Perceptions of Reading for Pleasure in Boys Methodology

Perceptions of Reading for Pleasure in Boys Methodology Methodology. Design approach To address the challenge of boys perceptions of reading for pleasure and referring to relevant literature, I decided to approach the research using triangulation so that cross examination of findings could be achieved within a relatively short space of time. A mixed method research approach was used to answer my research question so that in carrying out a questionnaire, follow up interviews and observations could take place to answer further underlying causes and questions. Cresswell at al. (1993) describes the mixed method approach as collecting, analysing and integrating both qualitative and quantitative data through a single or multiple studies. In doing this Kettley (2012) writes that it allows for the analysis of both patterns and causes of behaviour which can heighten the reliability of results. However, Laws (2003) challenges this view, stating that a variety different research perspectives may not match tidily as there could be contrast and conflict between findings. Laws (20 03) recommends that a researcher should critically analyse any contrasts in findings so to make meaning from them. What researchers have used it- why is it good Triangulation- what is it (ive used this method but show some insight) Sampling-300 words Morse and Niehaus (2009) observe that sampling methods are intended to maximise the efficiency and validity of research results. This research involved using a purposeful sample, a technique which is widely used so that individuals or groups of participants are especially knowledgeable or experienced in ones line of inquiry (Palinkas et al., 2013). For this research, two year three classes both from independent schools were chosen to explore the challenge of boys reading for pleasure. My main interest for this research was to see how perceptions of reading differed between classes which had members that were thought to read more for pleasure (such as in a mixed setting) in comparison to a class where the class was all boys and were stereotyped to be disinterested to read in their free time. These schools were chosen as the number of boys in each year group were similar and were of contrast in terms of single sex or mixed. Both schools were from the same county of Oxfordshire, and all members of staff in each year group were female. The two groups of pupils were, although determined on school establishment type, not based on predetermined viewpoints on reading for pleasure. Patton (2002) highlights that the use of a purposeful sample is to capture major variations through the analysis of results rather than to identify a common core. Due to the lack of single sex primary schools, a private mixed school was chosen as the contrast so that in terms of types of schools these were the same. If I were to carry out this research again, I would involve more single sex and mixed schools in my research so that my results were not generalised Observation Observational data is an attractive form of data collection as it allows the researcher to gather evidence from real-life situations (Cohen et al., 2000). At the beginning of each week in the schools, I observed the children in their learning environment, concentrating especially on the daily routine and how English was taught. I chose to use observations as one of my research methods as it allows you direct access to social interactions which can be of focus to the research interest (Simpson and Tuson, 1995) whilst also viewing and analysing the physical, human, interactional and programme setting (Cohen at al., 2000). Using a semi-structured observation approach allowed me to immerse myself in the situation so that I could understand how reading for pleasure was promoted within the classroom and how children reacted to reading in the classroom environment. As I was comparing two different year groups from different schools, using the unstructured approach allowed for elements of th e observational situation speak for themselves, rather than preparing an observation schedule (Cohen et al., 2000). Thomas (2009) states that although an unstructured observation may be easier in comparison to structured, it involves a great deal of preparatory work so that one is able to become part of the situation and requires sensitivity, thought and commitment to analyse the findings meaningfully. Punch (1998) highlights other difficulties stating that in terms of recording data, the flexible nature of observational methods, the recording of data can potentially become flexible also. To overcome this potential barrier, simply noted characteristics from each category in terms of the physical environment, the links to literacy in lessons, childrens behaviour and finally teachers strategies. All observational methods have advantages and disadvantages, however with careful preparation, they can be powerful tools in gaining valuable research evidence. Questionnaire A questionnaire was decided to be used to find out the childrens viewpoints on reading for pleasure, as well finding out what other hobbies they like to do in their free time and how often they engaged in reading for pleasure in their free time. Gray (2004) recommends that questionnaires are used when working with a large audience where standardised questions are required. Using questionnaires as a research method allows an analytical approach which can be used to explore relationships between variables. Gillham (2000) highlights that there are a few advantageous aspects of a questionnaires which has led to it being a popular choice of research method. Some of these factors include low cost, quick data retrieval and the fact that questionnaires can be sent to a large scale of people in little time. Gillham (2000) also highlights that anonymity can be assured whilst using a questionnaire however he also points out that on a small scale, researchers may be aware of characteristics of r espondents and therefore able to identify answers based on a character profile. Like many research methods, questionnaires have their drawbacks. Gillham (2000) advises that if a questionnaire is to be intrinsically motivating for participants, the length should range between four and six pages. Robson (2011) further highlights that the motivation of a participant could affect the data leading to a less valid result. To overcome these barriers, I chose 12 questions, many of which were closed questions which required little thinking time. Two open questions were used to find out their view point on why they enjoyed or disliked reading, and what would motivate them to read more for pleasure. Due to the anonymity of questionnaires, researchers are unable to identify misleading or flippant answers, and if no further follow-up observations or interviews are involved, researchers may not be able to detect true representations. As I used two other research methods alongside questionnaires, I was able to identify a more valid representation of children and teachers viewp oints in comparison to just using one method alone. Using the same standardised questions which have been piloted and altered if necessary, it is possible to gain a high reliability of response (Robson, 2011). Prior to the research taking place, I emailed the questionnaires to both schools and tested the questions for clarity with an external 8-year-old boy so that the questions were clear and the vocabulary was age appropriate. Interview I decided to use semi structured interviews with both the teachers of year three from both schools and a selection of 4 boys who were deemed reluctant readers by their teachers. This was so that my research could be further supported and a deeper understanding of both teachers and boys could be achieved. Arksey and Knight (1999) comment that the method of interviewing allows participants to express their feelings and perceptions of the world around them. This further agreed by Cohen and Marion (1997) highlighting that one of the fundamental reasons for using interviews as part of a research approach is to gather information on an individuals knowledge, value and attitude which can be used in conjunction with other methods such as a survey. These interviews were undertaken after they had completed the questionnaire, so that I was able to gain more insight into what motivated boys to read in the classroom and at home, and what would motivate them further to read for pleasure. Although the questions for each student was the same, a semi-structured approach was used so that answers could be clarified further and I could gain a more transparent understanding. Using semi structured interviews when researching childrens viewpoints is ideal, especially when used alongside child-friendly language and meeting in places in which the child is familiar with (Graham et al., 2012). Each class teacher was also questioned on which strategies they used to promote reading for pleasure. As half of the teachers were from the mixed school, the questions were worded slightly differently as I wanted to find out how they motivated the boys. All of the interviews with each student was recorded rather than making notes on what was being said. This was so that I could concentrate on their body language and verbal response at the same time rather than concentrating primarily on just verbal feedback. It has been reported that taking notes during an interview can distract the interviewer from the focus of the conversation which can result in a loss of critical information (Britten, 1995) therefore using a high quality recorder alongside note taking on the participants body language and emotions can significantly decrease the likelihood of error or misconceptions during data analysis (Fernandez and Griffiths, 2007). As the majority of the interviews were with the children, it was important that the children could see that I had their full attention, and that by listening to what they had to say we were showing respect (McCrum and Hughes, 1998). A researcher needs to be aware that not all respondents may be willing to participa te in an interview, and if uncomfortable about the interview being recorded may inhibit honest responses (Bell, 2010). Prior to each interview, the children were asked about whether they would be willing to take part, and were assured that all information would be purely for research purposes and kept anonymous. Speer and Hutchby (2003) see this as an essential part of social sciences, so that a researcher can investigate impeccably what a participant is doing whilst they are being recorded. Using semi structured interviews allows for further probing of opinions and view when it is ideal that individuals answers are expanded upon (Gray, 2004). Ethics Due to the nature of this research being held in two schools involving students, ethics was taken into consideration prior to any research taking place. It has been highlighted that children from an early age are able to speak for themselves on a range of experiences, their views and their surrounding environment (James, Jenks and Prout, 1998) therefore if they are to be directly involved in research, they should be made aware of what is to be expected and the option whether participate or not (Cohen and Emmanuel, 1998). Prior to any research taking place, I emailed both schools stating the aims of the research and what information I was wanting from each child. Once in the school, informal meeting were arranged with the Heads of school, so that no further consent from the childrens parents was needed. UK Data Protection Act ? (1988)? How could my sample have been better? Bigger sample size in terms of using more than one single sex school and one mixed school Using state schools as well as private schools How was the quality of data? References: Arksey, H. and Knight, P. (1999) Interviewing for Social Scientists. London: SAGE Bell, J. (2010) Doing your research project: A guide for first-time researchers in education, health and social science. 5th edn. Maidenhead: McGraw-Hill Professional Publishing. Britten, N. (1995) Qualitative research: Qualitative interviews in medical research. British Medical Journal, 311(6999), pp. 251-253 Cohen, J. and Emmanuel, J. (1998) Positive Participation: Consulting and Involving Young People in Health Related Work. London: Health Education Authority. Cohen, L., Manion, L., Morrison, K. and Cohen, P.L. (2000) Research methods in education. 5th edn. London: Taylor Francis. Fernandez, R.S. and Griffiths, R. (2007) Portable MP3 players: Innovative devices for recording qualitative interviews. Nurse Researcher. 15(1), pp.7-15 Gillham, B (2000) Developing a Questionnaire. London: Continuum. Graham, A., Powell, M.A., Fitzgerald, R., Taylor, N.J and Moulat, B. (2012) Draft Ethical Research Involving Children. International Charter and Guidelines. Florence: UNICEF, Office for Research. Innocenti Kettley, N.C. (2012) Theory building in educational research. London: Continuum International Pub. Group. Laws,S.D., Harper, C. and Marcus, R. (2003) Research for development: A practical guide. Thousand Oaks, CA: SAGE Publications. Morse, J.M. and Niehaus, L. (2009) in Kettley, N.C. (2012) Theory building in educational research. London. Continuum International Pub.Group. Palinkas, L.A., Horwitz, S.M., Green, C.A., Wisdom, K. (2013) Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Adminstration and Policy in Mental Health and Mental Health Services Research, 42(5), pp.533-544 Punch, K.F. (1998) Introduction to Social Research: Quantitative and Qualitative Approaches. London: Sage Publishing. Pages 184-90 Simpson, M. and Tuscan, J. (1995) Using observations in small-scale research: A beginners guide. Edingburgh: SCRE, The Scottish Council for Research in Education. Thomas, G. (2013) How to do your research project: A guide for students in education and applied social sciences. Los Angeles: SAGE Publications

Logistical and dramatic factors to be decided upon in a production of Philadelphia Essay

Friel raises issues, explores them to a certain degree. However the end is left open. The play â€Å"Philadelphia, Here I Come!† is both realistic as it presents real life situation, but also expressionistic, trying to dig into Gar’s subconscious. Gar has a choice to make, ultimatum that could vary depending if S.B. was to reveal his true emotions towards his son. Gar lacks the same attribute as his father; the ability to communicate with one another. Gar also failed to make an oral impression on Katie’s father in the past and this element cost him her hand in marriage. We are presented with Private Gar and Public Gar on the stage. Public Gar is the Gar that people see, talk to and talk about. Private Gar is the unseen character, the alter ego of our main hero. Although Public Gar is the only person that can hear Private talk he never looks at him, he cannot look at his alter ego. On stage two characters play Public and Private. One utters what is acceptable and the other utters what he’d really like to say if he wasn’t so inhabited. The central struggle is not between the public and private but between Gar both private and public and his father S.B. Apples don’t fall far from the tree, also outlined in the play by Madge who describes them as â€Å"two peas† that way Gar and S.B. are very similar, they are both afraid and embarrassed of expressing themselves emotionally. Neither one of them wants to look soft nor weak in front of one another, being emotionless proves their masculinity. Gar cannot think straight talking to his father, he contradicts with his thoughts and feels awkward just like he did asking Katie’s parents for her hand in marriage. Eventually we are taken back in time via flashback where we see Gar and Katie in love, they are planning to get married although Gar doesn’t earn enough to support them both, he is afraid to ask S.B. for a rise. Friel made a very deep and realistic attempt to present an ordinary Irish family and problems they are faced with, lack of money in the sixties and most importantly the overdose of masculinity which leads to lack of communication between father and son, issue that may occur in many people’s lives. Music is used to outline the mood changes and current flow of emotions of certain characters; Gar uses a turntable to present his mood and eventually gets frustrated and changes the record to a much more dynamic track, this way author presents the emotions of characters to the audience. The piece of music seems to suggest anxiety, change, and excitement – all emotions that Gar is feeling at that particular moment. This way Brial Friel attempts to dig into Gar’s subconscious. There is a nearly institutional quality to the shades of green, and the dim overhead lighting focuses attention in the central spaces over the kitchen table and Gar’s bed in the two rooms of the split set. Almost everything happens round the kitchen table, Gar’s friends drink and talk, S.B. plays a game with Cannon, Gar talk to S.B. about irrelevant stuff. The entire play happens within twenty-four hours and we are reminded of it throughout by the highlighted clock in the kitchen and clamorous sounds of the clock ticking in between the events. This way, Friel wants to point out the inner conflict of our main hero of the play, his time is running out and eventually, it will be for him to decide whether he leaves for Philadelphia or stays in Ballybeg. This is a play about finding one’s place in the world wherever that might be. Madge clears out some of the unresolved issues by telling us how Gar’s mother died and that S.B. in fact does have feelings but is unable to show them in public, it buggers him and he couldn’t get any sleep the night before Gar’s departure â€Å"It must have been near daybreak when he got to sleep last night†. Even though Gar’s new career in Philadelphia is meant to give him a new life, with lots of money and anything he would have ever wished for. Madge sees this as a way of escaping from Ballybeg and most importantly his father, â€Å"and when he’s the age of the boss, he’ll turn out just the same. And although I won’t be there to see it, you’ll find he’s learned nothing in between time†. Another important relationship is the one between Gar and Katie; they were in a serious relationship when they were younger. Her Father, Senator Doogan refused for them to marry after Gar miserably failed to make a positive verbal impression on Katie’s father. This scene is presented with a flashback where Gar’s mind flows back in time to that particular event. Kathy and Gar are happy together in his vision, Private Gar sarcastically responds to Kathy’s concerns about their possible future and money issues, â€Å"(imitating) how will we live?† Gar often repeated Edmond Burke’s speech on French Revolution â€Å"It is now sixteen or seventeen years since I saw the Queen of France, then the Dauphiness, at Versailles† he eventually realises that all this time he has been thinking about Kathy Doogan, this way Friel dug deep inside Gar’s subconscious by revealing his repression of emotions. In the end we don’t know whether he leaves for Philadelphia or stays in Ballybeg. Friel decided to keep the ending opened it’s for us to figure out whether he has any reason to leave or perhaps stay. In conclusion, Friel uses many stage directions to connect the audience with the characters. He presents us with Private Gar, alter ego that raises many concerns about his inner feelings, which we wouldn’t know about if Friel was to use just Public Gar. Flashback is presented to show previous events from the past in order to get deeper understanding of Gar. Music is outlined in the play to show Gar’s current emotions and their change for example we can tell his mood changes as he decides to play a much faster song. The entire play happens within twenty-four and we are reminded of it by the highlighted clock in the kitchen and clamorous sounds of it in between the scenes. Issue of the lack of communication between Gar and S.B. never gets resolved; we can tell that both of the characters suffer, as they’d like to express themselves. In the end with an open ending and not much gets resolved. It’s up to the reader to put the events in order and make personal judgement on the possible outcomes that may have resulted in the play.   

Nineteenth Amendment to the United States Constitution - Free Essay Example

Sample details Pages: 3 Words: 763 Downloads: 1 Date added: 2019/08/12 Category Law Essay Level High school Tags: Women's Suffrage Essay Did you like this example? Since the making of the United States, women have not had the chance to vote or be elected into office. Only men have voted since 1789. This is all about to change. It is June 4, 1919 and the United States Congress has passed the 19th Amendment to the Constitution. This Amendment allows all American women the right to vote and to hold elective office. The Constitution was adopted in Philadelphia on September 17, 1787. Since then there have been 18 Amendments. The first 10 Amendments are known as the Bill of Rights. It is hard to believe that a country built on the idea of freedom has not allowed its women the right to run for office, or even to vote for the men running for office. Many women have fought very hard for the right to vote, and I am very thankful for them. Some men have fought too, like President Woodrow Wilson. Last year, he gave a speech in support of women having the right to vote. Some men think that women should have the right to vote and some dont, which is hard to believe. Don’t waste time! Our writers will create an original "Nineteenth Amendment to the United States Constitution" essay for you Create order To help illustrate the struggle, lets talk about Minnesota just a few years ago. One lawmaker declared that all male voting was designed by our forefathers. Representative Thomas Girling argued that women should not be dragged into the dirty pool of politics. He also said that allowing women to vote would cause irreparable damage at great expense to the state. When the Minnesota Senate considered the matter, one member said that disaster and ruin would overtake the nation, and that suffrage would lead to government by females because men could never resist the blandishments of women. Instead, he recommended that women attach themselves to some man who will represent them in public affairs. I find this type of thinking to be offensive to not just women, but men too. How can the leaders of a free country think this way? How can we believe in democracy, and fight for democracy and freedom in other parts of the world, and treat our people this way at home? There are pros and cons with most anything, and I believe the 19th Amendment is no exception. An obvious pro to me is that more people can now vote and possibly hold elected office. By expanding the vote, we help make our country move closer to our principles of democracy. How can allowing more people to participate in governing the country be a bad thing? It may not be such a good idea for those that want to hold all the power and make all the decisions, but I think thats what our forefathers fought so hard to overcome. Passage of the 19th Amendment means more justice for the American system. If there is a con to all this, I think its not with the result of the 19th Amendment, but maybe with some of the things leading up to it. Suffragists have been pretty radical. They have said and done things in order to bring attention to the cause. They have brought media attention, and also brought to light the irony of the United States fighting for democracy in Europe, but not at home. Some of the protests were a bit unseemly and perhaps made America a less polite society. Another con is the fact that the suffragist movement was not very inclusive as far as race and social class. Most of the well-known members of the movement were middle-class white women. For example, Sojourner Truth was the only black woman to take part in the Seneca Falls Conference of 1948. I just worry about how the 19th Amendment is going to affect our society. Not everyone is happy about it. Will women now suffer even more discrimination? Will we be allowed to truly exercise our right to vote and hold office, or do we need to be looking out for the next new political or social hurdle as punishment? Will there be riots? Will we lose the few jobs we have? How will the world view our country? These are all good questions and serious issues, but suffragists (and some men too) have fought hard for the 19th Amendment, and we need to continue fighting for whats right. Thats what America stands for. In the meantime, Ill just be thankful for Susan B. Anthony, Alice Paul, Sojourner Truth, Margaret Fuller, and many others. Works Cited EDSITEment!. 13 November 2009. National Endowment for the Humanities. 14 October 2018. Enotes. 14 October 2018. History. 9 October 2018. AE Television Networks. 18 October 2018. National Archives. 25 September 2018. The U.S. National Archives and Records Administration. 15 October 2018.

Facts About Mendelevium - Element 101 or Md

Mendelevium is a radioactive synthetic element with atomic number 101 and element symbol Md. It is expected to be a solid metal at room temperature, but since it is the first element that cant be produced in large quantities by neutron bombardment, macroscopic samples of Md have not been produced and observed. Facts About Mendelevium Mendelevium is a synthetic element that has not been detected in nature. It was produced in 1955 by bombarding the element einsteinium (atomic number 99) with alpha particles to produce mendelevium-256. It was produced by Albert Ghiorso, Glenn T. Seaborg, Gregory Robert Choppin, Bernard G. Harvey, and Stanley G. Thompson at the University of California at Berkeley in 1955. Element 101 was the first element to be produced one atom at a time.According to Glenn Seaborg, the naming of the element was somewhat controversial. He said, We thought it fitting that there be an element named for the Russian chemist Dmitri Mendeleev, who had developed the periodic table. In nearly all our experiments discovering transuranium elements, wed depended on his method of predicting chemical properties based on the elements position in the table. But in the middle of the Cold War, naming an element for a Russian was a somewhat bold gesture that did not sit well with some American critics. Mendelevium wa s the first of the second hundred chemical elements. Seaborg requested and received permission to name the new element for a Russian from the U.S. government. The proposed element symbol was Mv, but the IUPAC changed the symbol to Md at their assembly in Paris in 1957.Mendelevium is produced by bombarding bismuth targets with argon ions, plutonium or americium targets with carbon or nitrogen ions, or einsteinium with alpha particles. Starting with einsteinium, femtogram samples of element 101 may be produced.Mendelevium properties are largely based on predictions and on the activity of homologous elements on the periodic table because bulk preparation of the element isnt possible. The element forms trivalent (3) and divalent (2) ions. These oxidation states have been shown experimentally in solution. The 1 state has been reported, as well. The density, state of matter, crystal structure, and melting point have been estimated based on the behavior of nearby elements on the table. In chemical reactions, mendelevium behaves much like other radioactive transition metals and sometimes like an alkaline earth metal.At least 16 isotopes of mendelevium are known, which have mass numbers ranging from 245 to 260. All of them are radioactive and unstable. The longest-lived isotope is Md-258, which has a half-life of 51.5 days. Five nuclear isotopes of the element are known. The most important isotope for research, Md-256, decays via electron capture about 90% of the time and alpha decay otherwise.Because only small amounts of mendelevium can be produced and its isotopes have short half-lives, the only uses for element 101 are scientific research into the elements properties and for the synthesis of other heavy atomic nuclei.Mendelevium serves no biological function in organisms. Its toxic because of its radioactivity. Mendelevium Properties Element Name: mendeleviumElement Symbol: MdAtomic Number: 101Atomic Weight: (258)Discovery: Lawrence Berkeley National Laboratory - USA (1955)Element Group: actinide, f-blockElement Period: period 7Electron Configuration:  [Rn] 5f13  7s2  (2, 8, 18, 32, 31, 8, 2)Phase: predicted to be a solid at room temperatureDensity:  10.3  g/cm3  (predicted near room temperature)Melting Point:  1100  K  Ã¢â‚¬â€¹(827  Ã‚ °C, ​1521  Ã‚ °F)  (predicted)Oxidation States:  2,  3Electronegativity: 1.3 on the Pauling scaleIonization Energy:  1st:  635  kJ/mol (estimated)Crystal Structure: face-centered cubic (fcc) predicted Sources Ghiorso, A., et al. â€Å"New Element Mendelevium, Atomic Number 101.†Ã‚  Physical Review, vol. 98, no. 5, Jan. 1955, pp. 1518–1519.Lide, David R. Section 10: Atomic, Molecular, and Optical Physics; Ionization Potentials of Atoms and Atomic Ions.  Crc Handbook of Chemistry and Physics, 2003-2004: A Ready-Reference Book of Chemical and Physical Data. Boca Raton, Fla: CRC Press, 2003.Edelstein, Norman M.  Chapter 12. Chemistry of the Heaviest Actinides: Fermium, Mendelevium, Nobelium, and Lawrencium. Lanthanide and Actinide Chemistry and Spectroscopy. Washington, DC: American Chemical Soc, 1980.