Surface Modification of Titania Experiment

Surface Modification of Titania Experiment 1.4  Surface Modification of Titania and its requirement: The chief active fields of research in non-homogeneous photocatalysis with semiconductor particles is development of a system that is capable of using the visible sunlight to degrade inorganic organic contaminants. The total photocatalytic activity of a particular S/C system for the discussed purpose is measured by various factors.The major factors include semiconductor stability, photocatalytic efficiency, process, response of wavelength range and selectivity of products . Modifying the surface of the semiconductor can surmount the limitations and drawbacks of a particular semiconductor as a photocatalyst for a particular use. Various benefits of modifying and changing the surface of titania have been studied. Below is the list as discussed before: (a) Inhibiting recombination by increasing the charge separation and therefore the efficiency of the photocatalytic process; (b) Changing yield of the particular product. (c) Increasing the wavelength response range (i.e. excitation of wide band gap semiconductors by visible light); and 1.4.1  Metal Semiconductor Modification The photocatalytic process is changed after the addition of the noble metals as the surface properties of the semiconductor are modified. The metal generally enhances and changes the output of a particular product . The rate of photocatalytic reaction is also altered by the metal. Besides, there is also a chance that addition can change the reaction products also. The electron will migrate to the metal where it gets trapped after the excitation and as a result of this migration , the electron-hole recombination is inhibited. The movement of negatively charged electrons to the metal particles has been confirmed by various studies showing there is a reported reduction in photo conductance of metal which has been deposited on the semiconductor compared to no reductionin photo conductance of the bare semiconductor particles. The hole becomes free to diffuse to the surface of the semiconductor particles.The oxidation can take place on the surface of the semiconductor. Besides, the metal has also got its own photocatalytic activity. Hence, the metal actually alters the photocatalytic properties of the semiconductor by altering the distribution of electrons. The Fermi levels of the two align in such a way which causes the electrons to flow from the semiconductor to the metal as the two species come together in contact. This reduction in electron density in the semiconductor leads to increase in the hydroxyl group[14]. This in turn alters the photocatalytic process on the semiconductor surface. The modification (electronic) of the semiconductor surface using metal deposition has witnessed with many noble metals such as gold, silver and platinum. 1.4.2  Modification of Titania by Noble metals like Silver: Ag has been deposited onto TiO2 in most of the studies asit is more cost-effective than other noble metals such as gold and platinum. Moreover, the Ag nanoparticles also have an intrinsic ability to stop and prevent the growth of bacteria. Also is has a very effective photocatalytic ability at the nanoscale [15]. Ag has formerly been added to TiO2 nanoparticles, TiO2 nanofilms and on TiO2 nanorods. Various studies conducted by Li et al have reported that Ag-deposited TiO2 anatase nanoparticles have shown an improvement in the photoresponse compared to that of anatase bare TiO2 nanoparticles [16]. Ag–TiO2 nanocomposite films has also been used and have showed an increased photocatalytic activity compared to the non-modified material. In fact, UV-illuminated Ag–TiO2 nano-composite films have been found out to be up to 6.3 times more effective at photo degrading MO than are UV-illuminated bare TiO2 films [17]. Plasmonic photocatalysis has lately been anticipated to increase and extend the photocatalytic activity of TiO2 to the visible light range (400nm-800nm). The plasmonic photocatalysts are different combinations of noble metal nanoparticles and semiconductor nanoparticles. The semiconductors nanoparticles absorb UV / visible light. Noble metal nanoparticles usually have very strong absorption in the visible region of solar light due to localized surface plasmon resonance commonly known as LSPR. If this energy of the absorbed visible light by the noble metal nanoparticles can be exploited to improve the reaction rates of photocatalysis, then the semiconductor/metal system is known as plasmonic photocatalyst. There’re different mechanism for plasmonic photocatalyst to enhance and extenf the photocatalytic performance to visible light range of the solar spectrum: Coupling of noble metal nanoparticles directly with the semiconductor nanoparticles .This will lead to transferring of the photogenerated electrons or holes (due to the LSPR absorbance present in the metal nanoparticles) to the semiconductor, thereby enhancing the photocatalytic performance of the semiconductor [18] . One thing that shall be kept in mind is that the direct contact of semiconductor with noble metal may also lead to back transfer of charges from the semiconductors to nanoparticles of the noble metal. The transfer of the absorbed energy by the noble metal nanoparticles to semiconductors via radioactive route using the localized interaction of the LSPR-induced improved localized elec. à ¯Ã‚ ¬Ã‚ eld with semiconduuctors. [19]. Ag−TiO2 composites have been extensively studied prepared by a lot of methods. Loading of Ag nanoparticles on the surface of TiO2 is done via dià ¯Ã‚ ¬Ã¢â€š ¬erent techniques. Photocatalytic activity enhancement has been reported with these samples of Ag−TiO2. But because of the fact that most Ag is present on the surface of TiO2 nanoparticles, the exposed TiO2 surface area to illumination is reduced. It must be noted that the interface between Ag and TiO2 is also limited. Hence, in order to assist the charge-transfer process, we must maximize the interface between Ag and TiO2. We can also achieve a better design by simply mixing Ag NPs to TiO2 structures. This has been successfully done using the sol−gel method [20,21]. But there is a drawback of the sol−gel method as it typically needs precursors and therefore may have organic residues in the samples. Hence, in order to achieve a very good control over the structure of samples, we must make Ag−TiO2 p orous nanostructures directly through physical methods. Also it must be stated that silver metal deposition is of considerable interest because of it excellent potential applications.. There are a lot of applications of silver in the medical field and in the anti-microbial field. This has led many researchers and scholars to develop and synthesize silver deposited titania coated sanitary wares [22], food preparation surfaces, air conditioning filters, medical devices etc. Ag traps the excited electrons from TiO2 and also leave the holes behind for the degradation reaction of organic species .Furthermore, it also results in the extending the response of wavelength in the visible region [23–25]. Ag nanoparticles can also facilitate in the process o electron excitation by creating a local electric field [26]. The plasmon resonance effects in Ag nanoparticles show an enhancement in this elect. field [27]. The effect of Ag deposition on TiO2 on the photocatalytic activity of TiO2 by UV irradiation was studied by Chao et al. [28] (using the sol–gel method) .T hey found that silver promotes also leads to the anatase to rutile phase transformation, which may be credited to the increase in specific surface area. This increase in the specific surface area causes the enhancement in photocatalytic activityand the electron–hole pair charge separation. Au/Pt deposition onto TiO2 nanoparticles has also reported an increase in the photocatalytic reactivity of TiO2. Yu and coworkers reported an enhanced photocatalytic reactivity micro-spheres of Au/TiO2 nanocomposite compared to bare TiO2 microspheres and Degussa P25 TiO2 nanoparticles [29]. In addition, the UV-illuminated nanofilms of titania surrounded with Au nanoparticles have also shown a better photonic efficiency than the UV-illuminated bare TiO2 films [30].

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;

Hamlets Horatio - A Man of Thought, Fortinbras - A Man of Action :: comparison compare contrast essays

Hamlet: Horatio - A Man of Thought, Fortinbras - A Man of Action In the play Hamlet, William Shakespeare proposed two kinds of men. Horatio is the character who represents a man of thought. The other kind of man is represented by Fortinbras, a man of action. Hamlet is the character that manages to be both, thought and action. Hamlet failed to avenge his father's death because he was both. According to Shakespeare in the play Hamlet, a man could not succeed if ge was both action and thought. The most evident man of thought in the play was Horatio. Horatio sees the world with the eyes of a scholar and views things in a logical manner. Horatio sees the ghost and Hamlet says " There are more things in heaven and earth, Horatio, Than are dreamt of in your philosophy" (1.5.166-168). This reveals Horatio's attitude to the audience. It shows that Horatio only believes in what scholars say. Study is his only purpose I life. He is admired and used by others for his knowledge, The audience becomes aware of this admiration when the soldiers use Horatio the speak with the ghost. Marcellus says "Thou art a scholar; speak to it, Horatio" ( 1.1.42). The soldiers need Horatio because he is an educated man. As a man of thought Horatio has a significant role in helping society. Fortinbras is a man of action. He takes action before he thinks about the consequences of his actions. The king is making use of these characteristics when he says "we have to writ to Norway, uncle of young Fortinbras—Who impotent and bed-rid, scarcely hears of his nephew's purpose to suppress his further gait" (1.2.29-32). In this quote the king has stopped Fortinbras' invasion of Denmark. The king was able to do this because Fortinbras didn't consider what would happen if His uncle found out. Another quotation showing Fortinbras' action without thought is made by Hamlet. Hamlet has just learned of the invasion of Poland led by Fortinbras. When Hamlet says "The imminent death of twenty thousand men, that for a fantasy and trick of fame" (44.60-61) he is stating the consequences of Fortinbras' actions. Hamlet is saying that many men will die just so Fortinbras can be famous. Fortinbras is the character who best represents a man of action in this play. The hero of the play, Hamlet, Is a man of both action and thought. The cause of Hamlet's failure is being a man of both. Hamlet is aware that his thinking is getting in the way of his revenge.

Beatrice of William Shakespeares Much Ado About Nothing Essay examples

Beatrice of William Shakespeare's Much Ado About Nothing One of the most intriguing characters from Shakespeare’s Much Ado About Nothing must be Beatrice. An intelligent, well-spoken (and, perhaps more interesting, outspoken) young woman, she is an almost exact opposite of her cousin, Hero. What makes Beatrice so different than what one expects of a woman during Shakespeare’s time? Why did Shakespeare decide to make her such a strong female character? It begs the question of what women were actually like in the Tudor era, and if she was really so radical a character. Beatrice is very different than the common expectation of women by people looking back on Shakespeare’s period and of the public of Shakespeare’s time in many ways. As previously stated, she is outspoken, intelligent and does not wish to be married. This is strange, considering that around the time that Shakespeare was writing (give or take a few hundred years), women were being restricted in their studies, writing and in society (Wiesner, 3). There are many examples of women being restricted by the law in society, as Merry E. Wiesner stated in her essay: In regard to the basic obligations and duties of citizenship, little distinction was made between men and women; all heads of households were required to pay taxes†¦ and obey all laws. Beyond that, however, there were clear legal restrictions on what the female half of the population could do. Women differed from men in their ability to be witnesses, make wills, act as guardians for their own children†¦ These limitations appear in the earliest extant law codes and were sharpened and broadened as the law codes themselves were expanded. (4) With societal views such as this, it was no doubt odd to see such a... ... even a bit closer to the ideals about women presented at the time. In many ways, Beatrice is ahead of her time as far as how she is presented. In other ways, though, she is no different than real women, and is simply a representation of those real women on the stage (such as Queen Elizabeth I). Though she is almost the exact opposite of her more mainstream idea cousin, Hero, Beatrice is not so taboo or radical when it comes down to a deeper inspection of women, society and her character. Works Cited Marcus, Leah S. â€Å"Shakespeare’s Comic Heroines, Elizabeth I, and the Political Uses of Androgyny.† Women in the Middle Ages and the Renaissance. pp 135-153 Shakespeare, William. Much Ado About Nothing. Sim, Alison. The Tudor Housewife. pp 3, 126. Wiesner, Merry E. â€Å"Women’s Defense of Their Public Role.† Women in the Middle Ages and the Renaissance. pp 1-27.

The Myth Of Consumerism Essay -- essays research papers fc

Every society has mythology. In some societies, it's religion. Our religion is consumerism.Ellen Weis, San Francisco's Museum of Modern MythologyConsumerism fuels the capitalist fire. In a capitalist society, the goal is to make money, by whatever means possible, exploiting whichever potential weakness that might exist. The human race is one with a wild imagination, and this wild imagination, though a great strength, can, like all great strengths, serve as a potential weakness.It is our imaginations that advertising exploits, and it is our imaginations that religion and myth traditionally played the role of satiating, telling stories that have morals to them, lessons to be learned. Now consumerism fulfills this role. The consumer ideology serves as the golden rule, advertising serves as sermons, products serve as our idoltry, and just as religion instills faith at an early age, so too does consumerism.Ellen Weis (qtd. in "Advertising Characters" 1997) speaks from the perspective of one who is an authority on mythology. Her analogy between religion and consumerism is an accurate one. Undoubtedly, she's referring to this role that consumerism is playing in stimulating our imaginations. It does this by telling us a story, with us playing the lead role, painting a picture of life as being better with the products being sold to us. Our imaginations are carried away by these stories. We want to believe them because they make sense of the world. We want to believe that all it takes to be happy is a trip to the store. This making sense of the world and simplifying to such a triviality is exactly the reason why myths are created.For example, nearly every cigerette ad features a picture of an ideal person smoking their brand, ideal at least by the standards of most people who long to be accepted. For women, the smoker typically has long blonde hair, a beautiful smile, and perfect, white teeth. The ads that best demonstrates this are those for Virginia Slims. For men you have Marlboro with the infamous "Marlboro man," who is a rugged, handsome loner out in the countryside with his horse and campfire. The ads seem to say, "this could be you." All it takes is a trip to the store and a couple of bucks for a pack.Like all myths, the stories these ads tell have a moral to them. The lesson they teach is: your life can be better with these... ...gion many more of the bad characteristics than the good. Like the example above shows, consumerism takes advantage of innocent minds much more than religion does. Also, religion serves many good purposes, such as teaching charity and love, whereas consumerism tends to only teach greed and fear. Even Good Samaritan ads, like in the Chevron example, are tainted with the greedy intentions of the company. Finally, although religion does tend to portray sex as taboo, consumerism tends to cash in on this attitude by portraying it as something scary, as in the PalmPilot example; the ads seem to act like the only way to get sex is by buying their products. While some religions and cults have bad effects on people's minds, consumerism seems to have worse effects. Still, they both share all of their main characteristics: morals, stories, idoltry, and faith, but consumerism seems to be coming out ahead in the race for the minds of Americans. Ellen Weis seems correct in calling consumerism o ur religion. Works CitedAdams, McCrea. "Advertising Characters." Signs of Life in the USA: Readings on Popular Culture for Writers. 2nd ed. Sonia Maasik and Jack Solomon. Boston: Bedford, 1997. The Myth Of Consumerism Essay -- essays research papers fc Every society has mythology. In some societies, it's religion. Our religion is consumerism.Ellen Weis, San Francisco's Museum of Modern MythologyConsumerism fuels the capitalist fire. In a capitalist society, the goal is to make money, by whatever means possible, exploiting whichever potential weakness that might exist. The human race is one with a wild imagination, and this wild imagination, though a great strength, can, like all great strengths, serve as a potential weakness.It is our imaginations that advertising exploits, and it is our imaginations that religion and myth traditionally played the role of satiating, telling stories that have morals to them, lessons to be learned. Now consumerism fulfills this role. The consumer ideology serves as the golden rule, advertising serves as sermons, products serve as our idoltry, and just as religion instills faith at an early age, so too does consumerism.Ellen Weis (qtd. in "Advertising Characters" 1997) speaks from the perspective of one who is an authority on mythology. Her analogy between religion and consumerism is an accurate one. Undoubtedly, she's referring to this role that consumerism is playing in stimulating our imaginations. It does this by telling us a story, with us playing the lead role, painting a picture of life as being better with the products being sold to us. Our imaginations are carried away by these stories. We want to believe them because they make sense of the world. We want to believe that all it takes to be happy is a trip to the store. This making sense of the world and simplifying to such a triviality is exactly the reason why myths are created.For example, nearly every cigerette ad features a picture of an ideal person smoking their brand, ideal at least by the standards of most people who long to be accepted. For women, the smoker typically has long blonde hair, a beautiful smile, and perfect, white teeth. The ads that best demonstrates this are those for Virginia Slims. For men you have Marlboro with the infamous "Marlboro man," who is a rugged, handsome loner out in the countryside with his horse and campfire. The ads seem to say, "this could be you." All it takes is a trip to the store and a couple of bucks for a pack.Like all myths, the stories these ads tell have a moral to them. The lesson they teach is: your life can be better with these... ...gion many more of the bad characteristics than the good. Like the example above shows, consumerism takes advantage of innocent minds much more than religion does. Also, religion serves many good purposes, such as teaching charity and love, whereas consumerism tends to only teach greed and fear. Even Good Samaritan ads, like in the Chevron example, are tainted with the greedy intentions of the company. Finally, although religion does tend to portray sex as taboo, consumerism tends to cash in on this attitude by portraying it as something scary, as in the PalmPilot example; the ads seem to act like the only way to get sex is by buying their products. While some religions and cults have bad effects on people's minds, consumerism seems to have worse effects. Still, they both share all of their main characteristics: morals, stories, idoltry, and faith, but consumerism seems to be coming out ahead in the race for the minds of Americans. Ellen Weis seems correct in calling consumerism o ur religion. Works CitedAdams, McCrea. "Advertising Characters." Signs of Life in the USA: Readings on Popular Culture for Writers. 2nd ed. Sonia Maasik and Jack Solomon. Boston: Bedford, 1997.

Fast food †Hamburger Essay

The living standard of people in the modern time is improving. They are altering their life styles. With the pace speeding up, people demand more and more in efficiency. Foreign fast food has entered Chinese life since 1980s, particularly in McDonald’s and KFC, they made a big success in Chinese market. They are affecting our living habits, converting our understanding of traditional beliefs on diet. To a great extent, it has become a powerful rival to Chinese traditional food culture. At the same time, foreign fast food has endangered people’ health but it has made great contributions to Chinese marketing strategies. There are three consequences that the fast food impact Chinese food culture. Firstly, the decline of Chinese local foods industry, however, that relates to an aspect of globalization that also is the cause of many negative effects on a society. This is the growth of the western fast-food economy, especially in China. The spread of these fast-food chains is having an adverse impact on the Chinese economy and the health of the Chinese population. The number and diversity of fast-food restaurants across China has expanded at an increasingly fast rate, and if it continues then the negative trends we are seeing now will only get worse. (Pillai, 2010) Secondly, Chinese people get used to eat fast food and even somebody adores them. KFC, McDonalds, and Burger King have become well-known brands and fashionable things that Chinese people think they should follow. Carrying a big package of KFC food as a gift to visit other people in China is extremely liked. Talking with classmates of having tried the Western fast food may invite envy sometimes. Therefore, although they do realize that Western fast food is pricier compared with local Chinese food, and that it is less healthy than other Chinese food, they still prefer to pay. (Vicky D. Liu, 2010) McDonald’s and KFC have launched many local products. They aim at cultural diversity then change their monotonous diet. For instance, KFC has launched a series of soup, porridge and rice. KFC have differentiated their products from other competitors by having their own brand images, paying attention to the quality control and promotion strategies, providing high quality products and services to the customers, etc. Foods and beverage that suit the tastes of the customers are particularly designed in the China market. Although KFC uses an international standardized marketing strategic system, when facing such a huge market in China, adaptation is important to its success. That is why the fast food is so popular in China. Third, Fast food has broken the Chinese traditional healthy eating habit. The escalating western fast-food industry in China is linked to changing aspects of the Chinese society, including shifting eating habits, large impacts on the Chinese economy, as well as how Chinese engage with the globalization of the western fast-food industry shaping China into a more modernized country. Chinese people are already eating less vegetables and more meat in their diet. The China National Nutrition and Health Survey compared data between 1982 and 2002 to show that the intake of fruits and vegetables in China has decreased drastically from 276. 2g to 45g. In that same time frame, the intake of meat and dairy has more than doubled. (China National Nutrition and Health Survey, n. d). In conclusion, foreign fast food has impacted Chinese traditional food culture, whereas it is also the inevitability of globalization. With the development of times and diversification of diet, Chinese food is not the only choice for Chinese people, but we can’t abandon and ignore the thousands of years of traditional culture. That is to say, we should absorb the good methods of foreigner fast food market and get rid of the bad ones, in order to enrich our traditional food and let the culture go abroad, go to the world.

Overpopulation In The Philippines Essay

In 2014, it is the 12th most populated country in the world. It has a growth rate of 1.89% per year. In 2013 population of 98,734,798 and 2014 population of 100,617,630 in the Philippines. In 2010, the census results show that the population increased nearly 16 million from the 2000 census results. The growth rate has slowed slightly from the previous census, down to 1.89% from 2.34%. The Philippines’ largest city is Quezon City, which contains 2,679,450 people and makes up parts of Manila with 16 cities, containing 25 million people which is more than a quarter of the Philippines population. The growth rate is so high that now three babies a minute are being born. CAUSES RELIGION -After its period under the Spanish empire the main religion in the Philippines is Catholic, this means that under their religion contraception is forbidden to be used. This leads to a higher birth-rate due to the lack of contraception used. LACK OF EDUCATION -The level of education is extremely poor, especially on contraception and sexual education. This is not helped by the Roman Catholic Church who are against contraceptives. GOVERNMENT -The government refuse to provide free birth controls for its citizens. -The country is also in turmoil, its church is very powerful (Catholic) EFFECTS  SOCIAL -Food shortages, shortage of housing leading to high density slums which spread disease quicker also increasing poverty. Unemployment is high as well as a depletion in resources. -Despite its economic growth, this still hasn’t translated into a higher employment rate. ECONOMIC -Low GDP as low food amounts, to stop this governments may have to rely on foreign debt -With high unemployment meaning that there is more economic strain on those that are in work. -The Philippines ranks in one of the worst countries by the World Bank of starting a business. This means that the government don’t collect enough income tax meaning they cannot improve the infrastructure and other aspects of the areas. -There are a high number  of Filipinos working abroad, there is a worry that these may be returning to the country, where will they live? Another problem with this is that these Filipinos with businesses take them elsewhere to prosper as in the Philippine sit is hard to start it up. ENVIRONMENTAL -Typhoon’s, destroy crops and housing causing shanty town populations to increase rapidly. -Higher pollution levels from the shanty towns, despite people picking out valuables through rubbish and selling them on.