Parts, Pieces And Remnants Essays - Appropriate Technology, Drill

Parts, Pieces and Remnants Abstract: The two pieces that have been chosen are the bicycle crank and aircraft drill. Reason of chosen shape color Life span material Other use Bicycle Crank Color, light weight Smooth rectangular Silver Long, dependable Aluminum ------------- Aircraft Drill Interesting shape Helical Silver Life time Steel Drilling other objects Introduction: Having a knowledge about materials that have been used in an object , helps us better understand the technology around us. This experiment is intended to stimulate interest in material science. Both bicycle crank and aircraft drill have very important roles in technology of bicycling and drilling, so it is necessary to know what theses two pieces are made from and why they are designed like this. Procedure: Aircraft drill and bicycle crank have been picked from the box of miscellaneous parts, pieces and remnants. They were observed, touched, and felt to analyze their characteristics . They were picked because their color, weight, and shape caught my attention. Result: Aircraft drill: It has a helical shape, that helps to drill inside of strong objects. Also, the helical shape helps to remove the leftover chips that are made by drilling an object. The manufacture uses steel in the drill because of its strength. They use silver color to avoid any rust. Because of its strength, it should have a long life span. Bicycle crank: It has a smooth rectangular shape with two holes at the ends that helps it to attach to the body of bicycle from one side and to the pedal from another side . They made it smooth and light to avoid any injury and easy to carry. Also its light weight brings the bicycle's weight down. They used aluminum because it's light and doesn't rust. Speaking of heist, I wouldn't get anything for one piece of crank. Conclusion : Every small piece of an object has been designed carefully because the manufactures have thought about and studied every detail prior to construction. Aircraft drill and bicycle crank are two examples of well-designed products.

Writing Obituaries as a Celebration of Life

Writing Obituaries as a Celebration of Life Beginning reporters often view the writing of obituaries with disdain. After all, they say, an obit is by its very nature old news, the story of a life already lived. But seasoned journalists know that obits are some of the most satisfying articles to do; they give the writer a chance to chronicle a human life from start to finish, and in doing so to find themes and deeper meaning beyond the simple retelling of events. And obits, after all, are about people, and isnt writing about people what makes journalism so interesting in the first place? The Format The format for an obit is surprisingly simple - its basically written as a hard-news story, with what amounts to a five Ws and the H lede. So the lede of an obit should include: Who diedWhat happenedWhere the person died (this is optional for the lede, and is sometimes put in the second paragraph instead)When they diedWhy or how they died But an obit lede goes beyond the five Ws and the H to include a summing up of what made the persons life interesting or significant. This usually involves what they did in life. Whether the deceased was a corporate executive or a homemaker, the obit lede should try to summarize (briefly, of course) what made the person special. Obit ledes also generally include the persons age. Example John Smith, a math teacher who made algebra, trigonometry, and calculus interesting for several generations of students at Centerville High School, died Friday of cancer. He was 83. Smith died at home in Centerville after a long struggle with colon cancer. You can see how this lede includes all the basics - Smiths occupation, his age, the cause of death, etc. But it also sums up, in just a few words, what made him special - making math interesting for generations of high school students. Unusual Deaths If a person has essentially died of old age or a disease related to age, the cause of death generally isnt given more than a sentence or two in an obit, as you see in the example above. But when a person dies young, either through an accident, illness or other causes, the cause of death should be explained more fully. Example Jayson Carothers, a graphic designer who created some of the most memorable covers for the Centerville Times magazine, has died after a long illness. He was 43 and had AIDS, said his partner, Bob Thomas. The Rest Of the Story Once youve fashioned your lede, the rest of the obit is basically a brief chronological account of the persons life, with the emphasis on what made the person interesting. So if youve established in your lede that the deceased was a creative and much-loved math teacher, the rest of the obit should focus on that. Example Smith loved math from an early age and excelled at it through his grade-school years. He majored in math at Cornell University and graduated with honors in 1947. Soon after receiving his bachelors degree he began teaching at Centerville High School, where he became known for his engaging, animated lectures and pioneering use of audiovisual materials. Length The length of an obit varies, depending on the person and their prominence in your community. Obviously, the death of, say, a former mayor in your town will probably be longer than that of a school janitor. But the vast majority of obits are around 500 words or less. So the challenge for the obit writer is to neatly sum up a persons life in a fairly short space. Wrapping Up At the end of every obit are a few must-haves, including: Any information available about funeral services, viewings, etc.;A listing of the deceaseds surviving family members;Any requests family members have made regarding donations to charities, scholarships or foundations.

Cloning and Aggression among Sea Anemones Essay

Cloning and Aggression among Sea Anemones - Essay Example These clones rapidly spread out and form large aggregations of individuals exhibiting polymorphism. Individuals present in the center of clones are larger with gonads, and reproduce sexually. Individuals at the edge of the colony are smaller, with larger fighting tentacles (acrorhagi), being defensive in nature reproduce asexually. This division of labor allows individuals in the center to expend more energy on sexual reproduction and individuals on the edges of aggregations to expend their energy on developing large acrorhagi to fight the individuals of adjacent clones. Aggression is provoked when individuals on the circumference come into contact with genetically different clones. Acrorhagi, which are large projections loaded with nematysts located at the base of the tentacles, are used to sting, injure, and even kill members of the other clone. This inter-clonal fighting results in clear boundaries between adjacent aggregations. This aggressive behavior is fused on non-clone mates , as members of each clone can distinguish their own clone mates and do not attack them. Intraspecific competition of the inference sort has also been observed in experiments where two adjacent clones competed over the resource of space. The significance level for shore position, clonal/aclonal growth, and aggressiveness... Rare species were excluded for consistency and simply sharpen the focus of the present study. Study sites The samples were collected from two long north-south gradients extending from subarctic to subtropical latitudes.(Further details see L.Francis,1988,p.243) Assignment to categories The samples are categorized based on habitat, individual body size, clonal, aggressive nature. Statistical method The significance level for shore position, clonal/aclonal growth, and aggressiveness acting simultaneously is determined by using a multi-way G-test. In addition, Fisher's exact test with critical alpha levels corrected to compensate for multiple use of data is also used since some of the theoretically possible sets are though empty, is permissible, if conservative, to use [comparison wise error rate = 1 - ( 1 - )1/c, where c is the number of comparisons and is the desired level of confidence; Sidak, 1967, cited in SAS guide, 1985]. (For three sets of comparisons, a comparison wise error rate of 0.0165 is equivalent to an experimental error rate of 0.05.) Development of a model A geometric model is developed to predict the relative energy efficiency of interference as a function of increasing size: (1) for growth through isometric increase in size (simulated growth of an aclonal adult), and (2) for growth without increasing in height (simulated growth and spread of a compact, encrusting clone). Results Correlations From the observations, it was evident that overall distribution of species was uneven with respect to shore position, clonal/aclonal growth and aggressiveness. Tested separately, two of the three pair wise interactions were significant (for cloning vs. aggression and

Ideas of Adam Smith, Niccolo Machiavelli, Karl Polanyi, Jean-Jacques Essay

Ideas of Adam Smith, Niccolo Machiavelli, Karl Polanyi, Jean-Jacques Rousseau - Essay Example Machiavelli reiterates that crimes may win an empire but they can never win glory moreover he believed necessary wars were just wars and that the arms of a nation are hallowed when it lacks other resources apart from fight. In addition, concerning the markets, Machiavelli considers increase of land and things to be core (Machiavelli 13-14). Rousseau believes in a monarchy that guarantees the needs and the universal will of its people are executed. He believes the pressing interest of a ruler is his most indispensible duty is observing the laws of which the individual is the minister and on which the whole authority is founded. Moreover, he considers social actions to be reciprocal in nature thus impracticable for anyone to position himself beyond the law without relinquishing the advances of the law in a sovereign country. Rousseau believes that the government is not the master of the law but it is much of guarantor of the law and posses many means of inspiring love of it, which makes the talent of reigning. Rousseau believes that people are born amoral however, when people enter society they acquire the capacity for vice as well as the capability for virtue. Rousseau’s analysis regarding vice is comprehensible and well developed which exemplifies that vice results from competition. According to Rousseau, human beings are born free but in many political societies they are subjected to a form of dependence that amounts to slavery. Moreover, Rousseau considers two kinds of inequality that include natural and contrived inequalities but only natural inequalities are acceptable. As well, Rousseau believes justice is impossible to achieve in a world that is stark of social inequality in addition he believes that concentrations of wealth increases inequality (Rousseau 8). In wealth of nations, Smith closely ties liberation of the desire for wealth to commerce and free market, which he considered the most effective way of satisfying that desire, which is synonymous with Rousseau’s view on governance. Thus in Smith’s view, life is ceaselessly driven by desire, anxiety and fear hence life is eternally filled with disturbance and disquiet (Fitzgibbons 3). Smith considers people by nature to have a tendency for improving their circumstances through buildup of goods of affluence, status a nd power. Smith considers the accumulation of wealth as means that jeopardizes tranquility as opposed to producing it, which is also synonymous with Rousseau regarding personal interest. Therefore, both perspectives of Smith and Rousseau consider the pursuits of wealth to be deeply misleading; for instance, Smith argues on the condition of the material world (Gudz 2). Polanyi in The Great Transformation clarified precincts of self-regulating markets and currently there is no reputable, intellectual hold for the proposition that markets by themselves result in competent, let alone equitable outcomes. This view is also synonymous with Rousseau model which considered the concentration of wealth to be the cause of increase in inequality. Polanyi addresses a certain defect in self-regulating economy which involves the relationship between the economy and society in how economic systems affect the way people relate to one another. This view is also considered by Rousseau who believed accu mulation of w

Role of Johnathan Edwards on First Great Awakening Essay

Role of Johnathan Edwards on First Great Awakening - Essay Example During his final years he was in charge of a boarding school where he preached the Indian boys. He died from smallpox in 1758, five weeks after he was inaugurated as the President of the College of New Jersey (â€Å"Jonathan Edwards†). The First Great Awakening Religious renewal The First Great Awakening was a movement that revitalized Christianity in the American colonies during the third and fourth decades of the eighteenth century. The impact was particularly felt in New England. The movement was caused by certain Christians who began to protest against the traditional mode of worship. It was generated by intense preaching from theologians like Jonathan Edwards which encouraged the avid listeners to disassociate from established rituals. They could feel a new sense of spiritual sincerity and their prayers were intensified by deep emotions (â€Å"Basic Concepts of the First Great Awakening†). Cause of the movement The glorious revolution of 1688 brought an end to the fights between different religious and political groups in England. The Church of England became the most important church of the country. People began to practice only one religion as the other religions like Catholicism, Judaism, and Puritanism were suppressed. Although this created religious stability but there was lack of fervor among the worshippers. Religion became a set of rituals to be followed without deep faith in the heart and soul. This state of complacency continued for several decades in England and American colonies before the First Great Awakening brought a religious renewal in the second quarter of the eighteenth century (â€Å"Basic Concepts of the First Great Awakening†). First Revivals in 1733-35 The roots of the First Great Awakening grew when a terrible earthquake struck on October 29, 1927 in New England. This led to wide-spread spiritual awakenings among the general people which paved the way for future revivals. The massive impact of the event and thi rty sermons regarding the earthquake that were published shook the spiritual complacency among the believers. As an immediate effect of the earthquake people began to crowd in churches to seek for salvation through Christ. The pastors began to preach the benefits of revival. Haverhill’s church became the largest center for revival after the earthquake where many fervent meetings were held with the churches of Bradford and Massachusetts. Pastor John Brown wrote in a letter that 154 people most of whom were youths came to him for â€Å"full membership, baptism, or renewal of their baptismal covenant† (Kidd, 10). Many people who had committed grave sins came to the church with deep faith to seek salvation. Brown however did not believe that the earthquake was the only cause of the start of revival, as he saw new interests for religion in his congregation in the spring of the same year. The next revival came in a â€Å"Time of great Security† with no external provoc ations like natural disasters. This was the revival generated by Jonathan Edwards in Northampton in 1734-35. Although George Whitefield was the most important preacher of that era, Edwards was the â€Å"greatest American articulator of the evangelical view of God, man and revival† (Kidd, 10-13). In April of 1734, a young man died within two days of being attacked by Pleurisy. Soon after that a young married woman died who seemed to have been blessed with God’

Qualitative approach to inquiry research and theory

Qualitative approach to inquiry research and theory For almost four decades now, the disciplinary boundary between social sciences and humanities has drawn closer together in order to form an interpretive, qualitative approach to inquiry, research, and theory (Denzin and Lincoln, 2008). Although the use of qualitative approaches is not new, it is remarkable the extent to which it has expanded through social sciences and into other related fields such as public health (Carter et al., 2009, Finlay, 2007, Denzin and Lincoln, 2008, Draper, 2004, Liamputtong, 2009). In the past, public health research projects primarily involved quantitative methods and approaches (Finlay, 2007). The quantitative approach includes the traditional public health disciples of epidemiology and statistics, and medicine and biology (Draper, 2004). More broadly, this approach employs rigorous, systematic, and objective methodology in order to obtain knowledge that can be generalisable (Denzin and Lincoln, 2008, Patton, 2002). In recent times, however, qualitative research methods and approaches have become increasingly accepted within public health fields (Finlay, 2007, Draper, 2004). Recognition of the value of such research is increasing, where the focus is on the lived experiences of an individual as well as the social context of health and illness. Although, not surprisingly, the increased popularity of the qualitative approach has been met with some resistance (Denzin and Lincoln, 2008). A resurgent scientifically based research paradigm has created a hostile envi ronment for qualitative research. From this perspective, qualitative research is viewed as a soft science, and research outcomes are often thought to lack in reliability and validity (Guba and Lincoln, 1998, Liamputtong, 2009, Denzin and Lincoln, 2008). Moreover, quantitative researchers argue that the gold standard of producing worthwhile knowledge is based on quantitative, experimental study designs (Denzin and Lincoln, 2005), and that the interpretive nature of qualitative data is of little value in contributing to scientific knowledge (Liamputtong, 2009, Finlay, 2007). Consequently, effort is required from qualitative researchers to be explicit about the process in which research is being carried out and to defend that process as a form of human inquiry that should be taken seriously (Crotty, 1998). More specifically, there is a need for qualitative researchers to understand and appreciate the philosophical and theoretical principles that underpin qualitative research (Draper, 2 004, Carter and Little, 2007). As such, this paper will outline a model developed by Crotty (1998), which provides a framework for the various philosophical and theoretical perspectives that influence and distinguish qualitative inquiry. This framework offers researchers a sense of stability and direction as they move towards understanding and undertaking the research process (Crotty, 1998). Next, this paper will briefly discuss the rationale behind employing qualitative approaches for research, particularly in evaluation settings and culturally diverse research contexts. However, before outlining the framework developed by Crotty (1998), it will be useful to briefly examine what is meant by the term qualitative research (Draper, 2004). Qualitative Research Qualitative research is an area of inquiry that crosses disciplines, fields, and subject matters (Denzin and Lincoln, 2005). It includes a range of complex, interconnected terms, concepts, and assumptions. Furthermore, qualitative research does not privilege a single methodological practice over another and has no theory or paradigm that is distinctly its own (Denzin and Lincoln, 2005). The broad use of qualitative research as a term can therefore make it difficult for scholars to agree on any essential definition (Denzin and Lincoln, 2008, Strauss and Corbin, 1996). In this being said, we must establish a definition for the purpose of this discussion. Denzin Lincoln (2005) define qualitative research as; a situated activity that locates the observer in the world. It is comprised of a set of interpretive, material practices that make the world visible. These practices transform the world and turn it into a series of representations including; field notes, interviews, conversations, and recordings (Denzin and Lincoln, 2005). Essentially this means that qualitative researchers study things in their natural setting, attempting to make sense of, or interpret, phenomena in the context of the meaning people bring to them. Consequently, qualitative research involves an interpretive, naturalistic approach to the world (Denzin and Lincoln, 2005, Denzin and Lincoln, 2008, Patton, 2002, Draper, 2004, Liamputtong, 2009). As a starting point, during the initial stages of developing a qualitative research project it is suggested that two main questions are addressed (Crotty, 1998). Firstly, what methodologies and methods will be used in the proposed research? Secondly, how will the chosen methodologies and methods be justified? These questions can then be expanded into four basic elements; epistemology, theoretical perspective, methodology and methods (Crotty, 1998). When undertaking social research majority of discussion and terminology relate in some ways to these four main elements, however there are numerous ways in which they are categorized (Patton, 2002, Carter and Little, 2007, Draper, 2004). What is frequently found is that the four elements are placed together in ways that suggest comparability (Crotty, 1998, Carter and Little, 2007). For example, terms such as Ethnography and Constructionism may be placed together as methodologies, approaches or perspectives (Crotty, 1998). In order to prevent confusion it is suggested that these main elements are sorted to provide some guidance when undertaking the research process (Crotty, 1998). Various ways to distinguish these qualitative traditions have been offered by numerous authors (Draper, 2004, Patton, 2002), including: Lincoln and Guba (2005), Schwandt (2007), Crotty (1998) and Creswell (1998). However, for the purpose of this discussion, the framework (please refer to Figure 1 below) suggested by Crotty (1998) will be employed. Methods Methodology Theoretical Perspective EpistemologyFigure 1 This framework offers three main epistemologies: objectivism, constructionism, and subjectivism (Patton, 2002, Crotty, 1998). These three elements are then suggested to influence in varying degrees different theoretical perspectives: positivism (and postpositivism), interpretivism (symbolic interaction, phenomenology, hermeneutics), critical inquiry, feminism, and post modernism (Patton, 2002, Crotty, 1998). It is far beyond the scope of this paper to define and expand on each of these philosophical and theoretical elements outlined above, however it is important to be aware of the characteristics and distinctions that exist at each level of this model (Draper, 2004). Firstly, it should be noted that in many research textbooks the use of the term qualitative often implies that is forms an umbrella superior to the term paradigm (Guba and Lincoln, 1998). Furthermore, qualitative research and quantitative research are often compared against each other as polar opposites (Crotty, 1998, Johnson and Waterfield, 2004, Draper, 2004). However, as Crotty (1998) suggests, the distinction between qualitative research and quantitative research is drawn at the level of methods (Crotty, 1998). It does not occur at either the level of epistemology or theoretical perspective. What does occur at these levels is the distinction between objectivist/positivist research, on the one hand, and constructionist and subjectivist research, on the other (Crotty, 1998). As such, discussion of Crottys framework will begin at the level of epistemology. Epistemology Epistemology aims to provide a philosophical foundation for deciding what kinds of knowledge are possible and how we can ensure that they are adequate and legitimate (Crotty, 1998). In other words, epistemology is the study of the nature of knowledge and justification (Schwandt, 2007). This element is the starting point because epistemology creates the foundation for the research process and will directly influence other elements in the framework (Carter and Little, 2007). More specifically, decisions about epistemology will impact choice of methodology, as some epistemologies are incommensurable to certain methodologies (Carter and Little, 2007). Epistemology may also constrain research methods, determine the relationship between researcher and participant, the appropriate measures of research quality, and the nature of reporting (Carter and Little, 2007). Although there are a variety of epistemologies (Crotty, 1998, Schwandt, 2007), Crottys framework proposes three main epistemologies; objectivism, subjectivism and constructionism. Of these three, constructionism is the epistemology that qualitative researcher often invoke (Crotty, 1998). However, it is important to note that it has become common for qualitative researchers to superficially claim to be a constructionist (Crotty, 1998). When a researcher claims to be a constructionist it is vital that the deeper significance of the term is reflected on, including: what does it mean for research to be constructionist? And what implications does being constructionist hold? Responses to these questions are important for defending the process in which research has been undertaken (Crotty, 1998). As previously mentioned, Crottys framework suggests that from an epistemological perspective the distinction is made between Objectivist/Positivist research, on the one hand, and Constructionist and subjectivist research on the other (Crotty, 1998). Furthermore, the distinction between qualitative and quantitative approaches is drawn at methods. As such, in accordance with this framework, research can be qualitative or quantitative, or both qualitative and quantitative, without this being problematic in any way (Crotty, 1998). However, problems would arise in the attempt of being both objectivist and constructionist (or subjectivist). Therefore, to avoid such conflict there is a need to be consistently objectivist or consistently constructionist (or subjectivist) (Crotty, 1998). Theoretical Perspective Next we describe the philosophical stance that forms the base of the chosen methodology for the research project (Crotty, 1998). Inevitably, when undertaking research a number of assumptions are made in relation to the chosen methodology (Crotty, 1998). By stating what these assumptions are we are elaborating the theoretical perspective of the study (Crotty, 1998). Crottys suggests the theoretical perspectives: positivism (and postpositivism), interpretivism (symbolic interaction, phenomenology, hermeneutics), critical inquiry, feminism, and post modernism (Crotty, 1998). Generally, qualitative research is said to be broadly rooted in the interpretive tradition, while quantitative research being rooted in the positivist tradition (Draper, 2004, Liamputtong, 2009). However, Crotty offers an alternative position in regards to the distinction drawn at this level (Crotty, 1998). Crotty suggests that from the level of theoretical perspective, contrast is made between positivism vs. non positivism, not quantitative vs. qualitative (Crotty, 1998). In other words, it is possible for a quantitative piece of work to be presented in non positivist way. Moreover, qualitative research may also be understood in a positivist manner, or situated in an overall positivist setting (Crotty, 1998). For example, when investigators talk of exploring meanings by employing qualitative methods and then confirming or validating their findings through a quantitative study, the latter is being approached in a positivist way. Consequently, what makes a study turn into a positivist piece of work is not necessarily the use of quantitative methods but the attribution of objectivity, validity and generalisability to quantitative findings (Crotty, 1998). Methodology Methodology is the third level in the framework and is a term that is frequently used loosely in the literature (Carter and Little, 2007). For example, various authors refer to methodology as: schools of thought or movements (such as symbolic interactionism or feminism), whole disciples (such as anthropology), or methods (such as focus groups or observation). However, the definition that will be offered for the purpose of this discussion is: the research design that determines the choice and use of specific methods and connects them to desired outcomes (Crotty, 1998). Furthermore, methodology is the middle ground that exists between the discussion of methods and the discussion of the philosophy and theoretical elements of the study. In this sense, methods and methodology are closely associated. What is required at this level of the framework is not only a description of the methodology but also an account of the rationale it provides for the choice of methods and the particular forms in which the methods are employed (Crotty, 1998). There are numerous methodological theories that researchers may adopt in qualitative research. Over the decades, methodologists have articulated various ways to approach qualitative research (Carter and Little, 2007). Some of the methodologies that Crotty (1998) suggest include: Experimental research, Ethnography, Phenomenological research, Grounded theory, Action research and Discourse analysis. Among the various methodological theories that are used in qualitative research, one of the most commonly used is phenomenology (Liamputtong, 2009). When constructing methodology researchers commonly state that they will use whichever methodology that suits the objectives and research questions of the study (Carter et al., 2009). Although, this does not recognise that this relationship exists in two directions. In other words, the methodologies provide a way of thinking that will strongly impact a studys possible objectives, questions, and study design. Importantly, however, the objectives, questions, and study design will also shape the choice of methodologies (Carter and Little, 2007). As such, the degree to which a study is undertaken within a theoretical framework will be less important that the degree to which a study can justify the internal consistently of the choices of method, methodology, and epistemology (Carter and Little, 2007). Methods Finally, the last level of the framework that will be outlined is methods. Research methods can be defined as the particular activities that researchers engage in so as to gather and analyse their data (Crotty, 1998). Whichever data collection methods are chosen for the study, the challenge lies in being capable to undertake the procedure off skillfully, rigorously, and sensitively (Finlay, 2007). Given the aim of identifying and justifying the research process, it is vital that the methods are described in as much detail as possible. Crotty (1998) outlines a wide range of methods that may be employed when undertaking research (Draper, 2004), some of which include: questionnaires, observation, interviews, case studies, document analysis, and focus groups. More specifically, within qualitative research there are multiple methods that may be utilized, some of the most common include: Observation, Interviewing, and Focus Groups (Patton, 2002). However, it is important to note that there is no one particular method or set of methods that completely represent the qualitative approach (Schwandt, 2007). Methods are the most flexible and pragmatic components of the research process and are strongly influenced by other elements in the framework. Methods also create the pathway to the final research product (Carter and Little, 2007). There is no research without: sampling, data collection, data managements, analysis, and reporting. Additionally, without careful choice of methods, the research questions will not be effectively answered and the objectives will not be met. As methods are the most accessible, observable and obligatory of the four elements in Crottys framework, it is often the element that is most attended to in practice (Carter and Little, 2007). It is also too easy to select methods because they are more familiar, faster, or easier to implement without paying sufficient attention to the research outcomes and conclusions they will produce (Carter and Little, 2007). In the health sector, qualitative research is frequently conducted without attention to the philosophical and theoretical perspectives that influence and distinguish qualitative inquiry. In these circumstances, such research will be difficult to justify unless methods, methodology, and epistemology are outlined and internally consistent. By having a firm handle on the methodological and epistemological decisions, the methods should evolve to serve the study (Carter and Little, 2007) Justification Since the framework developed by Crotty (1998) has been outlined, discussion will now briefly touch on the rationale for employing a qualitative approach to research, particularly in evaluation settings and culturally diverse contexts. The actual and potential application of qualitative methods and approaches is so broad and over time is constantly expanding (Patton, 2002). However, qualitative approaches are not always appropriate for all inquiry situations (Patton, 2002). Certain purposes, questions, problems and situations are more appropriate for qualitative application than others. Within the field of public health qualitative research has much to offer in terms of understanding patterns of behaviour and how particular problems arise, as well as informing the design of interventions or services (Draper, 2004). In general, within the field of public health quantitative research aims to assist both practitioners and policy makers to ensure that health education and provision are relevant to the needs of service users (Finlay, 2007). Some qualitative research will also focus more particularly on giving a voice to marginalized, vulnerable or disempowered individuals or groups, with a view to empower them to take control of their own health. Another relevant application for qualitative approaches is in the context of evaluations, since they tell the programs story by capturing and communicating participants stories (Patton, 2002). Qualitative findings in evaluations illuminate the people behind the numbers and put faces on the statistics in order to deepen understanding (Patton, 2002). More specifically, qualitative research has also become important for collecting information on the perceptions, beliefs, and values of culturally diverse groups (Caldero et al., 2000). As nations become more culturally diverse, qualitative research approaches will become more widely used. This is in the hope to achieve a better understanding of the needs of minorities and other vulnerable populations that are experiencing less than optimal access to health care and experiencing poorer health status then the broader population (Caldero et al., 2000). The use of qualitative research is not intended to replace, but should be considered complementary to, quantitative research approaches. This will result in wider and a more realistic understanding of the health status of our diverse population (Caldero et al., 2000). Conclusion In conclusion, it might be true that research can be completed without attending to the philosophical and theoretical foundations of ones work (Carter and Little, 2007). However, this discussion suggests that having an awareness of these elements carries substantial benefit (Carter and Little, 2007, Draper, 2004). Epistemology, theoretical perspective, methodology and methods are all fundamental concepts (Draper, 2004). Reporting our research requires us to set forth the research process we have engaged in and to do so faithfully and comprehensively (Crotty, 1998). Is it, after all, our account of the research process that establishes the credit of our research. The process itself is the only source of justification. Consequently, effort is required from researchers to be explicit about the process in which research has been carried out and to defend that process of qualitative research as a form of human inquiry that should be taken seriously (Crotty, 1998). Word Count: 2950 word

Curt flood :: essays research papers

Curt Flood was as crucial to the economic rights of ballplayers as Jackie Robinson was to breaking the color barrier. A three-time All-Star and seven-time winner of the Gold Glove for his defensive prowess in center field, Flood hit more than .300 six times during a 15-year major league career that began in 1956. Twelve of those seasons were spent wearing the uniform of the St. Louis Cardinals. After the 1969 season, the Cardinals attempted to trade Flood, then 31 years of age, to the Philadelphia Phillies, which set in motion his historic challenge of baseball’s infamous "reserve clause." The reserve clause was that part of the standard player’s contract which bound the player, one year at a time, in perpetuity to the club owning his contract. Flood had no interest in moving to Philadelphia, a city he had always viewed as racist ("the nation’s northernmost southern city"), but more importantly, he objected to being treated as a piece of prop erty and to the restriction of freedom embedded in the reserve clause. Flood was fully aware of the social relevance of his rebellion against the baseball establishment. Years later, he explained, "I guess you really have to understand who that person, who that Curt Flood was. I’m a child of the sixties, I’m a man of the sixties. During that period of time this country was coming apart at the seams. We were in Southeast Asia. Good men were dying for America and for the Constitution. In the southern part of the United States we were marching for civil rights and Dr. King had been assassinated, and we lost the Kennedys. And to think that merely because I was a professional baseball player, I could ignore what was going on outside the walls of Busch Stadium was truly hypocrisy and now I found that all of those rights that these great Americans were dying for, I didn’t have in my own profession." With the backing of the Players Association and with former U.S. Supreme Court Justice Arthur Goldberg arguing on his behalf, Flood pursued the case known as Flood v. Kuhn (Commissioner Bowie Kuhn) from January 1970 to June 1972 at district, circuit, and Supreme Court levels. Although the Supreme Court ultimately ruled against Flood, upholding baseball’s exemption from antitrust statutes, the case set the stage for the 1975 Messersmith-McNally rulings and the advent of free agency. The financial and emotional costs to Flood as a result of his unprecedented challenge of the reserve clause were enormous.