Compare and Contrast Different Approaches to Social Change

The objective of this essay is to compare and contrast the differences of the liberal and radical approaches to social change and also able to anlyse which ones offers a plausible explanation to Zambia’s prevailing circumstances. I would first like to define the major terms in the essay, social change may be define as movement of human beings or societies from simple way of life to a more complex kind of life and its study involves the understanding the process of change, the forces of its change and the challenges that might hold to it to achieve development. The study of social change can be approached in tow major opposing groups. These are the Liberal and Radical approaches (Colon, 1992). Though there are so many perception to social†¦show more content†¦With the radicals hard a very different view on education to social change, they felt education especially that of the western countries was just a source of dependence because its contents and syllabus where of the western word, it is the education that promote one option of capitalism. Therefore, their argument is that education should be a tool for everyone to make them participate, be empower in the social change and be able to adapt, unlike Socrates who advocated for the educated to a small group who should be the reliable guardians while other go to carry society duties (Debeer, 200) The other contrast was democratic consideration, the liberals in the past considered it to be unhealthy because of its mass participation in politics, but now since it has become identified with social change order through democracy extension. There the distinction between the two is that liberals believe social change is gradual, flexible and adaptable while the radicals still social change as fundamental and based on new principles of authority (Gay, 2009). Another contrast is concerning the economic crisis one branch of liberals philosopher developed a so called classical economic the contrast is mercantilist restriction on economic activity and thinkers like British states men John Bright argued against legislation laws that they infringed on the liberals and society. Particularly the economy will flourish when regulated least as the radicalsShow MoreRelatedCompare and Contrast Different Structure of Organisation and Culture964 Words   |  4 Pagesbusinessballs.com Section 1 Understanding the relationship between organisational structure and culture You will need to: ï‚ · compare and contrast different organisational structures and culture Here you need to briefly describe the different types of organisational structure, and what different types/formats of culture can be found in organisations, and then compare and contrast them – what causes/creates each type, and positive factors / negative factors of each. ï‚ · explain how the relationship betweenRead MoreReaction Paper675 Words   |  3 Pagestopics in a different manner. Not everyone is going to have the exact same view on a particular subject. There are however, three major categories in which people might choose to approach topics. The approaches are known as sociological perspectives and are the functionalist, conflict, and interactionist perspectives. These perspectives name other ways in which different people choose to analyze a subject, and how they look at a society a s a whole. The following paragraphs compare and contrast the threeRead MoreCultural Industries – Theory Assignment Essay701 Words   |  3 Pagesassessing change and continuity that involves the growth of prosperity and employment in the cultural industries. The process to determine the best solution may be complicated and tiresome as controversy surrounds these traditions. Profit generating and control may be the main reasons of these approaches, but they also carry an important characteristic in how society understands â€Å"the relationships between culture, society and economy.† (Hesmondhalgh, 2007, p.6) Many compare and contrast on whetherRead MorePersonal Statement On Family Therapy1246 Words   |  5 PagesFamily Therapy can be implemented in a different ways in a program that provides a facet of services, but it’s imperative that the approaches used are appropriate for the individual or families utilizing services. Functional Family Therapy is used to help deal wi th substance abuse in families but can also be used to assist with behavioral issues in children. A well rounded family service program can not only use this one approach but utilize other approaches to meet the needs of the population beingRead MoreThe Sociological Theory Of Weber And Emile Durkheim1520 Words   |  7 Pages‘division of labour’. I aim to compare Weber and Durkheim’s theoretical and methodological approaches to the subject of the division of labour. As they both come from two contrasting theoretical traditions, they have similarities and differences in their sociological approaches. Durkheim represents the French academic position in sociological theory while Weber is inspired by the German intellectual orientation and the explanation of individual action. In order to compare and analysis both DurkheimRead MorePublic Sector Organizational Theory ( Postmodernism )1630 Words   |  7 PagesPublic Sector Organizational Theory Introduction This essay compares and contrasts the â€Å"Classical† and â€Å"Human Relations† approaches to management. It focuses on how these approaches are similar and compatible and looks at their differences and incompatibilities. It then explores how systems theory and contingency theory can reconcile the incompatibilities between the approaches. The question of authority in public administration has historically been a tacit one framed in terms of the public administrationRead MoreCompare and Contrast Buchanan and Monderman’s Approaches to the Production of Social Order in Public Spaces.1488 Words   |  6 PagesCompare and contrast Buchanan and Monderman’s approaches to the production of social order in public spaces. Public spaces are places which we have to share with others and where apply shared sets of values or expectations about how people should behave. Social order is very important in social life. Order is part of the way people practice their social existence. It is about how individuals fit together with others and with things around them. Ordering is all the time practised by people andRead MoreAssess the Individual in a Health and Social Care Setting Essay662 Words   |  3 Pageshealth and social care setting Compare and contrast the range and purpose of different forms of assessment The assessment process is the back bone to any package of care and it is vital that it is personal and appropriate to the individual concerned. Although studies have found that there is no singular theory or understanding as to what the purpose of assessment is, there are different approaches and forms of assessment carried out in health and social care. These different approaches can sometimesRead MoreSociology WA11747 Words   |  7 Pagesï » ¿A) Compare and contrast the functionalist, conflict, and interactionist theoretical approaches to the study of society. How does each approach view society, the individual, social order, and social change? Your textbook analyzes sports in terms of various perspectives. Using the analysis of sports as a model, analyze the role of television from the functional, conflict, and interactionist approaches. The approach one takes to study a particular subject is called a perspective. There are many subjectsRead MoreComparison with Community Psychology and Public Health1055 Words   |  5 Pagesmonitoring of environmental hazards (website two, 2007).† Both approaches have its own merits that set it apart from the other and similarities that provide common ground from which both can work in tandem. It is the aim of this assignment to compare and contrast CP to PH approach in terms of social problems. Firstly, by providing the premise from which each operates. Secondly, by providing the differences and similarities between these two approaches it is my objective that the strengths and weaknesses of

Dr Martin Luther King Jrs Influence on the Social and...

Few Americans have had as tremendous an influence on the social and political culture of the country as Dr. Martin Luther King, Jr. Kings most formative writings and sermons dated from when he was just a teenager in seminary school (Kuruvila, 2007). Kings character was formed within the forge of the Christian faith. It was from a firm bedrock in Christianity that Kings concepts of morality and spiritual justice sprouted. However, Kings political and social activism also bore roots in the rich soil of philosophy. As Blakely (2001) points out, As Martin moved on to the seminary, he began to pass countless hours studying social philosophers, including Plato, Aristotle, Rousseau, Hobbes, Bentham, Mill, and Locke. Next, Thoreau, Hegel and Marx grabbed Kings attention, as did Reinhold Niebuhr and of course Mohandas K. Gandhi (Blakely, 2001). It was Gandhi who perhaps had the strongest influence on Kings methodologies of civil disobedience. Therefore, Kings theories and methods did not evol ve in a vacuum of American backwardness. King was fighting against the current of racism that gripped the American South, but he did so in an educated and thoughtful manner. Moreover, King drew from the strength of the burgeoning black empowerment and black nationalism movements of leaders as diverse as Marcus Garvey and W.E.B. Du Bois. Martin Luther King, Jr. would synthesize this complex and powerful array of formidable philosophical influences. King is a Christian herald because heShow MoreRelatedEssay His 135 Week 9 Final Project3576 Words   |  15 Pagesmostly the bad times like the wars, the civil rights movements, President Kennedy’s and M. L. King Jr’s associations, just to name a few. In this paper I will discuss those and more going into the start of the 21st century. The previous five decades consisting of the 1950s into the millennium happened during the U.S. History equally turbulent, but exciting. There also were numerous transformations within social, governmental, plus technological sections, but the WWII era currently seems rather prehistoricRead MoreThe Role Of Music Festivals On The Inner City Muslim Action Network ( Iman ) Essay2375 Words   |  10 PagesIn Iranian jails, artists, musicians and filmmakers are held as prisoners on charges of â€Å"insulting Islamic sanctities† through their work. Coordinated by Amnesty International, the #FreeArtists social media campaign was recently launched to secure artists’ release. Considered the â€Å"nail in the coffin for freedom of expression in Iran,† the imprisonment of these artists was an attempt by Iranian authorities to silence what was considered sacrilegious rhetoric in their works. For most Americans, the

Quadratic Equation and Marks Free Essays

Tak Nga Secondary School 2010-2011 Mid-year Exam Form 4 Mathematics (Paper I) Time allowed: 1 hour 15 minutes Class:________ Name:__________________( ) Marks: ________/ 60 Instructions: 1. Write your name, class and class number in the spaces provided on this cover. 2. We will write a custom essay sample on Quadratic Equation and Marks or any similar topic only for you Order Now This paper consists of THREE sections, A(1), A(2) and B. Each section carries 20 marks. 3. Attempt ALL questions in this paper. Write your answers in the spaces provided. Supplementary answer sheets will be supplied on request. Write your name and class number on each sheet. 4. Unless otherwise specified, all working must be clearly shown. . Unless otherwise specified, numerical answers should either be exact or correct to 3 significant figures. 6. The diagrams in this paper are not necessarily drawn to scale. Page 1 of 9 Section A(1) (20 marks) 3n ? 5m =4. 2 1. Make n the subject of the formula (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ 2. Calculate (? 3 + 5i ) ? (2 + 7i ) . 4 + 8i (6 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ___ _________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____________________________ _______________________________ ___________________ Factorize (a) 2r 2 + 20r + 50 , (b) r 2 + 10r + 25 ? s 2 . (4 marks) ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ _______ ____________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 2 of 9 3. 4. If f ( x) = x 2 ? 1 and g ( x) = 3 x + 2 , find the value of 2 f (0) + 3 g (1) . (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ _________________ ___________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ 5. Solve the equation 1 2 x ? = 3 by the quadratic formula. (Give the answer in surd form. ) 2 (4 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ __________________ __________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____________________________________________ _______________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ Page 3 of 9 Section A(2) (20 marks) 6. In the figure, the straight line passing through A and B is perpendicular to the straight line passing through A and C, where C is a point lying on the x-axis. (a) Find the equation of the straight line passing through A and B. (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ______________________________________ ______________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (b) Find the coordinates of C. 3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _________________ ___________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 4 of 9 (c) Find the area of ? ABC. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ______________ _____ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ 7. Consider the function f ( x) = x 2 + bx ? 20 , where b is a constant. It is given that the graph of y = f (x) passes through the point (5, 10). (a) Find b. 2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____________ _______________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ (b) Let k be a constant. If the equation f ( x) = k has two distinct real roots, find the range of values of k. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ________________ ____________________________________________ ___________________ ____________________________________________________________ __________________ Page 5 of 9 8. Suppose P(x) = 2 x 3 ? (h ? 1) x 2 ? 18 x + k . P(x) is divisible by (2x + 1). When P(x) is divided by (x – 2), the remainder is – 40. (a) Find the values of h and k. (4 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _________________________ ___________________________________ __________________ ____________________________________________________________ ___________________ (b) Factorize P(x) completely. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___________ _________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 6 of 9 Section B (20 marks) 9. It is given that ? and ? are the two roots of the equation 2Ãâ€"2 + 8x ? = 0, where ? ?. (a) Write down the values of ? + ? and . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (b) Find the value of each of the following expressions without solving the equation. (i) ? 2 + ? 2 (ii) ? ? ? (iii) ? 2 ? 2 (6 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________ ________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ __________________ __________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (c) Form a quadratic equation with roots ? 2 + ? 2 and ? 2 ? ? 2 . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ________________________________________________ ____________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ Page 7 of 9 10. It is given that f ( x) = ? 2 x 2 ? 6 x + c . The graph of y = f ( x) cuts the x-axis at A and B and also cuts the y-axis at C(0, 20). (a) Find the value of c. (1 mark) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (b) Find the coordinates of A and B. (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ___________________________ _________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (c) Find the area of ? ABC . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ______________ ______________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 8 of 9 (d) By the method of completing square rewrite the equation y = f ( x) in the form y = a( x ? h) 2 + k . Find the vertex of the graph and axis of symmetry of the graph. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________ ________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ______________________________________ ______________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (e) Find the domain and co-domain of f(x). 2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________ ________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ END OF PAPER Page 9 of 9 How to cite Quadratic Equation and Marks, Papers

Annotated Bibliography Sudhir Venkatesh Essay Example For Students

Annotated Bibliography Sudhir Venkatesh Essay English 102 March 23, 2010 Annotated Bibliography Introduction: In Gang Leader for a Day, the author Sudhir Venkatesh has introduced himself to the culture of the Robert Taylor Homes of Chicago. In this experience Venkatesh meets his primary informant J. T. who shows Sudhir how the community operates. Sudhir is an ethnographer who is conducting qualitative research on the community that makes up the Robert Taylor Homes. J. T. is one of the many primary leaders for the Black Kings who has taken in Sudhir knowing his purpose for hanging around a treacherous community as an outsider. Venkatesh has spent several years in conducting research of the community and interviews of the residents. The process in which the ethnographer collects their information can be done in numerous ways. Some concerns do arise when looking at the how the researcher does interact with the subjects of the study. A particular concern that does come to mind is; how close is to close for the ethnographer? At what extent has the researcher gone beyond the legal limits of obtaining information? For example with Venkatesh in Gang Leader for a Day is it to far when Sudhir rides along while his key informant is conducting gang activity? Currently in Ethnography it is hard to define the way an ethnographer is supposed to interact with their subjects in their fieldwork process. Many ethnographers are expanding on the way they interact with individuals in who can provide information on the subject at hand. Currently ethnography’s primary means of collecting information is still done through participant observation and conducting key informant interviews. Which still gives a generous deal of information to the researcher but another way to become informed of a culture is becoming immersed into their world. For an ethnographer to do this they may need to feel like they fit in, start doing activities that the ones being researched take part in. Also the researcher may change the way they look to be accepted into a foreign lifestyle to gain access to key information. The sources included provide multiple outlooks on the way ethnography is conducted. Some ethnographers like Katherine Irwin and Karen Lumsden took the approach of trying to get in deep with their sources to uncover the information they are looking for. While other professionals in the field of ethnography take a more stand back approach to see what takes place in there setting to reveal an understanding for the society they are observing. Blackman, Shane J. Hidden Ethnography: Crossing Emotional Borders in Qualitative Accounts of Young Peoples Lives. Sociology 41. 4 (2007): 699-716. Shane Blackman was a scholarship student at the Institute of Education, University of London where he received his PhD in 1990. Shane has conducted research into sociological and ethnographic aspects of young people’s culture. Blackman has written several books, his latest titled Chilling Out: the cultural politics of substance consumption, youth and drug policy. A major part of ethnography is hidden ethnography, which is empirical data that is not released because it may be considered to controversial. This article explores the aspect of how an ethnographer explores the environment of his subjects to reveal the truth of their lifestyles to gain a better understanding. In Blackman’s fieldwork he explores low-income areas to understand what lead people to live in the conditions they currently do. He also studied a group of young woman named the new wave girls, who are aged between 16 to 17. Blackman’s social skills allowed him to connect with his participants on an intimate level, which proved to be beneficial in his work. Professor Blackman used his own subjectivity, through cultural identity to create bonds with people, which allowed his participants to open up and expose themselves to his research. From this approach Blackman is able to ask questions for what he is looking for in his fieldwork. This approach by Blackman is a good approach to gain access to the information the researcher is looking for. But also goes against guidelines established by the British Sociological Association, which state to the researcher that the subject should be reminded that they are taking place in a study and are the subjects of the material. Blackman states in his article to be against this guideline saying it can limit the about of information the ethnographer can receive. This method goes against Julia Davidson’s approach saying the subject can forget that they are objects to a study and that it is professional to ask for consent several time throughout the research and fieldwork. Davidson, Julia OConnell. If no means no, does yes mean yes? Consenting to research intimacies. History of the Human Sciences 21. 4 (2008): 49-67. In the article â€Å"If no means no, does yes mean yes? † by Julia Davidson she discusses the argument of people being studied by ethnographers are tuned in to objects and consumed by the readers. Julia Davidson is a Professor in Sociology at the University of Nottingham in the United Kingdom. Over the past 15 years she focused her attention at prostitution and the different aspects that surrounds this culture. In this article by Professor Davidson she was introduced to a lady Desiree that runs a brothel in the UK where the prostitution is not illegal. Over the period of nine months Professor Davidson spent one day a week at the brothel as a receptionist where she was able to interact with the customers and with Desiree the owner. The brothel is where her fieldwork was done, where she conducted interviews and interacted with clients. Professor Davidson focused on the aspect of the relationship she developed with her informant. Consent with the people being researched was very important to Davidson because she wanted the subjects to understand that being researched can change your life after it is published. With the complete understand from Desiree that she is now the subject of her study they formed an intimate relationship that lasted for several years. This qualitative research relates with Lumsden’s fieldwork by addressing how to relate with the subjects. Both ethnographers were introduced in the their subjects culture from another person that was already linked to them. Over time they established themselves in the society to break past the fronts the subjects put up. This allowed for in-depth experience for the researcher to move in close to their subjects. The difference between Lumsden and Davidson’s work is Davidson established consent with the subject over and over again while Lumsden was trying to fit in with the crowd. This allowed Davidson to obtain information easily from the source while Lumsden was struggling to get the information she was looking for. Emerson, Robert M. Ethnography, interaction and ordinary trouble. Ethnography 10. 4 (2009): 535-548. In â€Å"Ethnography, interaction and ordinary trouble†, the author Robert Emerson questions if macro-issues can cause interference of the quality of fieldwork in ethnographic research. Robert Emerson is a Professor Emeritus of sociology at the University of California, Los Angeles. His primary focus is in the study of ethnography and field research methods. Emerson has written his own book titled Contemporary Field Research: Perspectives and Formulations (2001) also co-authored Writing Ethnographic Fieldnotes (1995). In this article Emerson looks at the relationship between two roommates in college and analyzes the ordinary issues that arise. According to Emerson students tend to focus on the big factors of the research and do not pay enough attention to detail on ordinary occurrences. Trifles EssayLumsden was curious about this culture and wanted to see what it was like for the woman involved with these car races and how woman interacted in a male dominate atmosphere. After spending over a year on the inside Karen has had multiple situations where because she was a woman she was discriminated against. One instance that stood out the most for Karen was when she was trying to park her car in a line for a photograph the group was trying to take. When she was backing into her spot for the photo she could not properly position her car. Another woman came to Karen asking if she would like some help parking. While others on the side started to comment on the situation one person said loud enough for Karen to overhear: don’t ask a woman to do another woman’s job. Lumsden discovers that since she is a woman she is open to opportunities of mistreatment from the males. The other female members of the group who were active participants in the culture also adopted the male traits and were no longer the subjects to scrutiny. It could be argued that ethnographers should not be worried about fitting in with the culture or the group being studied. However, conducting participant observation would be much more difficult for the researcher who could not build positive relationships with the subject or the group. Karen Lumsden study of boy racers relates strongly with Katherine Irwin’s study in the tattoo culture. Both cultures seem to be male dominant and being a woman studying the culture creates a more challenging situation for the researchers. Women have to be accepted into the group before others open up to the researcher. Being a female ethnographer can have many limitations placed on them in terms of behavior. A woman who engages in a culture in such ways could be seen as stepping out of line and could create socially uncomfortable situations. James F. Short, Jr, and Hughes Lorine A. Urban ethnography and research integrity: Empirical and theoretical dimensions. Ethnography 10. 4 (2009): 397-415 James Short is a professor at Washington State University and is currently Instructor to Professor Emeritus of Sociology, from 1951-present. Professor Short has held several academic positions to date after graduating from the University of Chicago with a PhD in 1951. In this article by Short and Hughes it is argued that quantitative data is more important then qualitative data because it has a more developed system of keeping accurate records then qualitative research. Professor Short looks at the work of others in the social science field of ethnography and the integrity of the work. Integrity is critical to the ethnographer in recording information from fieldwork because if a researcher only sees a bias view the work is more focused on interactions about an individual and not observing the culture and how they operate in society. Short and Hughes conducted a study with several gangs including adults and children also with non-gang members to view the integrity of quantitative research verses qualitative research. The three-year study included fieldwork of participant observation to interviews of the study group. The study concludes that ethnographic data integrity is critical to the development of social sciences. Both quantitative and qualitative research is important to ethnographers, but quantitative research when done properly is more universally recognized in the field. It has been recognized that ethnography is a very contentious field and that integrity to research is critical. When related to Katherine Irwin’s Into the Dark Heart of Ethnography† she conducts qualitative research with her subjects. During the course of her study she was confronted with many situations that she did not know how to handle. Because of that she lost her marriage with her husband that she truly fell in love with during the course of the research. Qualitative and quantitative research are effective ways to conduct research and with both done correctly and professionally ethnography can reveal interesting aspects of society. Conclusion On one occasion J. T. lets Mr. Venkatesh get a taste of power and the problems that come with being a gang leader. He allows him to make the daily rounds of the platoons under his command, six-man crews that deal in crack cocaine and try to sort out the petty squabbles and mistakes endemic in a criminal enterprise comprising 250 underpaid, uneducated and violent soldiers. Without question, Venkatesh is dazzled by J. T. and seduced by the gang life. He maintains enough distance, however, to appraise the information he is given and to build up, through careful observation, a detailed picture of life at the projects. Venkatesh used participant observation to compile most of his information also conducting interviews with many of the residents. His proper use of observation gained him key interviews with informants that explained the story of the Robert Taylor Homes and the community that surrounds the homes. When comparing Sudhir’s style of ethnography to others in the field like Karen Lumsden, Sudhir’s approach was done well. Every so often he and J. T. would talk about his research project and J. T. understood that he was under observation for Sudhir’s school project. When Venkatesh introduced himself into the community he did not try to fit in like Lumsden. Sudhir kept his same personality and did not state that he changed his style of clothing to fit in with the gang. Lumsden did do this and it created a barier between her and her subjects limiting the amount of interaction that focused on her research. A valid point that Mr. Gans brings up is when a researcher becomes immersed into the fieldwork; some researchers try to turn the subjects of their study into friends. An example of this is when Katherine Irwin marries her key informant. She states that she truly loved him for who he was, Irwin still did not allow herself distance from her informant which caused problems while she was trying to conduct her research. When researchers fail to distance themselves from their informants the rules of qualitative reliability and validity are sidestepped, It becomes much harder for sociologists and the readers to trust their work that was completed. Works Cited Blackman, Shane J. Hidden Ethnography: Crossing Emotional Borders in Qualitative Accounts of Young Peoples Lives. Sociology 41. 4 (2007): 699-716. Academic Search Premier. EBSCO. Web. 4 Mar. 2010. Davidson, Julia OConnell. If no means no, does yes mean yes? Consenting to research intimacies. History of the Human Sciences 21. 4 (2008): 49-67. SocINDEX with Full Text. EBSCO. Web. 1 Mar. 2010. Emerson, Robert M. Ethnography, interaction and ordinary trouble. Ethnography 10. 4 (2009): 535-548. SocINDEX with Full Text. EBSCO. Web. 1 Mar. 2010. Gans, Herbert J. Participant Observation in the Era of `Ethnography. Journal of Contemporary Ethnography 28. 5 (1999): 540. Academic Search Premier. EBSCO. Web. 17 Mar. 2010. Irwin, Katherine. Into the Dark Heart of Ethnography: The Lived Ethics and Inequality of Intimate Field Relationships. Qualitative Sociology 29. 2 (2006): 155-175. SocINDEX with Full Text. EBSCO. Web. 16 Feb. 2010. Lumsden, Karen. Dont Ask a Woman to Do Another Womans Job: Gendered Interactions and the Emotional Ethnographer. Sociology 43. 3 (2009): 497-513. SocINDEX with Full Text. EBSCO. Web. 1 Mar. 2010. Short, James F. Jr, and Hughes Lor ine A. Urban ethnography and research integrity: Empirical and theoretical dimensions. Ethnography 10. 4 (2009): 397-415. SocINDEX with Full Text. EBSCO. Web. 1 Mar. 2010.