Issues that arise in research

Issues that arise in research It is becoming more common to talk about including childrens perspectives in review of childrens services and this is particularly the case for young children. The traditional method often required imagination if experiences and views of young children are to be taken into consideration by adults. Mosaic Approach is a particular framework for listening to very young children, under five years of age. It is an approach, which acknowledges children and adults as co-constructors of meaning. It is an approach, which can combine the visual with the verbal. The Mosaic is a multi-method which uses childrens own photographs, child-led tours and map making. The approach which combines the traditional research tools of observation and interviewing with participatory methods. The method is combined with talking and observing children to gain a deeper understanding of childrens perspectives in their early childhood. The approach has the potential to use with older children, especially those with communication difficulties or for whom English is an additional language. Clark quotes there are three main theoretical starting points for this research approach, each based on notions of competency. (Clark, 2004, pg 142). As children have their own time and activities Clark acknowledges that children have important perspectives to contribute about their own lives. This view of competency is in contrast to other research models which Qvortrup has pointed out, which can often exclude the voices of children. Qvortrup states that, children are often denied the right to speak for themselves either because they are held incompetent in making judgements or because they are thought of as unreliable witness about their own lives. (Qvortrup et al., 1994: 2) Critically, it is important to consider the use of the term research with children rather than on or for children as a way of highlighting child expertise and ability to collaborate. In the past, much research was conducted on children but relatively little with them (Masson, 2004, pg 4). Lahman quotes has call ed for child-centered research and sees children as subjects and not objects. This reveals a discussion of whether research has been on or for children (Lahman, 2008, pg 295). Lehman also stresses the importance of providing children opportunities to interpret data and reflect on tentative findings, which has been done through follow-up interviews and focus groups where findings and data previously collected are brought to the children to discuss. Similarly, Kay et al. (2003) has characterised this as (re)presentation, meaning that child participants are presented with representations of research data in order to gain their input so the researcher may (re)present their data as informed by the childrens input. The framework consists of a Multi-method, which recognises the different languages or voices of children. The Participatory method treats children as experts and agents in their own lives while the Reflexive method includes children, practitioners and parents in reflecting on meanings and addresses the question of interpretation. The adaptable method can be applied to a variety of early child-hood institutions which can be embedded into practice; this method is a framework for listening which has the potential to be both used as an evaluative tool and to become embedded into early years practice. Finally, the focussed on childrens lived experiences method looks at lives rather than knowledge gained or care received. A major influence in developing this approach has been the methods used in the participatory appraisal. Participatory appraisal is about empowering poorer communities to have a voice for changes within their communities. A range of methodologies are used, which dont rely on written words and assumed as competency. This often led the development of imaginative tools that enabled illiterate adults to speak and the same trigger has spurred the development the Mosaic approach with young children. The aim is to find practical ways to contribute to the development of services that are responsive to the voices of the child and which recognises childrens competencies. Clark states The approach developed as a multi-developed model which was important to include o range of methods in order to allow children with different abilities and interests to take part. (Clark, 2004, pg 144). There is a two stage approach, firstly children and adults gather documentation and practitioners and parents/carers reflect on what they think life is like for the children. The second stage pieces together information for dialogue, reflection and interpretation and practitioners and parents listen to the childrens own perspectives. In so far as we should choose those methods based around the ages of our participants, ethical issues will also underpin our choices of method. With interviewing, if you interview a 4 year old, you may exclude the other children. However, Lahman points out that using conventional one-on-one interviews would have meant missing most of the kids ways of expressing themselves. (Lahman, 2008, pg 294). However, as Clark states those who know the pe rsonalities of the children need sit alongside the participatory tools in the Mosaic approach in order to build a more detailed understanding of young childrens experiences. (Clark, 2004, pg 146). It is always preferable to be with children in their context, so naturally occurring conversations can occur in the context of the childrens lives. However, there are occasions when due to time, money or the topic, formal interviews may be required. When moving to a formal interview, the child/researcher power deferential be inherently emphasised and the researcher risks controlling the interview in a manner that produces what the child believes the adult wishes to hear. Researchers may wish to allow the child to choose where they want the interview to occur and allow the child to hear their voice recording and handle the recording equipment. When conducting focus groups, friendship may be the most important factor for composing groups. Children talking together replicate the small group s etting that they are familiar within the classroom where conversations can appear to flow effortlessly. A child could also lead the focus group with adults being present in a listening role. Encouraging children to interview their friends, as research is also a way to minimize the researchers power. Eliciting and understanding childrens views has become increasingly important for a range of reasons including legal, political and academic issues. Critically, new paradigms in social science have encouraged the views of children as social actors, playing an active role in shaping their environment. Research has suggested that children are more competent than previously thought in their ability to comment on their own lives, and be involved in making decisions. Yet, theories of child development are often cited as the reason why young children cannot be consulted and not able to understand the issues or make meaningful contributions. An alternative approach would be to assume that young children might not understand enough to be consulted on particular matters, or on some aspects of them, or indeed that they may be able to understand if they are asked in a different way. Adhering to participatory research principles requires a coherent and consistent approach to the research design, notably the practical considerations of generating data in appropriate ways. Pieces of the Mosaic, gathered by adults and children, form the basis for Stage Two. Combining the narratives and images of these individual pieces brings a greater level of understanding about young childrens priorities. By looking at all pieces gathered in Stage One you can build a picture of what appears important, this is completed by looking at what images or narratives come up more frequently. Thus what themes appear more often are more important to the child or children involved? Another methodology could be photographs (taken by young person) cameras are a medium, which appeal to young children and provide a form of communication, which is fun. For example, allowing the children to photograph their favourite things. On a positive note, children learn and gain confidence, as they are able to engage in ways they feel comfortable and they learn new skills such as listening, reflecting on their feelings and practical skills such as using cameras. Finally, by being listened to, children may become more active participants and get more involved in activities. Negatively, children must choose to take part, otherwise it can be intrusive to tell them we are listening to you or to observe them for research purposes without first telling them. Knowledge is power by gaining further insight into the lives of the children you are working with you gain power over them, therefore critical for practitioners to be careful how they respond to what the children say. In line with the approach, the use of cameras produced data in the form of pictures; it also encourages children to think about what they are looking at and make active decisions about what they do and do not want to photograph. However, as Clark states, if there is a mismatch between the task and the ability of the parti cipants to complete the task, the data will be incomplete and some data will be missing. However, a reliance on drawings, photographs or video clips depends on several factors, not least of which is the quality of the image. The skill of the artist, photographer or camera operator can influence the final product, and further, the perspective of the participant is essential to interpreting and extending these data. (Clark, 2004, pp. 142-161). There are equally complicated issues to be negotiated when research is conducted at school, in classrooms, or even at school when children are removed from classes to participate in research. Children could downplay their responses to questions (if answering in public might impact negatively on their status with peers) when a teacher or another authority figure (perceived or imaginary) was present but exaggerate their answers when with peers. The power of the photograph as a data-collection tool appears to make much more sense if the photographi c task is aligned with an interview with the photographer. Lahman suggests allowing children to choose whether they wish to express themselves through an innovative method, some of the children we saw were keen to express themselves by drawing while others had no interest in this method of communication. (Lahman, 2008, pg 294). Other examples of methods successfully utilized with children can include photography, video, communication with toys and art. Clark (2005) advocates for combining these methods as appropriate into what she has termed the Mosaic approach. It is of note that many of these methods will not work with our youngest participants such as infants and toddlers, or children who are severally disabled. For example, Lahman stresses in her journal the diary method may not be suitable for people [children] who cannot write nor have difficulty articulating their feelings in writing (Liamputtong, 2007: 154). The use of participatory methods with young children has opened more doors to communicating. This however contradicts the myth that researchers need to simplify their approaches with young children. The research has shown that there is a need to be flexible and to think differently. The approach is one attempt to turn this upside down and begin from young childrens strengths, their knowledge and attention to detail and visual, as well as verbal communication. To act ethical is to act the way one acts towards people whom one respects. Major areas of consensus for ethical consideration with children include informed consent, confidentiality, access and privacy. Excessive oversight by research review boards is also an area of ethical discussion with some feeling that vulnerable groups such as children are at risk for being under researched due to unnecessary restrictions or researchers avoiding children as participants due to governmental red tape. It is assumed that researchers should bring to ethical research with children that acknowledge childrens competence. Children are smart, make sense and want to live a good life. Lahman stresses in her journal for respecting childrens expertise as an ethical and methodological stance throughout the research process. This implies the need to be flexible and reflexive regarding ethical issues over the course of the entire study. (Thomas and OKane (1998) Critically, we need to look further, however not only with the process of learning but with the framework. Within the learning frame there is a wide range of approaches or pedagogies which view children in different ways. Some researchers see these children as an empty vessel waiting to be filled up with knowledge, while within this frame children are objects into which learning is poured. This type of participatory research is a right thing to do or at least a helpful thing to do, because it is based on a positive ethical framework, supports the political impetus of childrens rights and can generate such valuable data. Arguably most importantly, researcher must make time in ones research design to simply be with children. With time ethical consideration may be enacted reflexively. When we have multiple episodes upon which to draw, it becomes possible. Innovative methods rest on relationships and are not conducted frivolously, and children can demonstrate their true expertise as collaborators. Researchers should not stop attempting to form meaningful relationships with the children they research. Indeed, if we reflect overly long on this issue, the danger becomes one may say, then why bother? It is hoped that researchers are drawn to studying children through some sense of desiring to see the world through childrens eyes, attempting to improve children lives, and simply experiencing joy when with children. A multi-method, participatory approach, time consuming though it is, enables children with different skills and personalities to contribute their experiences. This can be applied to older children including those with special needs. The tools you choose to use can be altered according to the children you are working with. The philosophy behind the approach, children as experts in their own lives can apply to children of all ages. The Government Green paper, Every Child Matters states that the involvement of children and young people is crucial if services are to be improved. Core principles for increasing the involvement of children have been introduced, which all Government departments are expected to follow, and are not bound by a lower age limit of children who should be consulted. However, younger children may be highlighted as one group that face barriers to being involved. Therefore, a proactive approach in crucial towards involving younger children. However, we caution against the assumption that this approach necessarily produces better research data and, indeed if participants are fully involved in all dissemination there is a risk of portraying rather sanitised research results. We warn that researchers must anticipate ethical and practical implications and maintain a reflexive awareness of how power differences interplay in sometimes surprising ways. To conduct research we must not hide behind bland statements that research was participatory, without including in our analysis the theoretical framework in which the participation sits and how the participation has impacted on the claims made for, and from, the research. There is no one research tool best suited to gaining childrens opinions as researchers deploy a wide range of interconnected methods and ultimately, always seeking better ways to make more understandable the experiences they have studied. However, it is crucial for researchers to avoid getting caught up in a method for method sake. Researchers need to develop interesting methods to engage children, while at the same time avoid a gimmick approach. There are some conventional methods that can be alienating for some vulnerable children and therefore, essential researchers adopt alternative approaches. Word Count:

Shakespeares Measure for Measure :: Shakespeare Desire Plays Papers

Shakespeare's Measure for Measure This reading of Measure for Measure will try to do more than draw attention to the extent to which Shakespeare goes beyond the conventional happy ending in this play. There are indications that the conclusions of many of the comedies are not really meant to bear up to close scrutiny; in Jaques ¹ words, their loving voyages are not victual ¹d for very long. In Measure for Measure we are openly challenged to question the adequacy of attaching a happy ending to a deeply troubling play. It seems that a stern question, regarding human nature and the adequacy of the comic resolution, cannot be deferred any longer. How do we preserve a community that will sustain and encourage the virtues after every Jaques gets his Jill? These were the fears that Jaques voiced, with bad timing but better perspicacity in As You Like It. The attempt to flee civilization and seek refuge in the imagination was undertaken because the prevalent state of civil society placed human integrity and virtue in grav e jeopardy. Appropriate political measures are necessary to ensure that the human renewals and fresh beginnings celebrated in the comedies can be preserved and fostered when we leave Arden to resume our places in the workaday world. This reading will suggest that Measure for Measure is not a celebration of family values, The play points towards both the political virtuosity which sustains the comic oikos, and the humbler self-knowledge that preserves the integrity of the virtuoso. Human virtue can only be chosen in freedom, but we need not deny ourselves the opportunity of ensuring that this choice is not stifled by the subtly related powers of abstract intellectualism and carnal necessity. It is thus desirable that the moderate pleasures of humanity are revealed to their best advantage; the statesman ¹s task is to direct the erotic energies of his subjects towards their true fruition. In this essay, we shall concern ourselves with Shakespeare ¹s suggestively incomplete account of the process through which a self-professed philosopher-king forsakes contemplation to rescue his carnally en-mired dukedom. While the subject matter of this play is unequivocally political, Shakespeare is not offering political blueprints. We must learn from his unequalled ability to depict and illustrate the workings of the human soul. Poetry is a tool at the disposal of the statesman and Shakespeare pleads convincingly for the respectability of his art. However, the imagination cannot create virtue in the real world; only individuals can do this and they are influenced by other factors that reside outside the purview of the imagination.

Due Diligence

â€Å"Due  diligence† is a somewhat technical phrase used to describe a range of assignments, legal obligations, reports and investigations which take place in business, manufacturing and law. Its most frequently heard version is the one pertaining to business, where â€Å"duediligence† refers to the steps taken by venture capitalists before investing a round of capital in a startup, the ongoing investigation as to how the funds are being distributed, or the precautionary steps taken by a larger company in deciding to acquire a smaller company. Sometimes the phrase is referred to as a capitalized proper noun:  Due  Diligence. The precise definition of â€Å"due  diligence† varies between firms and organizations. In manufacturing for example, certain environmental requirements must be met, which are verified in an Environmental Site Assessment called a â€Å"due  diligence  report†. It consists of a checklist of specifications and sections for open commentary. Ads by Google |IT Due Diligence Experts |Information & Communications Technology Due Diligence. Munich | | |www. oach. de | |Due Diligence Checklist |Industry proven 600+ pt checklist available for immediate download | | |www. birds-eye. net | |Due Diligence |Worldwide offices Know-how, experience & resources | | |i-factanalysis. om/due_diligence | |M&A Cross-Border |Mergers & Acquisitions Business Sales, Invest in Europe | | |www. eleusis. eu | |Free Trading Webinar |Learn how to use technical analysis to make better security trades. | | |www . equis. com | In venture capitalism,  due  diligence  involves looking into the past and present of the people and structure of a company requesting  venture funding. For instance, venture capitalists are wary of investing in companies that lack people with credentials or a proven track record. Depending on the overall level of caution in the investment environment at the time, a  duediligence  investigation may be more or less stringent. Typically a  venture capital  firm will have a dozen or more investigators whose task is to research specific details of the personal history of people in the company. With the Internet, researching a person's past associations and experience has never been easier, much to the delight of investment communities. Of course,  due  diligence  is not a panacea against investment failures. Even a company made up of well-educated high achievers can falter  due  to unpredictable market conditions, unforeseen competition, or technical setbacks. Due  diligence  generally refers to the background checks conducted after a venture partner has already made a decision about the company. Typically, partners will prefer to invest in companies led by people they already know are very trustworthy, and probably have been given funds in the past. In law,  due  diligence  refers to precautions that are supposed to be taken by a person or company in some context. For example, did the company thoroughly check their product beforehand to ensure it was non-toxic or was not a strangulation hazard? If they do not, and bad results come of their  negligence, they can be held criminally liable. Due Diligence â€Å"Due  diligence† is a somewhat technical phrase used to describe a range of assignments, legal obligations, reports and investigations which take place in business, manufacturing and law. Its most frequently heard version is the one pertaining to business, where â€Å"duediligence† refers to the steps taken by venture capitalists before investing a round of capital in a startup, the ongoing investigation as to how the funds are being distributed, or the precautionary steps taken by a larger company in deciding to acquire a smaller company. Sometimes the phrase is referred to as a capitalized proper noun:  Due  Diligence. The precise definition of â€Å"due  diligence† varies between firms and organizations. In manufacturing for example, certain environmental requirements must be met, which are verified in an Environmental Site Assessment called a â€Å"due  diligence  report†. It consists of a checklist of specifications and sections for open commentary. Ads by Google |IT Due Diligence Experts |Information & Communications Technology Due Diligence. Munich | | |www. oach. de | |Due Diligence Checklist |Industry proven 600+ pt checklist available for immediate download | | |www. birds-eye. net | |Due Diligence |Worldwide offices Know-how, experience & resources | | |i-factanalysis. om/due_diligence | |M&A Cross-Border |Mergers & Acquisitions Business Sales, Invest in Europe | | |www. eleusis. eu | |Free Trading Webinar |Learn how to use technical analysis to make better security trades. | | |www . equis. com | In venture capitalism,  due  diligence  involves looking into the past and present of the people and structure of a company requesting  venture funding. For instance, venture capitalists are wary of investing in companies that lack people with credentials or a proven track record. Depending on the overall level of caution in the investment environment at the time, a  duediligence  investigation may be more or less stringent. Typically a  venture capital  firm will have a dozen or more investigators whose task is to research specific details of the personal history of people in the company. With the Internet, researching a person's past associations and experience has never been easier, much to the delight of investment communities. Of course,  due  diligence  is not a panacea against investment failures. Even a company made up of well-educated high achievers can falter  due  to unpredictable market conditions, unforeseen competition, or technical setbacks. Due  diligence  generally refers to the background checks conducted after a venture partner has already made a decision about the company. Typically, partners will prefer to invest in companies led by people they already know are very trustworthy, and probably have been given funds in the past. In law,  due  diligence  refers to precautions that are supposed to be taken by a person or company in some context. For example, did the company thoroughly check their product beforehand to ensure it was non-toxic or was not a strangulation hazard? If they do not, and bad results come of their  negligence, they can be held criminally liable.

How to Be an Anti-Racist Ally

Do you feel overwhelmed by the destructive power of racism, but unsure of what to do about it? The good news is, while the  scope of racism in the U.S. might be vast, progress is possible. Step-by-step and piece-by-piece, we can work to end racism, but to begin this work, we must truly understand what racism is. First, review how sociologists define racism, then consider ways that each of us can work to end it. What Is Racism? Sociologists see racism in the U.S. as systemic it is embedded in every aspect of our social system. This systemic racism is characterized by unjust enrichment of white people, unjust impoverishment of people of color, and an overall unjust distribution of resources across racial lines (money, safe spaces, education, political power, and food, for example). Systemic racism is made up of racist ideologies and attitudes, including subconscious and implicit ones that might even seem well-meaning. It is a system that grants privileges and benefits to whites at the expense of others. This system of social relations is perpetuated by racist worldviews from positions of power (in the police or news media, for example), and alienates people of color who are subordinated, oppressed, and marginalized by such forces. It is the unjust costs of racism born by people of color, like denial of education and employment, incarceration, mental and physical illness, and death. It is racist ideology that rationalizes and justifies racist oppression, like the media narratives that criminalize victims of police and vigilante violence, like Michael Brown, Trayvon Martin, and Freddie Gray, as well as many others.​ To end racism, we must combat it everywhere it lives and thrives. We must confront it in ourselves, in our communities, and in our nation.  No one person can do it all or do it alone, but we can all do things to help, and in doing so, work collectively to end racism. This brief guide will help get you started. At the Individual Level These actions are mostly for white people, but not exclusively. Listen to, validate, and ally with people who report personal and systemic racism. Most people of color report that whites do not take claims of racism seriously. It’s time to stop defending the idea of a post-racial society, and recognize instead that we live in a racist one. Listen to and trust those who report racism, because anti-racism begins with basic respect for all people.Have hard conversations with yourself about the racism that lives within you. When you find yourself making an assumption about people, places, or things,  challenge yourself by asking whether you know the assumption to be true, or if it is something you have simply been taught to believe by a racist society. Consider facts and evidence, especially those found in academic books and articles about race and racism, rather than hearsay and â€Å"common sense.†Be mindful of the commonalities that humans share, and practice empathy. Do not fixate on difference, though it is important to be aware of it and the implications of it, particularly as regards power and privilege. Remember that if any kind of injustice is allowed to thrive in our society, all forms can. We owe it to each other to fight for an equal and just society for all. At the Community Level If you see something, say something. Step in when you see racism occurring, and disrupt it in a safe way. Have hard conversations with others when you hear or see racism, whether explicit or implicit. Challenge racist assumptions by asking about supporting  facts and evidence  (in general, they do not exist). Have conversations about what led you and/or others to have racist beliefs.Cross the racial divide (and others) by offering friendly greetings to people, regardless of race, gender, age, sexuality, ability, class, or housing status. Think about who you make eye contact with, nod to, or say â€Å"Hello† to while you are out in the world. If you notice a pattern of preference and exclusion, shake it up. Respectful, friendly, everyday communication is the essence of community.Learn about the racism that occurs where you live, and do something about it by participating in and supporting anti-racist community events, protests, rallies, and programs. For example, you could: Support voter registration and polling in neighborhoods where people of color live because they have historically been marginalized from the political process.Donate time and/or money to community organizations that serve youth of color.Mentor white kids on being anti-racist citizens who fight for justiceSupport post-prison programs, because the inflated incarceration rates of black and Latino people lead to their long-term economic and political  disenfranchisement.Support community organizations that serve those bearing the mental, physical, and economic costs of racism.Communicate with  your local and state government officials and institutions about how they can help end racism in the communities they represent. At the National Level Advocate for Affirmative Action practices in education and employment.  Countless studies have found that qualifications being equal, people of color are rejected for employment and admission to educational institutions far greater rates than white people. Affirmative Action initiatives help mediate this problem of racist exclusion.Vote for candidates who make ending racism  a priority; vote for candidates of color.  In todays federal government, people of color remain disturbingly underrepresented. For a racially just democracy to exist, we must achieve accurate representation, and the governing of  representatives must actually represent the experiences and concerns of our diverse  populace.Combat racism through national-level political channels.  For example, you could: Write senators and members of Congress to  demand an end to racist practices in law enforcement, the judiciary, education, and the media.Advocate for national legislation that would criminalize racist police practices and institute ways to monitor police behavior, like body cams or independent investigations.Join the movement for reparations  for  the descendants of African slaves and other historically oppressed populations within the U.S., because theft of land, labor, and denial of resources is the foundation of American racism, and it is on this foundation that contemporary inequalities thrive. Keep in mind that you dont have to do all of these things in your fight against  racism. Whats important is that we all do at least something.