Positivism and Interpretivism Essay Example | Topics and Well Written Essays - 1250 words

Positivism and Interpretivism - Essay Example While positivism deals with the ideation of a plan and research concept, interpretivism is a function of perception in the philosophical context. They have been further defined and described in terms of epistemology and ontology as follows. Epistemology: Being related to philosophy, epistemology, through the definition of theories and concepts, depends on the presentation and perception of knowledge. Thus, as far as understanding knowledge is concerned, this field follows a subjective point of view and shares similarities with ontology. With the use of tools for interpretation, the use of epistemology depends on a body of ready to use knowledge rather than new knowledge creation, which gives it an interpretive outlook, making it different from ontology. (Duberley et al, 2000) In order to use various generalisations that have to do with facts, and beliefs, this field makes use of a philosophical perspective with a leaning towards reasoning and logic where findings of analysis need to be justified through statistical means. (Johnson et al, 2000) For example, the use of a LAWSEQ Questionnaire to study the self esteem level of students is the use of epistemology. Ontology: Being more objective in nature than epistemology is the first difference between the two. As ontology depends more on gathering first hand data, it adheres to the positivism approach as far as the use of philosophy and structuring of knowledge is concerned. It comes up with greater depth of research than epistemology due to the fact that it studies the hypothesis from the perspective of new data thus giving it a positivist approach and greater scope. The parameters that arise in this course are also different which give the generalisations a more accurate and deeper ring. (Duberley et al, 2000) (Johnson et al, 2000) For example, the use of literature in order to prove a hypothesis and garner data is based in ontology. Positivism Vs Interpretivism Epistemology and ontology are basically research designs that help in the collection, interpretation and analysis of facts for further presentation. It gives a structure to the vast knowledge base that one deals with during research and is thus philosophical in nature. Positivism and Interpretivism are the philosophical tools that are used in this regard. (Duberley et al, 2000) While ontology uses the objective way out, epistemology tends to incline towards the subjective thus making it more philosophical in nature. Ontology on the other hand that deals with and presents knowledge on the basis of hardcore facts and analysis from scratch. With a more objective outlook, ontology depends on the positivist approach in depicting facts while epistemology depends on using an already existing field of knowledge for analysis. (Lango, 1972) Research areas are better defined with the use of epistemology or the interpretivist point of view due to the fact that it depends on well researched work from the past where the data is simply customised for varied uses by various researchers. The writing and research method are an outcome of the various philosophical perspectives that individual researchers tend to follow. This gives it an interpretivist outlook as it is more subjective in nature. Epistemology manages to make best use of various philosophical perspectives within its research definition and design owing to its interpretivist approach as far as knowledge structuring and philosophy are concerned.

Risk Pricing in Construction Contracts in Saudia Arabia Research Proposal

Risk Pricing in Construction Contracts in Saudia Arabia - Research Proposal Example This report sets out some of the general risks to be taken into consideration, for application in the Saudi Arabian region. Most construction contracts originate through sealed bid auctions. The bids are generally prepared using approximations, with a risk allowance being included to cover any unforeseen circumstances, and inaccuracies in estimations.(Skitmore, 2001:800). Most construction companies have an overall risk management strategy, and the major issues arising in this context are (a) risk ownership, i.e, which party owns the risk and (b) risk financing, i.e, how to allocate and use risk contingencies (Smith and Mema, 2006:5). One of the most important risks arising in construction contracts is the management of uncertainty, caused by two major factors: (a) complexity – where information is available in principle, but is too costly or time consuming to analyse (b) unpredictability – where past events do not provide a reliable guide for the future. In instances where there is enough data that is available to assign meaningful probabilities to the information that is required, then the uncertainty becomes a question of risk (Winch 2010:7). The element of uncertainty is especially applicable in the context of price, because the price agreed to at the time of singing the contract and the actual price incurred are likely to change due to external factors in the environment that cannot be effectively predicted. In terms of managing the risk, dynamic uncertainty refers to the relative uncertainty at any point on the project life cycle, relative to earlier and later points on the cycle, but when adequate amounts of information are obtained in progressive stages, the levels of uncertainty are also reduced. As Smith and Mema(2006:6) have pointed out, the management of risk largely entails the exercise of control over events in the future and this may involve the ability to

Positivism and Interpretivism Essay Example | Topics and Well Written Essays - 1250 words

Positivism and Interpretivism - Essay Example While positivism deals with the ideation of a plan and research concept, interpretivism is a function of perception in the philosophical context. They have been further defined and described in terms of epistemology and ontology as follows. Epistemology: Being related to philosophy, epistemology, through the definition of theories and concepts, depends on the presentation and perception of knowledge. Thus, as far as understanding knowledge is concerned, this field follows a subjective point of view and shares similarities with ontology. With the use of tools for interpretation, the use of epistemology depends on a body of ready to use knowledge rather than new knowledge creation, which gives it an interpretive outlook, making it different from ontology. (Duberley et al, 2000) In order to use various generalisations that have to do with facts, and beliefs, this field makes use of a philosophical perspective with a leaning towards reasoning and logic where findings of analysis need to be justified through statistical means. (Johnson et al, 2000) For example, the use of a LAWSEQ Questionnaire to study the self esteem level of students is the use of epistemology. Ontology: Being more objective in nature than epistemology is the first difference between the two. As ontology depends more on gathering first hand data, it adheres to the positivism approach as far as the use of philosophy and structuring of knowledge is concerned. It comes up with greater depth of research than epistemology due to the fact that it studies the hypothesis from the perspective of new data thus giving it a positivist approach and greater scope. The parameters that arise in this course are also different which give the generalisations a more accurate and deeper ring. (Duberley et al, 2000) (Johnson et al, 2000) For example, the use of literature in order to prove a hypothesis and garner data is based in ontology. Positivism Vs Interpretivism Epistemology and ontology are basically research designs that help in the collection, interpretation and analysis of facts for further presentation. It gives a structure to the vast knowledge base that one deals with during research and is thus philosophical in nature. Positivism and Interpretivism are the philosophical tools that are used in this regard. (Duberley et al, 2000) While ontology uses the objective way out, epistemology tends to incline towards the subjective thus making it more philosophical in nature. Ontology on the other hand that deals with and presents knowledge on the basis of hardcore facts and analysis from scratch. With a more objective outlook, ontology depends on the positivist approach in depicting facts while epistemology depends on using an already existing field of knowledge for analysis. (Lango, 1972) Research areas are better defined with the use of epistemology or the interpretivist point of view due to the fact that it depends on well researched work from the past where the data is simply customised for varied uses by various researchers. The writing and research method are an outcome of the various philosophical perspectives that individual researchers tend to follow. This gives it an interpretivist outlook as it is more subjective in nature. Epistemology manages to make best use of various philosophical perspectives within its research definition and design owing to its interpretivist approach as far as knowledge structuring and philosophy are concerned.

Literature Review (Topic may be decided by writer) Research Paper - 1

Literature Review (Topic may be decided by writer) - Research Paper Example This paper tends to identify factors that limit the competency of workforce in an organization and suggests ways in which the competency of workers can be enhanced. The needs of workers, if fully met, can play a fundamental role in improving their competency at work. Competency is a very broad term and has been interpreted by philosophers in different ways. Some people have categorized competency into different types; â€Å"The competences required of an occupation include both conceptual (cognitive, knowledge and understanding) and operational (functional, psycho-motor and applied skill) competences† (Deist and Winterton, 2005). Others have resorted to defining the competency itself without any reference to its types. There is little to no consensus upon a unique definition of competency, and people generally vary in their interpretation of competency. Nonetheless, for the scope of this literature review, one definition of competency needs to be chosen from among a vast major ity of sources. In their book, Stern and Kemp (2004) have referred to competency as a product of three traits, which are an individual’s skill or knowledge, motivation and qualities in the personality. For the scope of this research, this definition will be taken forward and factors affecting workers’ competency will be analyzed with respect to their skill, motivation and personality traits. Workers develop their skill as a result of their years of schooling and training that they receive upon a specific field of their choice, that later becomes their profession. Different students get educated in the same educational setup but vary in their knowledge of the subject. This essentially tells that there are one or more than one factors in addition to the years of schooling and training that play a decisive role in the development of skill in an individual. Such factors include but are not limited to a student’s interest in the studies, conflict between the environm ent of school and that of the home, willingness of the parents to get their child educated, affordability of parents, the extent of time a student can dedicate to studies given the responsibilities towards family, and the psychology of the student. All of these factors and many more mutually shape a student’s level of association with studies. In order to make sure that a company benefits from the services of a highly knowledgeable and skilled workforce, the first step management can take is to be very critical in the selection of employees. This requires great contribution of the human resource department in the organization. The selection procedure needs to be very well developed so that a highly skilled workforce is made part of the organization at the outset. Once the workers have been hired, managers can improve their skill by providing them with on-job education and training. This practice has become common in a vast majority of world class enterprises. Development of t he employees’ skill is considered vital in order to gain competitive advantage over contemporaries in the market. A lot of companies make their employees undergo regular training session on the job. Although it does incur the owners some cost in the start, yet the loss is made up in the long run as workers’ competency in work is enhanced and they are able to perform in a better way. Motivation, like competency is also a very broad term. It can be

Role of ICT in Science Education

Role of ICT in Science Education What is the role of ICT in Nature of science and science teaching and learning? To answer this question, we need to understand what modern IT systems (both hardware and software) are good at Collecting and storing large amounts of data Performing complex calculations on stored data Rapidly processing large amount of data and Displaying it in variety of ways helping to present and communicate ideas. All these answers have direct relevance to the process of education and these help us to address an important question of when to use ICT? Before we discuss how ICT enhances the science education, we will see what activities involve in school science. The science particularly school science involves lot of practical activities. It includes observing, measuring, communicating, discussing, investigating, handling, watching, monitoring and recording the results. On the other hand science is equally a theoretical subject. It involves thinking, inferring and having god ideas, hypothesising, theorising, simulating and modelling. ICT can help as much in this aspect of science and in same way they do in practical aspect. In the mean time science teachers should use ICT along with their professional skills during lesson to maximise its potential. There are ranges of software tools available to science education such as Interactive White Board, Simulations, Data logging, Spreadsheets, Word processing, Virtual Learning Environment, Desktop Publication etc. Out of these, I will concentrate on Interactive white board and how it enhances the science education. What is Interactive White Board? It is a large physical display panel that can function as an ordinary white board, a projector screen, an electronic copy board or as a computer projector screen on which computer image can be controlled by touching or writing on the surface of the panel instead of using mouse or keyboard. Smith et al (2005) introduced the term Pedagogic interactivity within the use of interactive white board. Jones and Tanner (2002) related this term to Interactive teaching where teachers use higher order questioning skills that make student active contribution towards discussion and their views are valued. Also the teachers used their opinion to test their understanding against particular topic. Taber (2003) found that teacher role is critical in structuring activity in ways that challenge and build upon pupils prior knowledge white integrating new scientific ideas. Introducing IWB, can make learners interactive with whole class teaching gives new opportunity for them to express their ideas. These are not only done verbally, but using graphical and other representations. It helps them to share their scientific ideas with whole class and get back the teachers and peer feedback. Rogoff (1990) explained that the introduction of IWB in school environment provides a dynamic and manipulate object of joint reference which offers new forms of support for inter subjectivity. This is a form of socially shared cognition which facilitates explicitation and exchange of ideas and negotiation of new meanings in accordance with others perspectives. The use of IWB is not only develops the teaching styling. It also helps to enhance teacher efficiency. To make this happen, teachers should understand the potential contributions of ICT in teaching and learning. There are different types of learning involved in science. Underwood (1994) explained that the primary responsibility of the teacher is to encourage the cognitive development of the child, to ensure the retention, understanding and active use of skills and knowledge. Lee (2006) and Winzenreid (2007) found that the effects brought to the classroom IWB can be completing transformational or not change at all. All it depends upon how best the system is implemented and how it is used by the teachers to enhance the students learning. Mortime and Scott (2003) explained the teachers role who acts as mediation between the IWB and the students. The full understanding of technical interactivity is an integral part of this. In Science, interactive communication is vital between students and teachers to explore ideas together, drawing own hypothesis, discussing recent socio-scientific issues, consolidate scientific and informal ideas. The IWB contributes to the flow of interactive communication. Godwin and Sutherland (2004) described how teachers represented their individual constructed knowledge in order to develop student common understanding. Thus the IWB plays a vital role in science education. But how active the pupils are learning? The answer is how far the teachers understand and implement the technology successfully and careful blending of technology and pedagogy. On the other hand Hargreaves et al (2003) found that the class with non-technology context raised some issues. The issue such as higher lesson pace, collaboration and participation in discussion, assessing pupil knowledge, all these shown that the technology interactivity is highly helpful. Thus the teachers understand the features of IWB those associated with pace, motivation, involvement, participation and collaboration. (Becta 2003). But Moss Et al(2007) argued that this is not sufficient to develop students learning. But Hepper (2004) argued that the IWB provides teachers an opportunity to teach in their own professional way with a central focus of aboard, but with the excitement of media rich content. Thus it does not collide with existing pedagogy practice. Nieder Hauser and Stoddart (2001) and Olson (2000) found the choices of technology by teachers are based on their own conception of teaching and learning. Hennessey etal (2005), Kerr (1991) accepted the above argument that introducing new technology does not produce radical pedagogical change. Instead a slow evolutionary process where these new powerful tools interact slowly with existing particles. Roger and Finlayson (2004) demonstrated that whole class teaching with technology in science forced to use computer for demonstration with little manipulation by pupils. In Science the understanding of skills and concepts by students depend upon the facts and information provided by teachers. Clearly IWB provides number of ways of providing this knowledge. How much the students understanding of science is improved by using ICT? impact 2 Project (Harrison et al 2002) found that the use of ICAT has a measurable impact on the performance of students studying science in the secondary school. ICT is just the learning tool just it does not ensure learning. The most importance is application skills; which improves students understanding. Operational skills cannot be ignored, but teachers should make sure that this should not predominate over application skills. For the science teacher, an important aspect of application skill resides in the investment in task design, target setting and intervention strategies. An optimistic view is that school laboratories, like classrooms, will continue to be places where people meet and exchange ideas. Social interaction, discussion and hands-on activity are vital aspects of the educative process that are inadequately satisfied by the solitude of individual computer use. Computers should not be allowed to displace essential intellectual exchanges between people but should be used in ways that amplify and complement them. Thus it is important to identify and understand both the benefits and the disadvantages of individual ICT tools, so that judgements about fitness for purpose can be made at every stage of planning. The preparation of students for a task, the definition of task objectives and the nature of teacher interventions all contribute to the quality of the outcomes. These factors need to be borne in mind as we consider the possible impact of some of the innovations. ICT is transforming all aspects of society: its institutions, commerce, industry, home life and education. In education, there is a growing assumption that using computers is a good thing; after all, the response of many students seems to be predominantly one of high motivation. There is, however, a certain risk that the educational rationale for ICT becomes overshadowed by the glamour and progress of the hardware and software technology. Undoubtedly, technological developments will continue to invite thinking about new opportunities for teaching and learning, but it is very much easier to engage with the new technology than to seek a deep understanding of its implications for education. It is important, therefore, that pedagogy and technology are equal partners in the development process. In particular, innovations should not be driven by technology for its own sake. As guardians of pedagogy, teachers have a significant role in shaping the use of ICT for learning. The future success of ICT in science rests on the quality of thought given to its use, with a clear focus on learning outcomes.

War :: essays research papers

"The 20th century has been dominated by the machine gun, the tank, the B-52 bomber, the nuclear bomb and, finally, the missile. It has been distinguished by the bloodiest and most destructive wars than those of any other time." So said History professor Hugh Thomas and he certainly knew what he was talking about. Since the beginning of the century, men have been at war for different reasons that to me do not justify the aftermath of war. Negative effects on soldiers, suffering children and affected countries are part of the aftermath that makes war a horrible and unfair thing. All the soldiers involved actively in any war come home with negative effects. The mental health of these men is affected because of the strains, tensions and the "kill or be killed" mentality of the battlefield. Many of them have physical ailments as a result of the injuries received in battle or the exposure to biological weapons that tamper with the many systems of the body. The quality of their family life suffers because they have been scared mentally, emotionally and physically; therefore their behavior will not be the same and that affects family life significantly. Another aftermath of war is the suffering children. Many of them experience the painful loss of family members such as their parents, grand parents, and brothers, which sometimes leaves them alone in a harsh world. In addition, the physical health of the children is affected because of injuries, lack of food and medical care. All of this leads to emotional problems that can conflict with the children’s development and future well being. Finally, war can leave lasting repercussions on the countries that are involved in it. Due to contamination by biological weapons, insufficiency of food, or the bad administration of it, hunger appears and people become desperate. In addition to this, the economy of the countries involved is affected because of the great quantities of money being used for armaments and defense. The effect of this can be long lasting. With all of this comes an increase in disease as a consequence of the biological weapons, the lack of money for medicines, the destruction of vital buildings such

The Theme Of Isolation In Various Literature :: essays research papers fc

The Theme of Isolation in Various Literature In this essay all of the literature I have chosen will have to do with isolation. {1} When people have been isolated they don't see other people for a long time and this can lead to make a person stronger or make them weaker. In a live and death situation in can give them the extra will to live that you didn't have before. It can make him stronger and become his ally or it can beat him. When you are alone it makes you think about things that you never thought about before and make you work harder at the task at hand. "Never Cry Wolf" by Farley Mowat, is a plea for understanding and preservation of the wolf that is being harried into extinction by humanity. Mowat's philosophy is that it does not pose a threat to other wildlife and, in fact, is not a danger or a competitor of any consequence to humans. In 1973, the Canadian government's wildlife service assigned Farley Mowat to investigate the rumor that hoards of bloodthirsty wolves are slaughtering the arctic caribou. Mowat is dropped alone on the frozen tundra, where he begins his mission to live among the howling wolf packs and study their ways of life. He learned something of their language and how they conveyed "news" over great distances. He found out the meaning behind the Eskimo saying, "the wolf keeps the caribou strong." Mowat observed strong family ties among wolves and he finished his long assignment by having great compassion for them. And he concluded with the realization that the wolf in fact is very different from the wolf of a legend. When the book was published there was no more than 1200 wolves existing. Compare this to the 2000 the year before. I hope there is still time to prevent another human error against nature. "the elimination from this planet of a fellow creature which has at least an equal right to life" {2} I think people need to look at how we coincide with nature in the future. Only 1200 wolves in the whole north, at this rate our destiny surely spells disaster. Are there any circumstances under which people should be permitted to kill wolves? You could come up with a reason, just as there are circumstances when people should be permitted to kill other people. The point is that not many reasons are legitimate. If it is posing a threat to you alright, but don't eradicate the whole species because of one incidence. According to a article in the JuneJuly 1987 issue of "Outdoor Canada"