Internalism Essay Example | Topics and Well Written Essays - 1500 words

Internalism - Essay Example These factors can be fundamentally motivating. Internalists from the motivational background have a belief that there exists an internal connection that is necessary to be put into consideration between an individual’s conviction that something has to be done and the motivation as well to the intended purpose which can be labeled as X (Fischer&Mark 252). This philosophical concept when looked at in an ethical manner, then an individual should have committed to their desires or the goals that they would like to achieve. When taking an example that Peter, a young boy would like to be involved in drug use as used by fellow students in class, Peter has the internal reason to take the drugs as he wants to feel what the rest of the students usually feels when they are taking such like drugs. For an internal’s, Peter has all the reasons as to why he would like to be involved in drug taking but in an ethical perspective view of the internalist, Peter knows that it is wrong to commit such like crimes and he ought not to be involved in taking drugs like the rest of the students indulging in such(Schaubroeck 26). In the contemporary epistemology, internalism based on justification entails that there should be a justification for any action that is undertaken by any individual’s mind. A belief should highly be connected to the subject’s consciousness. Internalism can be distinguished in two sections. These include internalism based on knowledge and internalism that is based on justification and this should be distinguished well. Based on the judgment on justification, this is the most widely accepted form of internalism and is based on the conscious mind of an individual. Based on knowledge, conditions are distinguishable when established on beliefs and the knowledge that is upheld on a particular state of mind of an individual (Hawthorne 215). It is thus important to note that, internalism is can

Writing Exercise #3(Critical Evaluation) Essay Example | Topics and Well Written Essays - 750 words

Writing Exercise #3(Critical Evaluation) - Essay Example The presence of the two serves as documents of giving historical evidence of significance in Venetian saint. In early literature, the cycle scholars identified these two canvases as the only works of ground cycle left unrecorded in the history of documents. However, in 1920, Rudolf Berliner published documents based on Sala Terrene cycle, which became the point of departure in the consideration of dating and documentation of paintings cycles. In contrast, the works of Berliner in the interpretation of the documents did not include any references of Mary Magdalene or Mary of Egypt, contributing to questions on the originality of the series by Hans Tietze. Therefore, the paintings’ cycle of documentations dates back in the times of Mary Magdalene and Mary of Egypt. Moreover, it is important to record documentations of history as it contributes to learning materials from the past times to the present periods with critical evidences as it depicted in the paintings’ cycles o f Sala Terrena. Three paintings of Mary Magdalene and Mary of Egypt are undocumented. Valentina Sapienza suggests that the two documents from 1582 and 1583 comprise payment evidence of several canvases that completes in Sala Terrena. This was contrary to Berliner’s assumption that Mary Magdalene and Mary of Egypt were left undocumented. Sapienza suggests that the payment of sixteen-azurite pigment lead to the indirect documentation of these paintings. Therefore, the works of paintings in Caravaggio and religion was a vital operation that earned a lot of attention in the past. It enabled many people in the past to earn good money and even promote different ideas in paintings to different parts of the areas. The paintings’ created changes in counter- reformation theology have different people perceived the paintings differently in more broad and diverse ways considering the presence of Mary Magdalene and Mary of Egypt in the paintings. It also earned a

Module 03 Employability and Professional Developments Assignment

Module 03 Employability and Professional Developments - Assignment Example 4 At present, I am working as a Logistic Officer in ‘Pharmacy of Your Choice’. I have acquired significant knowledge and experience in logistics. Time management is an essential skill in this profession. Transporting finished products to customer in a timely manner is essential in logistics profession. I have been required to handling information as well as responding to routine enquiries. I also make plans for meeting as well as making schedules for activities to be executed. I came to know the process on the basis of which work or tasks are executed for accomplishment of objectives successfully. I have acquired much experience in time management skill from my profession as a logistic officer where time is a main factor for better execution of operations. Decision Making and Problem Solving Handling daily queries, responding to information and data, selecting suitable solutions and ability to make proper decisions. 3 In this profession, I have acquired adequate knowledg e in decision making as well as problem solving abilities with various activities in relation to responding to routine queries. Moreover, I am also entrusted with the task of handing requests in relation to information and other data. ... Additionally, I manage supply inventories with sales and territorial sales personnel. Delegation Providing guidance and allocating tasks in accordance with expertise 3 I aid logistics manager with shipping activities which include separating orders on the basis of their shipment time. Moreover, I also coordinate and seek that the orders are properly packed by a team of 4 workers. I need to improve in this field i.e. delegation with the objective of coordinating the work activities so that they can be executed effectively as well as managing team efficiently. Motivation Improving creativity, building trust and encouraging team members to perform challenging tasks. 2 In this logistic profession, I and my four support workers, working as a team in order to accomplish the assigned tasks proficiently. In this regard, I provide adequate support to the team members to execute their tasks appropriately within a stipulated time frame. I need to improve my motivation skill so that I can encour age my team members to be more creative in executing challenging tasks. Additionally, with better motivation skill I will be able to build trust within team members. Coaching Guiding team members, listening skills and responding to requested queries 2 I am entrusted with the tasks of preparing schedules for meeting and handling request in relation to information as well as data. I guide my team members towards goals and objectives. I need to improve myself with respect to coaching skill with the objective of leading my team members as an efficient leader. Target Setting Determining objectives and goals of the organization 3 I have been engaged with various activities and interact with logistic

Qing China and the consequences of the golden age Essay Example for Free

Qing China and the consequences of the golden age Essay Introduction The â€Å"Prosperous Age† was a period where Qing China experienced a drastic increase in population, flourishing trade and commerce, and a remarkable level of social and political stability during the reign of Emperor Kangxi, Yongzheng and Qianlong. However, its brilliance was overshadowed by its subsequent consequences and China was soon at its breaking point in the 19th century. This essay would then evaluate on the implications of the â€Å"Prosperous Age† and how the long-term consequences proved to be more negative in the 19th century due to a string of crisis, and subsequent problems that continued even in modern China of the 20th century. Negative Unanticipated Long Term Consequences Reversal of Trade Fortunes with Britain During the 18th century, there was mounting European demand for Chinese goods (Hung, 2011). Britain in particular, had strong liking and demand for Chinese goods especially tea. Hence, it led to the outflow of British silver into China, but little inflow of silver back into the British economy resulted in China enjoying a trade surplus (City University HK, 2007) while Britain suffered from a trade deficit. To redress this deficit, Britain began to smuggle and sell opium in China (City University HK, 2007). China’s attempt to prohibit opium then resulted in the Opium Wars and suffered a tragic defeat. The defeat in the Opium War led to the signings of unequal treaties . Upon signing of the unequal treaties, much Chinese marked it as the beginning of a century of shame and humiliation. Although China was never formally colonized, the lack of ability to defend its basic sovereign rights and ability to govern its own country made it look like a like semi-colonized state of Britain. Consequently, the Qing government was seen as weak and inefficient to combat against the foreigners and much Chinese lost faith in the Manchurian Qing government. As a result, this gave rise to the Boxer Rebellion (1899-1901) where violent revolts and attacks were targeted against foreigners as a sign to resist their influence. Boxers,  supported by China, suffered a yet another defeat and were forced to sign yet another unequal treaty: Boxer Protocol, where the reparations drastically crippled the Chinese economy till the mid 20th century (Zheng, 2009). Thus, we can see that the initial trade surplus, a sign of â€Å"Prosperous Age† resulted in British to redress the situation by selling opium to the Chinese led to the Opium Wars and the unequal treaties which greatly weakened Qing China internally and externally in the 19th century. China’s failure to counter foreign influence led to their continued defeat in the Boxer Rebellion at the end of 19th century, where another unequal treaty continued to cripple her till mid 20th century , thereby demonstrating the long term consequence of the â€Å"Prosperous Age† was indeed negative in the long run, especially since the consequences did not confine just to the 19th century but even stretched to the 20th century. Reforms did not keep up with population boom During the â€Å"Prosperous Age†, China’s population tripled from less than 150 million to over 400 million (Perkins, 1969). Civil Service Exam however continued its strict quota for passing (Bentley Ziegler, 2003) and that meant a lower ratio of scholar to population passes. The frustration of students led to the rise of influential leaders like Hong Xiuquan who sought for reforms which led to the Taiping Rebellion . Coincidentally, the backbone of his rebels were the poor peasants who were forced out of arable lands and were socially upset and frustrated, which was also due to the consequence of the population boom. The consequence of the Taiping Rebellion led to a weakened Qing as they were forced to decentralize power to provincial elites to deal with the crisis and this power was never fully recovered even after the rebellion was suppressed (Sng, 2011). Provincial elites who did not return the power were a growing sign of defiance and could have the possibility of rising up against the imperial court. The unneeded civil unrest caused by Taiping Rebellion also served to exacerbate subsequent crisis like the Northern Chinese Famine (1876-1879) where the government was severely blamed for not providing sufficient aid. The excess unrest and loss of power proved to be detrimental in the 19th century as it  crippled China and the country with no official political bloc stepping up to assist with the problems and crisis. In short, China was in a total disarray and chaotic. Lack of technological advancement Qing China favoured political and social stability over technological innovation which they feared would lead to unsettling changes. Furthermore, the vast population available to firms was a cheaper alternative to increase output, rather than investment of new technologies which was costly (Bentley Ziegler, 2003). This proved to be adverse in the 19th century when China engaged in wars. In the Opium Wars, the Qing military was no match against the British who utilized better technology to triumph (Tanner, 2010). The first defeat resulted in Treaty of Nanjing which ceded Hong Kong to Britain. Subsequent wars like the First Sino-Japanese War (1894-1985) had China suffering a crushing defeat against a more superior and modernized Japanese army. China then ceded Taiwan, Penghu and the Liaodong peninsular to the Japanese. It clearly implied that China could not defend its own sovereign ground and indicated how backward the Chinese army. It questions the right of China to even claim rights over those territories if she could not even defend it properly. The problem gets exemplified into the 20th century when China continued to suffer several defeats to the Japanese in the Second Sino-Japanese War . Even with the Self-Strengthening Movement (1861-1895) which was embraced to modernize China was insufficient. The subsequent defeats to Allied forces in the Boxer Rebellion and Japanese in the Sino-Japanese Wars marred the success of the movement. Especially significant was the defeat in First Sino-Japanese war as for the first time in over 2000 years of history, regional dominance in East Asia shifted from China to Japan (Johnson, 2010). Coupled with the defeat, China’s international and regional standings were challenged and staged subsequent revolutions that led to other problems and the eventual demise of Qing. Positive Long Term Unanticipated Consequences Building a new foundation based on common people The end of Taiping Rebellion inspired nationalists (Del Testa Lemoine Strickland, 2001) to fight for the betterment of Chinese. It was because of the consequence of the â€Å"Prosperous Age† that led to the decisive rise of nationalist to seek for reforms. An example would be the decentralizing of power, which meant many parties would be involved in decision-making process, rather than just the monarch government. This would ensure that concerns are taken into deliberation before decision-making that will benefit majority of the Chinese, rather than the imperial court only. The nationalist dream then culminated in the 1911 Revolution in the early 20th century, where the Qing was overthrown and the Republic of China was established. Nevertheless, the dream of the nationalist was short-lived due to a power struggle within. Even though election was scheduled for 1913, but it soon became clear than Yuan Shikai wanted to establish his own power base. Sun Yat Sen was then forced into exile after he stepped down as head of the newly formed Kuomintang (Foster, 2007). The new government was then monopolized by Yuan and led to decades of political division and warlordism, including monarchy restoration (Blecher, 2010). Therefore we can see that the perceived benefits from the consequence of â€Å"Prosperous Age† in the 19th century did not fully materialize in the 20th century. Monarchy restoration was attempted and defeats the purpose of the promised sharing of power with the people initially. Political and social unrest persisted even with the new government which culminated in the May Fourth Movement (1919). Hence, we can see that China did not become better even with the end of Qing. It would be judgmental to argue that the initial rise of nationalists had resulted in a better China. It would be fairer to argue that the initial rise of nationalists led to more power struggle and dissident movements like the Chinese Warlord Era (1916-1928) as there were no strong political forces to enforce stability and order until the Chinese Communist Party (CCP) came in 1949. Conclusion Hence, we can see that the consequences of the â€Å"Prosperous Age† proved to be more negative. The severity of the negative consequences shed light on the  crises in the 19th century which crippled China internally and externally. The impact of the consequences was so overwhelming that it even snowballed to the 20th century and further crippled modern China. In contrast, the perceived positive consequences was that it built the foundation but the problem was that the foundation was weak and unstable which in turn led to more problems which culminated in more movements and revolutions. Furthermore, problems like sovereign issues were not solved by reforms or China’s surge in military strength but rather treaties that returned territories to her under imminent conditions . Thus, we can see that the long term consequences were more negative in the 19th century as it continued the crippling of China economically, socially and militarily and as well as set the stage for the movements and revolutions in the 20th century which did not necessary bring about stability and communal power amongst its people until the CCP came into power in 1949. References Hung, H.F. (2011), Protest with Chinese characteristics: demonstrations, riots, and petitions (p24-26). USA: Columbia University Press Qian Long Emperor’s Letter to George III, 1793, retrieved from Sanders Morillo Nelson Elleberger (2005), Encounters in World History: Sources and Themes from the Global Past, Volume 2 (p289). McGraw-Hill Sng, T.H (2011, Oct 4). Size and Dynastic Decline: The Principal-Agent Problem in Late Imperial China 1700-1850.   City University of HK Press (2007), China: Five thousand years of history and civilization (p109). Hong Kong: City University of HK Press Perkins, D.H. (1969). Agricultural development in China, 1369-1968. Chicago: Aldine Bentley Ziegler (2003). Traditions and Encounters (p724-740). New York: McGraw-Hill Tanner, H.M. (2010), China: From the Great Qing Empire through the People’s Republic of China 1644-2009 (p77). USA: Hackett Publishing Company, Inc. Del Testa Lemoine Strickland (2001). Government leaders, military rulers and political activist (p86). Greenwood Publishing Group Foster, S (2007). Adventure Guide China (p18-19). Hunter Publishing, Inc. Blecher, M.J. (2010). China against the tides: restructuring through revolution, radicalism, and reform (p205). Continuum International Publishing Group Johnson, R.E. (2010). A Global Introduction to Baptist Churches (p267). Cambridge University Press Zheng, J.G. (2009). Historical dictionary of modern China 1800-1949 (p32). USA: Scarecrow Press

Research Onion Explanation of the Concept

Research Onion Explanation of the Concept Introduction The research onion was developed by Saunders et al. (2007). It illustrates the stages that must be covered when developing a research strategy.When viewed from the outside, each layer of the onion describes a more detailed stage of the research process (Saunders et al., 2007). The research onion provides an effective progression through which a research methodology can be designed. Its usefulness lies in its adaptability for almost any type of research methodology and can be used in a variety of contexts (Bryman, 2012). This essay will examine and describe the different stages of the research onion, and explain the concepts at each stage. 1.1: Understanding the Research Process The research onion was developed by Saunders  et al. (2007) in order to describe the stages through which the researcher must pass when formulating an effective methodology. First, the research philosophy requires definition. This creates the starting point for the appropriate research approach, which is adopted in the second step. In the third step, the research strategy is adopted, and the fourth layer identifies the time horizon. The fifth step represents the stage at which the data collection methodology is identified. The benefits of the research onion are thus that it creates a series of stages under which the different methods of data collection can be understood, and illustrates the steps by which a methodological study can be described. Figure 1: The Research Onion (Source: Institut Numerique, 2012, n.p.). 1.2: Research Philosophy A research philosophy refers to the set of beliefs concerning the nature of the reality being investigated (Bryman, 2012). It is the underlying definition of the nature of knowledge. The assumptions created by a research philosophy provide the justification for how the research will be undertaken (Flick, 2011). Research philosophies can differ on the goals of research and on the best way that might be used to achieve these goals (Goddard Melville, 2004). These are not necessarily at odds with each other, but the choice of research philosophy is defined by the type of knowledge being investigated in the research project (May, 2011). Therefore, understanding the research philosophy being used can help explain the assumptions inherent in the research process and how this fits the methodology being used. Two main ontological frameworks can inform the research process: positivism and constructionism (Monette et al. 2005). These frameworks might be described differently (such as empiricism and interpretivism) but the underlying assumptions are broadly similar (Bryman, 2012). Positivism assumes that reality exists independently of the thing being studied. In practice this means that the meaning of phenomena is consistent between subjects (Newman, 1998). Conversely, constructionism suggests that the inherent meaning of social phenomena is created by each observer or group (ÃÆ'–stlundet al. , 2011). In this philosophy, one can never presume that what is observed is interpreted in the same way between participants and the key approach is to examine differences and nuances in the respondentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ understanding. Despite the inherent differences between these two practices, it is not necessarily the case that they form an inherent belief by the researcher that is then applied to all research contexts. One philosophy is not inherently better than the other, although researchers may favour one over the other (Podsakoffet al., 2012). The philosophy simply provides the justification for the research methodology. The methodology should be informed by the nature of the phenomena being observed. 1.3: Research Approaches Two types of approaches are outlined here: the deductive and the inductive approach. 1.3.1: Deductive Approach The deductive approach develops the hypothesis or hypotheses upon a pre-existing theory and then formulates the research approach to test it (Silverman, 2013). This approach is best suited to contexts where the research project is concerned with examining whether the observed phenomena fit with expectation based upon previous research (Wiles et al., 2011). The deductive approach thus might be considered particularly suited to the positivist approach, which permits the formulation of hypotheses and the statistical testing of expected results to an accepted level of probability (Snieder Larner, 2009). However, a deductive approach may also be used with qualitative research techniques, though in such cases the expectations formed by pre-existing research would be formulated differently than through hypothesis testing (Saunders et al., 2007). The deductive approach is characterised as the development from general to particular: the general theory and knowledge base is first established and the specific knowledge gained from the research process is then tested against it (Kothari, 2004). 1.3.2: Inductive Approach The inductive approach is characterised as a move from the specific to the general (Bryman Bell, 2011). In this approach, the observations are the starting point for the researcher, and patterns are looked for in the data (Beiske, 2007). In this approach, there is no framework that initially informs the data collection and the research focus can thus be formed after the data has been collected (Flick, 2011). Although this may be seen as the point at which new theories are generated, it is also true that as the data is analysed that it may be found to fit into an existing theory(Bryman Bell, 2011). This method is more commonly used in qualitative research, where the absence of a theory informing the research process may be of benefit by reducing the potential for researcher bias in the data collection stage (Bryman Bell, 2011). Interviews are carried out concerning specific phenomena and then the data may be examined for patterns between respondents (Flick, 2011). However, this approach may also be used effectively within positivist methodologies, where the data is analysed first and significant patterns are used to inform the generation of results. 1.3.3: The Quantitative Approach As the name suggests, this approach is concerned with quantitative data (Flick, 2011). It holds a number of accepted statistical standards for the validity of the approach, such as the number of respondents that are required to establish a statistically significant result (Goddard Melville, 2004). Although this research approach is informed by a positivist philosophy, it can be used to investigate a wide range of social phenomena, including feelings and subjective viewpoints. The quantitative approach can be most effectively used for situations where there are a large number of respondents available, where the data can be effectively measured using quantitative techniques, and where statistical methods of analysis can be used (May, 2011). 1.3.4: The Qualitative Approach The qualitative approach is drawn from the constructivist paradigm (Bryman Allen, 2011). This approach requires the researcher to avoid imposing their own perception of the meaning of social phenomena upon the respondent (Banister et al., 2011). The aim is to investigate how the respondent interprets their own reality (Bryman Allen, 2011). This presents the challenge of creating a methodology that is framed by the respondent rather than by the researcher. An effective means by which to do this is through interviews, or texts, where the response to a question can be open (Feilzer, 2010). Furthermore, the researcher can develop the questions throughout the process in order to ensure that the respondent further expands upon the information provided. Qualitative research is usually used for examining the meaning of social phenomena, rather than seeking a causative relationship between established variables (Feilzer, 2010). 1.4: Research Strategy The research strategy is how the researcher intends to carry out the work (Saunders et al., 2007). The strategy can include a number of different approaches, such as experimental research, action research, case study research, interviews, surveys, or a systematic literature review. Experimental research refers to the strategy of creating a research process that examines the results of an experiment against the expected results (Saunders et al., 2007). It can be used in all areas of research, and usually involves the consideration of a relatively limited number of factors (Saunders et al., 2007). The relationship between the factors are examined, and judged against the expectation of the research outcomes. Action research is characterised as a practical approach to a specific research problem within a community of practice (Bryman, 2012). It involves examining practice to establish that it corresponds to the best approach. It tends to involve reflective practice, which is a systematic process by which the professional practice and experience of the practitioners can be assessed. This form of research is common in professions such as teaching or nursing, where the practitioner can assess ways in which they can improve their professional approach and understanding (Wiles et al., 2011). Case study research is the assessment of a single unit in order to establish its key features and draw generalisations (Bryman, 2012). It can offer an insight into the specific nature of any example, and can establish the importance of culture and context in differences between cases (Silverman, 2013). This form of research is effective in financial research, such as comparing the experiences of two companies, or comparing the effect of investment in difference contexts. Grounded theory is a qualitative methodology that draws on an inductive approach whereby patterns are derived from the data as a precondition for the study (May, 2011). For example, interview data may be transcribed, coded and then grouped accordingly to the common factors exhibited between respondents. This means that the results of the research are derived fundamentally from the research that has been completed, rather than where the data is examined to establish whether it fits with pre-existing frameworks (Flick, 2011). Its use is common in the social sciences (Bryman, 2012). Surveys tend to be used in quantitative research projects, and involve sampling a representative proportion of the population (Bryman Bell, 2011). The surveys produce quantitative data that can be analysed empirically. Surveys are most commonly used to examine causative variables between different types of data. Ethnography involves the close observation of people, examining their cultural interaction and their meaning (Bryman, 2012). In this research process, the observer conducts the research from the perspective of the people being observed, and aims to understand the differences of meaning and importance or behaviours from their perspective. An archival research strategy is one where the research is conducted from existing materials (Flick, 2011). The form of research may involve a systematic literature review, where patterns of existing research are examined and summed up in order to establish the sum of knowledge on a particular study, or to examine the application of existing research to specific problems. Archival research may also refer to historical research, where a body of source material is mined in order to establish results. 1.5: Choices The choices outlined in the research onion include the mono method, the mixed method, and the multi-method (Saunders et al., 2007). As the names of these approaches suggest, the mono-method involves using one research approach for the study. The mixed-methods required the use of two or more methods of research, and usually refer to the use of both a qualitative and a quantitative methodology. In the multi-method, a wider selection of methods is used (Bryman, 2012). The main difference between the mixed and the multi-method is that the mixed-method involves a combined methodology that creates a single dataset (Flick, 2011). The multi-method approach is where the research is divided into separate segments, with each producing a specific dataset; each is then analysed using techniques derived from quantitative or qualitative methodologies (Feilzer, 2010). 1.6: Time Horizons The Time Horizon is the time framework within which the project is intended for completion (Saunders et al., 2007). Two types of time horizons are specified within the research onion: the cross sectional and the longitudinal (Bryman, 2012). The cross sectional time horizon is one already established, whereby the data must be collected. This is dubbed the à ¢Ã¢â€š ¬Ã‹Å"snapshotà ¢Ã¢â€š ¬Ã¢â€ž ¢ time collection, where the data is collected at a certain point (Flick, 2011). This is used when the investigation is concerned with the study of a particular phenomenon at a specific time. A longitudinal time horizon for data collection refers to the collection of data repeatedly over an extended period, and is used where an important factor for the research is examining change over time (Goddard Melville, 2004). This has the benefit of being used to study change and development. Furthermore, it allows the establishment of some control over the variables being studied. The time horizon selected is not dependent on a specific research approach or methodology (Saunders et al., 2007). 1.7: Data Collection and Analysis Data collection and analysis is dependent on the methodological approach used (Bryman, 2012). The process used at this stage of the research contributes significantly to the studyà ¢Ã¢â€š ¬Ã¢â€ž ¢s overall reliability and validity (Saunders et al., 2007). Regardless of the approach used in the project, the type of data collected can be separated into two types: primary and secondary. 1.7.1: The Primary Data Primary data is that which is derived from first-hand sources. This can be historical first-hand sources, or the data derived from the respondents in survey or interview data (Bryman, 2012). However, it is not necessarily data that has been produced by the research being undertaken. For example, data derived from statistical collections such as the census can constitute primary data. Likewise, data that is derived from other researchers may also be used as primary data, or it may be represented by a text being analysed (Flick, 2011). The primary data is therefore best understood as the data that is being analysed as itself, rather than through the prism of anotherà ¢Ã¢â€š ¬Ã¢â€ž ¢s analysis. 1.7.2: Secondary Data Secondary data is that which is derived from the work or opinions of other researchers (Newman, 1998). For example, the conclusions of a research article can constitute secondary data because it is information that has already been processed by another. Likewise, analyses conducted on statistical surveys can constitute secondary data (Kothari, 2004). However, there is an extent to which the data is defined by its use, rather than its inherent nature (Flick, 2011). Newspapers may prove both a primary and secondary source for data, depending on whether the reporter was actually present. For a study of social attitudes in the Eighteenth Century, or for a study of the causes of fear of crime in present day UK, newspapers may constitute primary data. Therefore, the most effective distinction of the two types of data is perhaps established by the use to which it is put in a study, rather than to an inherent characteristic of the data itself. 1.8: Research Design The research design is the description of how the research process will be completed. It is a framework which includes the considerations that led to the appropriate methodology being adopted, the way in which the respondents were selected, and how the data will be analysed (Flick, 2011). There are a number of different characteristic research designs, namely the descriptive, explanatory, and the exploratory. The descriptive research design relates to reflecting the experiences of respondents. It is thus related closely to ethnographic studies, but a quantitative framework is also an appropriate framework; for example, the demographic characteristics of a population subgroup can be reported (Bryman, 2012). An explanatory research design is focused on how to effectively explain the characteristics of a population or a social phenomenon (Saunders et al., 2007). This may be seen as effective where using a quantitative framework, where the influence of one variable on another can be established (Kothari, 2004). The exploratory study is an exploration of an issue that takes place before enough is known to conduct a formulaic research project. It is usually used in order to inform further research in the subject area (Neuman, 2003). 1.9: Samples A sample is a representative segment of a larger population (Bryman, 2012). In quantitative research, the sample size and how it is selected can be used to establish the reliability of the results of the study. In qualitative research, the sample characteristics are also important, but much smaller samples tend to be used. 1.9.1 Sample Size The sample size represents the number of respondents selected from the overall population that are used in the research (Newman, 1998). In quantitative research, the size of the sample is essential in determining the reliability of the results of a study. Sample sizes of much less than 30 will tend to produce results where individual respondents may skew the results. In such cases, the larger the sample size the more reliable will be the results (Flick, 2011). In qualitative research, the size of the sample is less important, and the concept of representativeness is not as strong a guideline for the validity of the research. 1.9.2: Sampling Techniques Sampling techniques are the ways in which an appropriate sample size is selected for the wider study (Bryman, 2012). There are a number of accepted techniques that can be used. A random sample represents individuals within a larger population who are chosen at random. However, this can result in random distribution, which can mean significant skewing resulting from the random nature of sample selection (Neuman, 2003). For example, a random sample may result in more males than females being represented in a sample, or an unequal distribution across ages. A stratified sample may then be used to ensure that the representatives of the population in the sample reflect the significant characteristics of the wider population, such as making sure that the demographic characteristics of age and gender are reflected in the sample (Newman, 1998). A convenience sample is where the sample is taken from an existing framework, such as an educational institution, given that the ways in which respondents may be recruited is relatively straightforward. This may be appropriate if a study is concerned with studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ views, and it proved convenient to sample just one educational institution; it may be considered unlikely that significant variation in studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ characteristics will occur between institutions or that those characteristics will have a significant effect on the results of a study. Conclusions In this study, the different stages of the research onion were described. Given the research onion comprises different stages of many research projects and can be effectively adapted to different models, this report has necessarily been summative and restricted in depth. However, the stages defined by Saunders et al. (2007) have been expounded upon, and the usefulness of the staged development of the onion demonstrated. The most effective model of its effectiveness, however, lies in its use. References Banister, P., Bunn, G., Burman, E., Daniels, J. (2011). Qualitative Methods In Psychology: A Research Guide. London: McGraw-Hill International. Beiske, B. (2007). Research Methods: Uses and limitations of questionnaires, interviews and case studies, Munich: GRIN Verlag. Bryman, A. (2012). Social research methods (5th ed.). Oxford: Oxford University Press. Bryman, A., Allen, T. (2011). Education Research Methods. Oxford: Oxford University Press. Bryman, A., Bell, E. (2011). Business Research Methods (3rd ed.) Oxford: Oxford University Press. Feilzer, M. Y. (2010). Doing mixed methods research pragmatically: Implications for the rediscovery of pragmatism as a research paradigm. Journal of Mixed Methods Research, 4(1), pp.6-16. Flick, U. (2011). Introducing research methodology: A beginners guide to doing a research project. London: Sage. Goddard, W. Melville, S. (2004). Research Methodology: An Introduction, (2nd ed.) Oxford: Blackwell Publishing. Gulati, P. M. (2009). Research Management: Fundamental and Applied Research, New Delhi: Global India Productions. Institut Numerique, (2012). Research Methodology, http://www.institut-numerique.org/chapter-3-research-methodology-4ffbd6e5e3391 [retrieved 3rd October, 2014]. Kothari, C. R. (2004). Research methodology: methods and techniques. New Delhi: New Age International. May, T. (2011). Social research: Issues, methods and research. London: McGraw-Hill International. Monette, D.R., Sullivan, T. J., DeJong, C. R. (2005). Applied Social Research: A Tool for the Human Services, (6th ed.), London: Brooks Publishing. Neuman, W. L. (2003). Social Research Methods: Qualitative and Quantitative Approaches, London: Allyn Bacon. Newman, I. (1998). Qualitative-quantitative research methodology: Exploring the interactive continuum. Carbondale: Southern Illinois University Press. ÃÆ'–stlund, U., Kidd, L., WengstrÃÆ' ¶m, Y., Rowa-Dewar, N. (2011). Combining qualitative and quantitative research within mixed method research designs: a methodological review. International Journal of Nursing Studies, 48(3), pp. 369-383. Podsakoff, P. M., MacKenzie, S. B., Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. Annual Review of Psychology, 63, pp.539-569. Rowley, J. (2012). Conducting research interviews. Management Research Review, 35(3), pp.260-271. Saunders, M., Lewis, P., Thornhill, A. (2007). Research Methods for Business Students, (6th ed.) London: Pearson. Silverman, D. (2013). Doing Qualitative Research: A practical handbook. London: Sage. Snieder R. Larner, K. (2009). The Art of Being a Scientist: A Guide for Graduate Students and their Mentors, Cambridge: Cambridge University Press. Wiles, R., Crow, G., Pain, H. (2011). Innovation in qualitative research methods: a narrative review. Qualitative Research, 11(5), pp.587-604.

The Seeds :: essays research papers fc

The seeds of the Vietnam War were sown two decades prior to the conflict. Following the Second World War the United States adopted two foreign policies, which seemed to coexist peacefully for a time. The policies: anti-colonialism (policy against colonization of small nations) and anti-communism. Little did the United States know that the coexistence of these two policies would soon become a great paradox. Indochina had been a colony of France since the middle of the nineteenth century, within its parameter Indochina contained three nations: Cambodia, Laos, and Vietnam. At the conclusion of WWII these nations were seeking independence from the colonial rule of its motherland, France. On the heels of the war the U.S was primarily occupied with assisting Europe recover economically and escape communist domination (Pentagon Papers A-2). Confronted with these problems of what then seemed to be a larger scale the U.S considered the fate of Vietnamese "nationalism" relatively in significant. In fact Indochina appeared to be a region in the post-war world in which the U.S need not involve itself (P. Papers A-2). Tides quickly shifted, however, when the problem was brought to President Roosevelt's attention by Premier Ramadier of France. Following his policy of anti-colonialism, Roosevelt advocated the independence of all Indochinese nations. France, unwilling to give up colonial rule continued to occupy Indochina. Meanwhile, a man by the name of Nguyen Ai Quoc, who later came to be known as Ho Chi Minh, formed the Democratic Republic of Vietnam (DRV) as well as an army of Vietnamese freedom fighters called the Viet Minh. Finally on December 19, 1946 the Vietnamese troops attacked French troops stationed on the outskirts of Hanoi. This began the start of the eight year Franco-Viet Minh War. Shortly prior to this conflict President Roosevelt had died, fanning the flame of anti-colonialism and leaving the official policy of the U.S toward the Franco-Vietnam war as neutral. Due to the neutrality of the United States during the first four years of the Franco-Viet Minh War, the Vietnam War became, inevitably, the destiny of the United States. This paper will explain three major points and how they laid the foundation for the Vietnam War. These points include: 1) reasons for U.S. neutrality, 2) how this neutrality allowed Communism to blossom in Vietnam, and 3) how this blossoming Communsim made the Vietnam War inevitable. One of the main reasons for this lack of action on the part of the U.

Analysis of Ethanol in Moonshine

Analysis of Ethanol in Moonshine| Using the GC-MS| Jennifer Greene| ————————————————- 4 May 2012 ————————————————- 4 May 2012 Introduction: In this experiment gas chromatography is applied to separate the water-ethanol mixture. This method is often used in the determination of alcohol in blood or urine. One obvious application is when law enforcement agencies need to determine whether or not someone is inebriated. In these cases, high sensitivity is required since 0. 1% blood alcohol content is considered to be legally intoxicated in most states.Our own determination will deal with higher concentrations (up to 25% by volume) which are more typical of alcohol levels found in many alcoholic beverages. Chromatography is a physical method of separation in which the co mponents to be separated are distributed between two phases, one of the phases constituting a stationary bed of large surface area, the other being a fluid that percolates through or along the stationary bed Gas chromatography (GC) is a powerful and widely used tool for the separation, identification and quantitation of components in a mixture.In this technique, a sample is converted to the vapor state and a flowing stream of carrier gas (often helium or nitrogen) sweeps the sample into a thermally-controlled column. In the case of gas-liquid chromatography, the column is usually packed with solid particles that are coated with a non-volatile liquid, referred to as the stationary phase. As the sample mixture moves through the column, sample components that interact strongly with the stationary phase spend more time in the stationary phase vs. the moving gas phase and thus require more time to move through the column.The goal of GC is to separate and detect components of a mixture as efficiently as possible and it is thus desirable to have a measure of the efficiency of a given chromatographic column. One common way to express column efficiency is by calculating the height equivalent to a theoretical plate (HETP) which is the length of the column divided by the number of theoretical plates. HETP = l/n The number of theoretical plates (n) of a column with respect to a particular compound can be found using the following equation: N = 16(tr/w)2 = 5. 55(tr/w1/2)2Where w is the peak width measured in the same units as tr and w1/2 is the peak width measured at half of the peak height. Materials: GC-MS with database| Vials with lids| Cherry moonshine| Disposable pipettes| Ethanol 100%| | Procedure: 1. Set up procedure to: Set â€Å"Detector A† On (Thermal Conductivity Detector) Packed Column Head Pressure: 30 psi Column: Carbowax 20M, 1/8†³ OD, length = 6 feet Oven Temperature: 110 °C Detector Temperature: 150 °C Injection Temperature: 150 °C 2. Wit h the disposable pipette fill separate vials with the cherry moonshine and pure ethanol. . Run the procedure then define the ethanol peak with three additional peaks. This is the chromatograph for Cherry Moonshine. This is the chromatograph for Cherry Moonshine. Data: The blue arrows are pointing to the ethanol peak. The blue arrows are pointing to the ethanol peak. Conclusion: Chromatography is a physical method of separation in which the components to be separated are distributed between two phases, one of the phases constituting a stationary bed of large surface area, the other being a fluid that percolates through or along the stationary bed.Gas chromatography (GC) is a powerful and widely used tool for the separation, identification and quantitation of components in a mixture. In this technique, a sample is converted to the vapor state and a flowing stream of carrier gas (often helium or nitrogen) sweeps the sample into a thermally-controlled column. In the case of gas-liquid c hromatography, the column is usually packed with solid particles that are coated with a non-volatile liquid, referred to as the stationary phase.As the sample mixture moves through the column, sample components that interact strongly with the stationary phase spend more time in the stationary phase vs. the moving gas phase and thus require more time to move through the column. This experiment demonstrated how the analysis of an unknown substance can be determined from the separate peaks. If you select an individual peak on the chromatograph, the database will bring up possible matches of the compound.You would need to look at the mass spectrograph of that peak to see if it matches the compound of interest. If it does, then you have confirmed one compound that is present in the substance. If it is not a match, continue to search the database until you confirm the peak’s identity. From this experiment, the peak for ethanol was not determined using the mass spectrograph of the g as chromatography; however, we ran pure ethanol on the GC-MS and compared the two chromatographs to determine the ethanol peak.