous and neutral toys, this research aimed to establish how young children classify toys with less notable gender typical features, finding that colour was commonly cited as a reason for the classification of toys by gender (Cherney and Dempsey, 2010). This finding could be due to the increasing trend seen in recent years for toy manufacturers to commonly market the same toy, which is often a gender neutral toy such as a camera, in gender typical colours. With the pink option being marketed at girls and the blue version marketed at boys. The studies outlined above demonstrate that childrens reasoning about toy preferences and suitability is influenced by a number of factors and is often egocentric. However the common thread running throughout all these studies is that outside influences, such a gender labels and colour greatly influences the toys children like. The personal, egocentric reasoning employed by children in the absence of outside influences, coupled with the change in childrens reasoning that comes with outside influences clearly shows that children are highly aware of societal and cultural norms and it would appear that, on the whole, children tend to conform to these gender norms when it comes to the toys they considered to be most appealing. 2.3: Parental Perceptions of Gendered Toys and Their Suitability During the late 1970s an observational study was conducted, which investigated how parents praise and punish childrens behaviour, it was found that the types of behaviours parents praise or punish differ for boys and girls. The study discovered that boys were punished when they played with gender atypical toys and praised when they played with gender typical toys, it also found that girls were punished for rough and tumble play (Fagot, 1978). Therefore, it would seem from this research that parents have clear views on what toys and play styles are suitable for either sex and that they actively discourage their children from engaging in play or using toys traditionally stereotyped as belonging to the opposite sex. This finding was supported by later research, investigating parental participation in childrens play (Roopnarine, 1986), which discovered parents most often participated when their children were playing with toys traditionally considered appropriate for their gender. Therefo re, these studies (Fagot, 1978; Roopnarine, 1986) suggest that parents, either directly through punishment or indirectly through their lack of participation, encourage their children to prefer gender typical toys and reject gender atypical ones. However, more recently a study conducted by Wood et al (2002) investigating parental views of gender stereotyped toys found that traditional gender categorisation of toys did not reflect the parents views on toy suitability. This study found that many toys traditionally considered to be either male or female, were categorised as being gender neutral by the parents. The physical features of the toys used in this study were controlled to limit factors, such as colour, from influencing gender categorisation. Therefore, the parents must have made their decision based on something outside of the physical features of the toys; the researchers believed this could be due to a shift in recent times of the typical gender role stereotypes (Wood et al, 2002). Nevertheless, this study discovered that parents believed gendered toys to be most desirable to the gender the toy is traditionally assigned to. This research also observed parents and children at play to ascertain which toys were utilised most often by each gender. While observing boys and parents typically masculine toys were played with the most, a finding consistent with previous studies however, when observing girls and parents there was more flexibility, playing with feminine and neutral toys equally which deviates from previous studies. Therefore the shift in how parents categorised toys uncovered by this research did not reflect in their real life play situations with their children (Wood et al, 2002). The findings of these studies (Fagot, 1978; Roopnarine, 1986) suggest that parents have differing views on what toys and activities are suitable for children based on their gender, and that they reinforce these views through their behaviour when interacting with their child. However, more recent findings (Wood et al, 2002) suggest that parents view of traditionally gender stereotyped toys is evolving and that modern parents are reinterpreting the traditional roles of gendered toys. Nevertheless, despite this shift in how parents are categorising childrens toys, Wood et al (2002) still found that parents believed stereotypically gendered toys to be most desirable to the gender typically associated to them, showing that there is still a gender division in children toys. 2.4: Parental Influence on Childrens Toy Choices and Reasoning It has been argued by Mischel (1966) that children learn gendered behaviours prior to realising that they belong to a particular gender, this occurs through a process of modelling and reinforcement by adults. Furthermore, as previously discussed the praise and punishment delivered by parents differs depending on the sex of the child, with girls and boys both being praised for gender typical behaviour and punished for gender atypical behaviour (Fagot, 1978). These two pieces of literature suggest that children learn gender labelling and gendered behaviours through the social interactions they experience in their early lives. This standpoint on childrens acquisition of gender labels and gendered behaviour is called social learning theory and opposes the cognitive-developmental theory of children acquisition of gendered behaviours as proposed by Kohlberg (1966). The cognitive-developmental theory argues that children develop an awareness of their own gender before developing an understa nding of the typical behaviour associated with each gender (Kohlberg, 1966). Through the lens of the social learning theorist gendered behaviours are viewed as being a precursor of the gender development process, whereas cognitive-developmental theorists sees gender development as being a causal factor in children acquiring gendered behaviours (Weinraub et al, 1984). Therefore from a social learning perspective parents, as young childrens primary socialiser, have a massive potential to influence the existence of gender behaviour in their child and therefore may influence the types of toys children choose to play with. Research conducted investigating young childrens gender identity, toy choices and family characteristics has found that parents do hold an influence over their childs toy choice (Weinraub et al, 1984). However, this influence was not universal for mothers and fathers. The study found that in the case of mothers it is their occupation, not their sex-typed personality traits, which affect childrens development of gender labelling and therefore their toy choices. On the other hand, the study found that in the case of fathers, sex-typed personality traits strongly influenced the development of gender labels in children, and their toy preferences, especially in the case of boys (Weinraub et al, 1984). However, another study conducted shortly after found that contrary to previous research suggesting fathers as being the primary force supporting the development of children learning gender labels, that mothers and fathers were equally involved (Roopnarine, 1986). The results of these studies (Weinraub et al, 1984; Roopnarine, 1986) demonstrate that parents, especially fathers of boys, can influence the gender labels that children develop, and in turn the choices children make about toys and support the hypothesis proposed by social-learning theorists. Chapter Three: Methodology 3.1: Research Methods The overarching research design of this research was that of the case study. This design was chosen as it enables real life participants to be examined in a real life situation, allowing for an in-depth insight into the phenomenon being investigated (Cohen et al, 2011). The phenomenon this research project examined was gendered toys; it investigated how children and their parents perceive and reason about such toys and aimed to establish whether there is a link between the perceptions of parents and the preferences of children. A further benefit of the case study approach is that it allows findings to be presented in a clear and concise manner, enabling the reader to have a clearer understanding of the ideas being presented (Cohen et al, 2011). Case studies have been defined as being the study of a single instance within a bounded system, for example a school, class, community (Adelman et al, 1980; Creswell, 1994 cited in Cohen et al, 2011). However, it has been put forward that such a tight definition is not an appropriate definition of the case study approach. Yin (2009) argues that the line between the phenomenon being investigated and the context where it is being investigating is not clear-cut; therefore it is important contextualise case studies by employing strategies such as rich descriptions and details. Nevertheless, this case study did investigate a phenomenon within a bounded system, focusing on families from within a community whose children all attend the same school. The case study approach was chosen for this research as the approach is particularly useful in establishing cause and effect, and the aim of this research was to establish if parental perceptions influence children choices. In addition, case stud ies allow the effects of a phenomenon to be observed within a real life perspective, allowing for a better understanding of how the context of a situation influences both cause and effect (Cohen et al, 2011). Case studies are excellent for providing both the researcher and the reader with an in-depth and rich understanding of the phenomenon being investigated. Nevertheless, as a case study is usually focused upon a fairly narrow line of inquiry, focused on a specific phenomenon or a single setting, it does have its limitations. A major, often cited limitation is the lack of generality; finding and conclusion drawn by a case study cannot be applied to a wider context than that within which it was conducted (Robert-Holmes, 2011). It is therefore of upmost importance that researchers conducting case studies do not attempt to make claims applying the knowledge obtained through a case study universally. This research employed three data collection methods within its case study research design, these were, questionnaires, documentary research and an interview. Three methods of data collection were employed in order to provide the study with triangulation. Triangulation is the process of employing two or more methods of data collection when researching an aspect of human behaviour, allowing the researcher to obtain a more comprehensive picture of the behaviour they are investigating (Cohen et al, 2011; Robert-Holmes, 2011). Triangulation is important as it provides the research with validity, which in turn makes the conclusions drawn by research more believable to the reader (Mukherji Albon, 2009). An overview of these methods and their benefits and limitations, will follow. Questionnaires can be a useful tool for gathering data for research as they quickly collect large quantities of data, and due to the standardised nature of the questionnaire the data collected is easily comparable (Willan, 2010; Robert-Holmes, 2011). However, it must be noted that questionnaire data lacks the depth and breadth of interview data, which offers a more in-depth insight of peoples thoughts, beliefs and attitudes (Robert-Holmes, 2011). Whilst questionnaires can be very useful, being easy to distribute and a comparatively cheap and quick method of collecting large quantities of data, they can prove problematic as getting responses back can often be challenging (Willan, 2010; Robert-Holmes, 2011). Furthermore, the formulation of a questionnaire can be difficult to get right requiring careful consideration; it is especially easy for questionnaires to lack clarity, be ambiguous and to be leading to its participants (Willan, 2010). Therefore, special consideration needs to be t aken to ensure the questions are formulated in a way to ensure the necessary data is collected, whilst making sure that the questionnaire itself is not overly long or complicated. An overly long or complex questionnaire can put off potential participants, which in turn may result in a low response rate which then effects the breadth of the data collected (Oppenheim, 1992; Foody, 1993). For this reason, the questions for this projects questionnaire were designed to be clear and concise furthermore, unnecessary questions were omitted from the questionnaire in an attempt to maximise participation. Documentary research can provide an insight into human social activity, briefly speaking a document can be describes as being a record of an event or a process, which is produced by an individual or group (Cohen et al, 2011). Documentary research can help researchers understand current practices; however through analysing historical documentation researchers can use this method to investigate how historical perceptions have influenced current thinking (Willan, 2010; Cohen et al, 2011). Documentary evidence can come in many different formats and is not merely the analysis of written documents, such as policy documents and letters; documentary evidence can be obtained from various multimedia sources such as radio, films and emails (Willan, 2010; Cohen et al, 2011). The documents analysed by this research were collages of favourite toys produced autonomously by the child participants; it was used to provide a current picture of the childrens toy preferences obtained with minimal adult i nfluence. However, documents do not provide information automatically, they require careful analysis and interpretation to reveal the information contained within them. Therefore, the worth of data obtained through documentary analysis is highly variable, depending on how able the person analysing it is to fully understanding its meaning (Cohen et al, 2011). The final method of data collection employed by this study was the semi-structured interview, employing the use of an interview guide which, while listing areas to be discussed was not a fixed, premeditated interview schedule as would be used in a structured interview (Robert-Holmes, 2011). The semi-structured technique was selected over the structured technique as it provides a good degree exploration whilst minimising the potential to wander from the intended area of discussion (Willan, 2010; Robert-Holmes, 2011). Semi-structured interviews centre firmly on the participant and their beliefs and opinions, rather than the researcher, which is the case in a structured interview; there is far more scope for the participant to influence the course the interview takes. When conducting a semi-structured interview the researcher acts as a facilitator encouraging the participants to vocalise their opinions about the matter being discussed (Robert-Holmes, 2011). The interviews for this study were conducted as a group in the childrens school environment, additionally the researcher was known to these children from their role as a volunteer in the class. These measures were taken to ensure that the children felt as comfortable as possible, as feeling intimidated or uncomfortable by the situation could potentially affect the success of the interview (Robert-Holmes, 2011). Furthermore, it was felt that building a good rapport with the children, through volunteering in their classroom before commencing the data collection was imperative. This was because children are generally not used to unfamiliar adults asking them about their thoughts, feelings or experiences, therefore good researcher-child relationships are fundamental for successfully interviewing children (Folque, 2010). 3.2: Ethical Considerations Before data collection commenced a letter explaining the aims and data collection methods of this research was presented to both the school and the parents of the children participating in the research. This was to ensure that all parties involved were aware of how and why the research was being conducted; a Criminal Records Bureau enhanced disclosure certificate was also shown to the school and made available for the parents to view to demonstrate that the research was being conducted by a suitable adult. Through giving participants transparent information on the aims and data collection methods of the research allowed the adult participants to give their informed consent to participate on the research. Parents were asked for their permission for the children to participate, additionally the children were briefed on their part in the research and it was made clear to all parties that their participation was in no way compulsory and that they were free to withdraw at any point. Copies of the letters sent to the school and parents, along with the ethical approval form for this research can be found in the appendices (See Appendix 2 and 3). Chapter Four: Results 4.1 Analysing Childrens Toy Collages Introduction In order to collect information about the toy preferences of the children participating the document analysis method of data collection was used, the documentary evidenced analysed was collages created by the children of their favourite toys. Full details of this method can be found in the methodology chapter of this research project (See 3.1). Aims The aim of using document analysis was to ascertain the childrens toy preferences in a naturalistic and unbiased way. It allowed the children to complete a collage of their favourite toys autonomously, with minimal outside influences. This information was required to determine to what extent, if at all, children prefer gender stereotypical toys. Procedures In total 31 families of Year 2 children at a West Midlands primary school were contacted with details the research and asked if they would be interested in participating. In total 10 families expressed an interest in taking part, giving a response rate of 32.2 %, 4 families were then selected to participate. The families selected were of white British background and from intact family units. These families were chosen because of the commonality of their backgrounds, in order to minimise variables due to ethnicity, culture and family dynamics. The sample group consisted of four children; 2 boys and 2 girls aged between 6 and 7years old. The children were provided with a toy catalogue, featuring a wide range of different types of toys. The children were also provided with a choice of coloured paper, scissors and glue. Adults were on hand to assist the children with cutting out and sticking if this was needed. The activity was child led but supervised by adults, this was to minimise adult influence on the childrens choices whilst ensuring the activity was safe. The activity was conducted in the childrens school environment, to ensure the children felt comfortable in order to minimise any negative effect on either the participants or the data collected (see 3.1). The children were told that they could browse through the catalogue, cut out the toys which they favoured and use them to make their collage. The children were also informed that if they could not find a toy they l

Hemingway :: Essays Papers

Hemmingway Hemingway Hero’ is the foundation for the main charater in all of Hemingway’s stories. The ‘Hemingway Hero’ is always a man, more so, he is a rough, woodsy type; a real man’s-man. He drinks, he hunts, and he acts first then asks questions later. He goes from one woman to another, and women are good for little more than reproduction. (Shoemaker) He has hopes, dreams, convictions and beliefes which he strictly follows, but he does not talk about them. This is one great example of the ‘Hemingway Hero’ being a man: â€Å"How much did you suffer?† â€Å"Plenty,† replied the old man.† (Ernest Hemingway, â€Å"Old Man and The Sea† 126.) This conversation took place after the old man had been fighting a twelve hundred pound marlin for three days with little drink and only raw fish to eat. This pattern of the ‘Hemingway Hero’ is consistent in all of Hemingway’s writings. Santiago, from â€Å"The Old Man and the Sea,† has a striking similarity to each of the injured soldiers in â€Å"In Another Country.† All of these men are proud and it is shown in the soldiers thoughts about his medals (Adventures in American Literature 649) and in Santiago’s belief that a man can be destroyed, but not defeated; which is also major theme in many of Hemingway’s writings. However, the hero varies from story to story in their realism. In â€Å"In Another Country† the characters display a more human quality of emotion, where as Santiago seems to have a super-human restraint and is always stoic. Hemingway uses most every kind of literary device imaginable in his writing. One major item is the use of understatement (Shoemaker), the quote in the second paragraph is an excellent example as is; â€Å"It is very difficult,† he said â€Å"I am utterly unable to resign myself,† (Adventures in American Literature, 651.) This quote is from an injured soldier morning the loss of his recently wed bride.

Symbollism in Goodman Brown Essay -- Essays Papers

Symbollism in Goodman Brown The Symbolism in Nathan Hawthorne's "Young Goodman Brown" begins before the story starts. The first sign of symbolism is in the title of the story. The word "young" is used in saying that Mr. Brown is young in his marriage and in his maturity. The next word "Goodman" was a term used in Hawthorne's day as a man under a gentleman. This fits Mr. Brown because he is no one special, only to his friends and family. Symbolism is strewn throughout the story in what seems like every word. In the beginning of the story, the phrase "Faith, as the wife was so aptly named" shows that the word "Faith" is not only his wife's name, rather it is also the "Faith" one must have to believe in religion. Mr. Brown's faith is tested in this story to determine wether or not he is good or evil. Secondly, when he is leaving and his wife is begging that he stay. This is awful close the situation later in the story where his mothers ghost is trying to hold him back. Yet, Mr. Brown tells his wife that "My journey, as thoust call it, forth and back again must be done ‘twixt now and sunrise." Taking a journey as she calls it like his father and his grandfather had when they were young. Once again, later in the story when his mother tells him to stay back, the ghost of his father is the one who tells him to go on. When Mr. Brown enters the forest he says that "There may be a devilish Indian behind every tree" (which will be discussed later) and "W...

Defining Humanities Essay

Humanities is the study of language, philosophy, communication, environment, history, religion, sociology, arts, culture, education and ethics. The word humanities originally comes from the Latin word, â€Å"humanus. † The word humanus means â€Å"human. † To be â€Å"human† is to possess the qualities and attributes of man. Being human also has the feelings and dispositions proper to man. However, humanities as the study of the different cultural aspects analyzes man’s weaknesses in life and how each can be improved. Culture includes speech, knowledge, beliefs, arts, technologies, ideals, and rules. To be cultured means to be refined and well versed in arts, philosophy, and the languages. It is also to be learned about great men and leaders in the past. Culture should regulate the type of behavior considered appropriate to an individual. Its teaching is essential for one to obtain the proper knowledge in his efforts to achieve the status of being a cultured man. On the other hand, understanding man and his affairs rather than just a body of accepted facts and theories is a purpose for humanities. It has various meanings in different historical periods, but it is only the same. This sums up to remind everyone about humanity. Humanities dealt with philosophy and theology in the 12th, 13th centuries and Renaissance period. This was the study of disciplines among languages, fine arts, music, and philosophy. Recognizing literature defined humanities in the past. There were different types of performing arts such as music, dance, theatre, philosophy, and religion. Humanities supported various categories of literature. Each and every one of these types were study academically. in the early centuries. Humanities is still an ongoing study of today and the future.