What it means to be an American free essay sample

Just look at the faces of the immigrants arriving to the New World on the cramped boats in the late eighteen hundreds. Look at lady Liberty and how she holds her torch up. For many, if you were to ask them â€Å"What it means to be an American†, they would reply with â€Å"I don’t know, what?† or â€Å"To be is blank† fill in the blank with a specific race. To this day this question cannot really be answered but for the most part the idea of what your answer should be is superimposed in almost everything. For me the idea of what it means to be American is not only how you feel as one but in what you do as one. This is the same as the promise of America. America is a promise of unity and be an American is to keep that promise of unity, to work as a single entity with the other people who all share commonalities with you. We will write a custom essay sample on What it means to be an American or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Being an American is not a privilege as others would have it be. Being an American is a reward for those who struggle and who work hard to survive in times of desperation and need. For example, the people who travel from where they were born and raised come to the United States in efforts to leave the terrible wars or circumstances that they were exposed to. This is the power of strength and as a reward these people are granted with being American citizens. To be an American is not solely to have been born here in the States but to have recognized the fact that America is a place of solace and comfort from unwanted retribution. America is a safe haven. You can see this by how many people speak fondly of America, such as former president Franklin D. Roosevelt, Langston Hughes, Emma Lazarus, Claude McKay etc. To be an American is not to limit the freedom of oneself or others. It is not worrying what others think about you socially or politically knowing that as an American there are others like you. When I think of being an American I include every race because just having documents or papers’ verifying that you are a legal citizen is enough. Being an American we have a duty and responsibility; and one of those responsibilities include welcoming others with open arms. Being an American is so much more than anyone can imagine. Everyone has their own perspective and voice and that alone is a symbol of what it means to be American.

Free Advertisements Analysis Esay

Free Advertisements Analysis Esay Advertisements Analysis The industry of advertising is intriguing and challenging To some extent it is a true art of appealing to the most sensitive emotional spheres and pulling hidden triggers in consumers heads and souls to outweigh the scales in favor of a particular product or brand. Although it might seem to be a rather simple task comparing to biochemistry or accounting, it implies tough work on developing an accurately calculated and elaborately circumspect combination of numerous elements together creating that astonishing effect on consumers when they prefer one brand to another or purchase a totally new product. Advertising specialists struggle to develop perfect adverts as nowadays there are so many products offered and so many adverts it has become a real challenge to captivate consumers. Deep knowledge of psychology is now a key to success while applying various non-verbal tools and signs in advertising. Thus, there are more elements included into a simple, at a glance, print advertisement: besides the image itself consumers are influenced by the prevailing colors, choice of language and newly created words, signs with double meanings, location of the elements, etc. Successful combination of all the elements leads to increased sales and, hence, profit. In more detail, advertising serves to increase immediate turnover, raise product or brand awareness, introduce a new product or brand into the market, show or emphasize distinctive features of a product to the target audience (TDI India 2010). Advertising of airlines has been a stand-alone sphere for a long time as earlier it was used by limited target audience (mainly business people, the rich and the military). Nowadays advertising specialists have to consider and emphasize the points of significant importance taking into account a tremendously large and extremely diverse group of flying nowadays travelers flight schedule convenience and comfort during the flight while the price comes third. Moreover, luxury proposals are becoming more popular with the globalization processes as many exotic destinations become accessible. Both adverts by Emirates and British Airways offer this particular niche proposal exotic destination along with high comfort level. However, the approaches they choose differ. Emirates advert conveys an image of comfort showing in detail a part of a rest room with a woman obviously just after shower or a SPA procedure. The interior reminds of a luxury hotel or a salon with expensive sanitary porcelain, marble, soft towels and fresh flowers. Hard to notice it is a plane rest room as only the built-in disposal box proves it. The colors are soft and calm which is harmonically combined with the serene and relaxed look of the lady. It is worth mentioning, that she is rather young, between 25-35, looking beautiful and fresh without any sexual context. She is looking at her reflection in the mirror and smiling. There is a large picture of Dubai landscape in front of her. The image is rather foggy and presumably is intended to emphasize not the destination, but the company name. Emirates bright red logo in the low right corner is well balanced by a bright fuchsia orchid in the low left corner also reminding of exoticism. The advert is supported with the headline in white in agreement with the overall image of calmness and peacefulness. The slogan for the campaign is intriguing: the words memorable moments catch the eye immediately, while at 40,000 feet give a certain quiz for a viewer. Thus, the viewer understands that the offer is for luxury flights. The copy gives more details while repeating memorable moments trying to point out this competitive advantage and mentioning other services such as SPA showers, exclusive lounges, etc. It also repeats the company name and provides useful information on flight frequency, the plane type A380, etc. The company offers inspiration and tranquility from their exclusive services as a consequence of becoming their customer. The directive is given in a form of soft and unobtrusive advice to find inspiration, refresh and experience the offer. In general, this advert gives an impression of a luxury though peaceful promise. It hints at high price without mentioning i t, pointing at more valuable things comfort, tranquility, inspiration. British Airways exploits a different approach: the image is unexpectedly striking with its controversy and pithiness It shows a jaguar sleeping on a tree. The image is cut out on white so that there is nothing seen but the animal. Therefore, the color range is limited by the tree bark and fur shades from yellow to dark brown which allows highlighting the jaguar. The choice of the animal gives the idea of exoticism while the fact that it is sleeping hints at rest. The headline in capital letters located below the head of the animal is dark blue color to underline its message of relaxation. The copy contains a rather strong directive to escape to Sri Lanka as it is a long way from everyday. This phrase has a double meaning as the viewer is offered to go really far from routine and have some additional time during the flight to restore stamina. At the same time, this relaxing overslept substitutes a more common for airlines word overseas usually associated with long and tiring flight hours. By this long hours of flight are actually turned into its advantage. The details of the offer are given with exact pricing which supports a business-oriented approach. There is another text box below indicating the competitive advantage of British Airways more destinations to Indian Ocean islands than other companies. Overall, the advert is targeted at middle-aged business people with rather high income as the proposal is quite expensive. It appeals to peopl e who wish to escape from everyday routine and value their time and rest. Business orientation is emphasized by pithiness of the advert and restraint colors. Comparing the two adverts it may be concluded that both target at a high-income group and offer exoticism However, they have different approaches: while Emirates highlight comfort of their services on board, British Airways show a chance to relax for exact price. The services mentioned by Emirates suppose mainly female audience and males in search of exclusive care. At the same time British Airways rely mostly on striking exoticism. However, both adverts exploit bright though different images to catalyze consumers imagination of what to expect from these luxury proposals.

Battle of Peachtree Creek - Civil War - Atlanta Campaign

Battle of Peachtree Creek - Civil War - Atlanta Campaign Battle of Peachtree Creek - Conflict Date: The Battle of Peachtree Creek was fought July 20, 1864, during the American Civil War (1861-1865). Armies Commanders Union Major General William T. ShermanMajor General George H. Thomas21,655 men Confederate General John Bell Hood20,250 men Battle of Peachtree Creek - Background: Late July 1864 found Major General William T. Shermans forces approaching Atlanta in pursuit of General Joseph E. Johnstons Army of Tennessee. Assessing the situation, Sherman planned to push Major General George H. Thomas Army of the Cumberland across the Chattahoochee River with the goal of pinning Johnston in place. This would allow Major General James B. McPhersons Army of the Tennessee and Major General John Schofields Army of the Ohio to shift east to Decatur where they could sever the Georgia Railroad. Once done, this combined force would advance on Atlanta. Having retreated through much of northern Georgia, Johnston had earned the ire of Confederate President Jefferson Davis. Concerned about his generals willingness to fight, he dispatched his military advisor, General Braxton Bragg, to Georgia to assess the situation. Arriving on July 13, Bragg began sending a series of discouraging reports north to Richmond. Three days later, Davis requested that Johnston send him details regarding his plans for defending Atlanta. Unhappy with the generals noncommittal reply, Davis resolved to relieve him and replace him with the offensively-minded Lieutenant General John Bell Hood. As orders for Johnstons relief were sent south, Shermans men began crossing the Chattahoochee. Anticipating that Union troops would attempt to cross Peachtree Creek north of the city, Johnston made plans for a counterattack. Learning of the command change on the night of July 17, Hood and Johnston telegraphed Davis and requested that it be delayed until after the coming battle. This was refused and Hood assumed command. Battle of Peachtree Creek - Hoods Plan: On July 19, Hood learned from his cavalry that McPherson and Schofield were advancing on Decatur while Thomas men marched south and were starting to cross Peachtree Creek. Recognizing that a wide gap existed between the two wings of Shermans army, he resolved to attack Thomas with the goal of driving the Army of the Cumberland back against Peachtree Creek and the Chattahoochee. Once it was destroyed, Hood would shift east to defeat McPherson and Schofield. Meeting with his generals that night, he directed the corps of Lieutenant Generals Alexander P. Stewart and William J. Hardee to deploy opposite Thomas while Major General Benjamin Cheathams corps and Major General Joseph Wheelers cavalry covered the approaches from Decatur. Battle of Peachtree Creek - A Change of Plans: Though a sound plan, Hoods intelligence proved faulty as McPherson and Schofield were in Decatur as opposed to advancing against it. As a result, late in the morning of July 20 Wheeler came under pressure from McPhersons men as the Union troops moved down the Atlanta-Decatur Road. Receiving a request for aid, Cheatham shifted his corps to the right to block McPherson and support Wheeler. This movement also required Stewart and Hardee to move to the right which delayed their attack by several hours. Ironically, this sidestep right worked to the Confederate advantage as it moved most of Hardees men beyond Thomas left flank and positioned Stewart to attack Major General Joseph Hookers mostly unentrenched XX Corps. Battle of Peachtree Creek - Opportunity Missed: Advancing around 4:00 PM, Hardees men quickly ran into trouble. While Major General William Bates division on the Confederate right became lost in the Peachtree Creek bottomlands, Major General W.H.T. Walkers men assaulted Union troops led by Brigadier General John Newton. In a series of piecemeal attacks, Walkers men were repeatedly repulsed by Newtons division. On Hardees left, Cheathams Division, led by Brigadier General George Maney, made little headway against Newtons right. Further west, Stewarts corps slammed into Hookers men who were caught without entrenchments and not fully deployed. Though pressing the attack, the divisions of Major Generals William Loring and Edward Walthall lacked the strength to break through XX Corps. Though Hookers corps began strengthening their position, Stewart was unwilling to surrender the initiative. Contacting Hardee, he requested that new efforts be made on the Confederate right. Responding, Hardee directed Major General Patrick Cleburne to advance against the Union line. While Cleburnes men were pressing forward to prepare their attack, Hardee received word from Hood that Wheelers situation to the east had become desperate. As a result, Cleburnes assault was cancelled and his division marched to Wheelers aid. With this action, the fighting along Peachtree Creek came to an end. Battle of Peachtree Creek - Aftermath: In the fighting at Peachtree Creek, Hood suffered 2,500 killed and wounded while Thomas incurred around 1,900. Operating with McPherson and Schofield, Sherman did not learn of the battle until midnight. In the wake of the fighting, Hood and Stewart expressed disappointment with Hardees performance feeling that had his corps fought as hard Loring and Walthall the day would have been won. Though more aggressive than his predecessor, Hood had nothing to show for his losses. Quickly recovering, he began planning to strike at Shermans other flank. Shifting troops east, Hood attacked Sherman two days later at the Battle of Atlanta. Though another Confederate defeat, it resulted in the death of McPherson. Selected Sources Historynet: Battle of Peachtree CreekNorth Georgia: Battle of Peachtree CreekCWSAC Battle Summaries: Battle of Peachtree Creek

Personal and Professional Development Statement

And Professional Development - Personal Statement Example Before starting a new course or new assignment I always attempt to reflect upon both my personal as well as professional practice. I cherish the way I have managed to nurture my career. I haven't always been a teacher at the college; I was originally employed as a gardener to maintain the college's numerous football pitches, trees and flower beds. My resume did reveal, however, several years teaching experience in Japan and an extensive background in engineering. It occurred to the administration one fine day that I could perhaps nurture the human mind better than plants. We need to revisit our prior experiences and knowledge to illustrate that we have already taken the first difficult step towards evolution. 'Maximizing an experience' is, therefore, a progressive and reflective task that can be used to action plan further development. I wish to augment upon my personal and professional development by pursuing an honours degree. I believe that the learning processes and the learning skills needed to obtain the degree are more important than the degree itself. I therefore aim to achieve more through the process of acquiring knowledge. Subsequently, the learnt skills can be transferred to both personal and professional contexts. The desire now to achieve attainment at a higher... Though I do not believe that intelligence is linked with qualifications, yet I am certain that the presence of degrees allows constructing ideas and verifying them in a professional and responsible manner. My yearning to be a teacher asks me to be qualified as well; subsequently, when I am qualified, I expect to feel a sense of intellectual enlightenment as well. This would help me develop knowledge, and perhaps spread the light through educating my pupils. Reflection here appears also to have a special learning value in that acquired learning, when the reflected upon issue will generate deeper learning vis--vis the relevance to the learner. To further my ability to teach, I will thus need to further develop my ability to reflect critically in a range of situations. Equally important, the course will continue to provide me with a selection of teaching and learning tools that can be used not only in a classroom environment but also in my personal life. Vital Areas When reflecting upon assignments that have given me confidence and a sense of worth, there are two projects which I have enjoyed more than others. These were the independent studies module, and the organisational module. These developed a level of insight and knowledge within me, which I had not experienced otherwise. Another reflective challenge was the completion of an audit. I found that this form of self-evaluation relies upon self-perception or self-awareness and a comparison of self with others. The audit has identified three perceived areas and skills within me, which need further development, namely: (a) Note Taking (b) Reflecting on my experience (c) Organizing time and myself I have realized that these three are not my

BLUES INC Essay Example | Topics and Well Written Essays - 500 words

BLUES INC - Essay Example Managers of Blue’s Incorporated are determined to become the leader of denim products in the industry. As we know that companies make every effort to gain competitive advantage in the market, Blue’s Incorporated can maintain its dominant status by evaluating the current marketing budget as well as the marketing budget of the competitors. As market analyst, I evaluated the current budget of the company and came up with the decision to change the current marketing budget. Changes in the budget will be very productive for Blue’s Incorporated as they will allow the company to expand the brand name. The objective of giving Blue’s Incorporated a time to excel is at hand (Applying ANOVA and Non-Parametric Tests, 2003). In the first week, the marketing budget of the company was set to $169 million. At present, the market share of the company is nearly 6% of the total share of the denim industry, which is nearly $40 billion. Setting the marketing budget to $169 million is really a good decision, as it will ensure a brilliant future for the company (Applying ANOVA and Non-Parametric Tests, 2003). In the second week, there were two tasks. First task was to examine fluctuations in the market size whereas the second task was to arrive at a sales forecast. Tasks included examining the average model and k-period for the production level as well as for the average model. The company chose a weighted moving average along with two k-periods and estimated the weights at 0.2 for a period of 12 years whereas 0.8 for 11 years. The production level of 40.00 million units was set for the estimate. However, this decision did not seem to be a good one as it could have a negative effect on the future of the company (Applying ANOVA and Non-Parametric Tests, 2003). Although the company made incorrect decisions in the 2nd week of the research, but in the 3rd week, the company attentively analyzed and examined the quarterly

Brain Death and Organ Donation in Children and Adults Essay -- Science

Brain Death and Organ Donation in Children and Adults Introduction Does one try to save a premature baby who has little chance of survival? When do doctors or family members decide to "pull the plug" on a loved one? When is organ donation the correct choice? Is this patient the one on which God will choose to perform a miracle? What about a postmortem delivery? Is it realistic to be able to have a child postmortem? These questions are difficult for any of us to answer - even more so if we are dealing with a situation in which we may have to answer one or more of these questions. Yet, for some of us, these questions are all too real. If someone is considered to be in a vegetative state and the doctor determines that they are not coming back, when do family members decide to let go? When do family members give up hope? These questions can only be answered once a person is faced with a situation where he or she needs to determine another's fate. All of the answers to the questions are personal answers and no one should judge another person for making a choice in a difficult situation. Decisions regarding organ donation and when an unconscious person has died or experienced brain death are very difficult decisions for the family to make, even with the help of medical professionals. Organ donation started in 1869 and since then the procedure has improved but doctors with unethical practices still, and always will, exist. After all of the improvements in adult organ donation, questions still remain about organ donation and anencephalic infants. Should these infants be treated as human beings, should they be allowed to donate their organs? What happens to any infant whose mother dies before delivery of the child? Def... ...tion? Works Cited Ackerman, Terrence. A Casebook of Medical Ethics. New York:Oxford UP, 1989. Gorman, Christine. "Are Animal Organs Safe for People." Time. 15 January 1996. Henderson, Allen. Get With It-Teen Perspectives on Donation. The Indiana Heart Institute. 1994. Humber, James M. Biomedical Ethics and the Law. 2nd Edition. New York: Plenum, 1979. Koukl, Gregory. "Babies as Organ Farms". L.A. Times. 8 June 1995. Lamb, David. Death, Brain Death and Ethics. Albany:New York UP, 1985. Mason, JK. Human Life and Medical Practice. Great Britain:Edinburgh UP, 1988. Neufeldt, Victoria. Webster's New World Dictionary. 3rd Edition. New York: Prentice Hall, 1991. Pothier, Richard. "Animal Tests Saved My Life." Newsweek. 1 February 1993. Stedman, Thomas Lathrop. Stedman's Medical Dictionary. 24 Edition. Baltimore:Williams and Wilkins, 1982.

Quantitative and Qaulity Research

Quantitative & Qualitative Research COMPARISON OF QUANTITATIVE AND QUALITATIVE RESEARCH METHODS Introduction This paper compares and contrasts qualitative and quantitative research methods in three basic areas. These are the of their: epistemological foundations, data collection methods, and data analysis methods. The paper ends with a brief summary of the primary points made. ComparisonGall, Borg and Gall (1996) discuss several similarities and differences between qualitative and quantitative research methods. With respect to similarities, both kinds of research formulate epistemological positions regarding the nature of causation and reality and both comprise a set of methods for designing research, collecting data, analyzing data, and deriving information from data collection and analysis.However, they differ in terms of the epistemological positions they advocate and in the methods they hold to be appropriate for meaningful scientific inquiry. One primary difference between the t wo research methods according to Gall, Borg and Gall (1996) involves their epistemological assumptions about the nature that causality. The quantitative method, according to the authors, rests on a view of causation as an external, measurable force that occurs independently of the observer and can be used to explain diverse phenomena.On the other hand, the conceptual foundation of qualitative research holds that causation itself is predominately a human interpretive process. The foregoing assumptions have implications for how scientists should study reality. Quantitative research roots its methods of acquiring information in a view that holds that reality is external to the observer whereas the qualitative method grounds its methodological principles and practices in the notion of reality as an interpretative construct.This point has been discussed by Wainwright (1997) who states that typically qualitative research seeks to discover information about any given phenomenon by obtainin g an in-depth understanding of the meanings and definitions of the phenomenon that are conceptualized by informants; moreover, these need not be many informants; a simple case study of one individual is said to yield much given the subjective element of reality.Quantitative research, based on its assumptions of causation and reality, attempts to arrive at an in-depth understanding of the phenomenon by measuring â€Å"it† in some fairly objective manner with results that can be established as valid by a set of formal scientific/methodological principles of inquiry and set criteria for reliability and validity. It seeks for results that are stable across time.Thus, while qualitative research aims at discovering how a very small collective interpret a phenomenon, quantitative research looks at some objective index of the phenomenon attempting to produce information that is stable and valid for large populations and samples. Gall, Borg and Gall (1996) note that for some domains s uch as education, the existing knowledge base consists of information obtained by both quantitative and qualitative research.The authors point out that many research experts believe it is quite acceptable to use both kinds of research to collect information about a given phenomenon despite their differing assumptions—-provided that the two methods are assigned differing roles in terms of the contribution they make to understanding the phenomenon being studied. With respect to the foregoing, qualitative methods are assigned the role of intensively observing some small sample and conceptualizing possible themes, patterns, processes, and/or structures as being involved in the phenomenon of interest.Quantitative methods are then called upon to determine whether the conceptualized constructs are supportable or confirmed. For example, a quantitative study might be conducted of three special education students' responses to inclusion with possible patterns of response being conceptu alized based on this small sample. Quantitative methods would then be used to determine whether this pattern of response is present in a much larger collective of special education students.Thus, qualitative and quantitative research can be seen as working together in complementary fashion. Gall, Borg and Gall (1996) report that the extent to which the two types of research can work to complement each other, in actual practice, is dependent on two contingencies. First, the phenomena being studied must be stable across time. Second, qualitative researchers must provide constructs that can be operationalized which is to say that can be measured in some objective way using a numerical system of some sort.If these conditions are satisfied, quantitative measures can then be used to support whether what is present at the individual or case level is also present for larger populations and samples. Gall, Borg and Gall (1996) further report that some researchers do not believe the two resear ch approaches can actually work together in a complementary fashion; this because of their differing epistemological views of causation and reality — views which make for not only conceptual but also profound methodological differences.For example, quantitative research stipulates that a researcher must state what can be expected to be revealed by his data analysis based on existing research (hypothesis formulation and testing). Qualitative researchers, however, believe that theories and concepts are only meaningfully derived AFTER the data has been collected. Similarly, the two research types differ in the methods they use to derive meaningful information from the data. Quantitative methods hold that the data should be analyzed statistically while quantitative research holds that it should be analyzed using formal methods of reasoning and interpretation.Gall, Borg and Gall (1996) have also listed some of the differences between qualitative and quantitative research methods i n terms of the reports each side outputs following their investigations. In this regard, the authors state that the reports of quantitative research tend to be impersonal and objective write-ups of research findings. Qualitative research reports, on the other hand, are said to reflect the researcher's analytical reconstruction and interpretation of data provided to readers with an awareness that the readers themselves will, in fact, reinterpret what is reported.However, since it is likely that the epistemological structures of both research methods have some truth and some error in their epistemological frameworks, Gall, Borg and Gall (1996) state that it is quite possible that both methods can contribute valid data and so edify scientists' attempts to understand a given phenomena when used together in a complementary fashion. Given the foregoing, it seems reasonable to suggest that the determination as to whether a given researcher should use qualitative or quantitative methods, or use both conjointly, may depend upon the nature of information he desires and the use to which it shall be put.For example, Crowl (1996) states that if a researcher desires to focus on some complex issue and to use it in a pragmatic way, then it is wise to conduct research using both qualitative and quantitative methods. Both methods are said to provide a broader examination of the phenomenon and thus yield a fuller understanding of its complex structure. This broader look, in turn, is said to foster greater insight into the ways the information can be practically applied. Mertes (1998) states that there are certain kinds of information needs that are better suited to being answered using qualitative methods than quantitative methods.These are said to include: (1) the need to understand in detail why an individual does something; (2) the need to determine what aspects, components, or elements of a given issue or phenomenon are important and why they are important; (3) the need to i dentify a full range of responses or opinions existing in a given collective; and (4) the need to find areas of consensus in patterns of response. On the other hand, Mertes (1998) states that quantitative research is probably the best choice if there is a need to determine â€Å"how many† or to measure some volume-related characteristic of a collective.In other words, quantitative research should be used when there is an interest in how many people in a population have a particular characteristic or response. Further, Mertes (1998) reports that quantitative research is appropriate for measuring attitudes and behaviors, for profiling certain groups, and for formulating predictions. One particularly interesting point about qualitative and quantitative research methods is to note that the distinguishing characteristics are actual differences only to a certain extent.For example, McKereghan (1998) notes that qualitative and quantitative research can be distinguished in several wa ys and goes on to list some of these differences. Specifically, it is noted that quantitative research is objective; qualitative research is subjective. Quantitative research seeks explanatory laws; qualitative research aims at in-depth description. Quantitative research measures what it assumes to be a static reality in hopes of developing universal laws. Qualitative research is an exploration of what is assumed to be a dynamic reality.It does not claim that what is discovered in the process is universal and, thus, replicable. However, what McKereghan (1998) points out is that when actual research studies are examined in methodological detail, they seldom fit the sharp clear models of differences that are provided in written discussions of the two research approaches. Rather, in most any given study, elements of quantitative and qualitative procedures can be found. Because of this, McKereghan argues that discussing research using this dichotomy may not be especially applicable to w hat actually goes on in the world of research.Thus, while the two methods can be distinguished, it is probably important to note that this clarity of distinction is present far more in theory than in practice. Finally, it can be noted that quantitative methods help to make generalizations to larger groups and follow a well-established and respected set of statistical procedures, of which the properties are well-understood. However, in terms of practice, there is again an important issue related to whether practice actually meets the standards set for this research approach.As noted by Gall, Borg and Gall (1996), many studies are designed poorly, i. e. , many studies cannot find a significant difference when one exists, due to insufficient sample sizes or to extremely small effect sizes. Further, quantitative methods are often misinterpreted. Summary In this paper's comparison of qualitative and quantitative research methods, several points were made. It was noted that the two resear ch approaches differ in terms of their epistemological positions on causation and reality and this in turn makes for a number of methodological differences in the approaches.For example, it was noted that qualitative research typically entails in-depth analysis of relatively few subjects for which a rich set of data is collected and organized. Quantitative research, on the other hand, was said to entail the proper application of statistics to typically a large number of subjects. Further, the points were made that while quantitative research is objective; qualitative research is subjective. Also, it was noted that quantitative research seeks explanatory laws; qualitative research aims at in-depth description.In addition, quantitative research was said to measures what it assumes to be a static reality in hopes of developing universal laws while qualitative research is an exploration of what is assumed to be a dynamic, shifting, interpretative reality. It was noted that due to the di ffering nature of the two research approaches, it is likely that the selection of which to use will depend upon the nature of the information sought by the researcher and the use to which this information will be put. Examples were offered showing the kind of research to which each method or a combination of methods are particularly suited.Finally, the point was made that while there appear to be large differences between the approach from a philosophical/conceptual position, in actual research, methods from both approaches are often used. Further, the standards set for conducting each particular type of research, especially quantitative research, are often not met. References Crowl, T. K. (1996). Fundamentals of educational research (2nd ed. ) Madison, WI: Brown and Benchmark. Gall, M. D. , Borg, W. R. & Gall, J. P. (1996). Educational research: An introduction (6th ed. White Plains, NY: Longman. McKereghan, D. L. (1998). Quantitative versus qualitative research: An attempt to clar ify the problem. Document available at:http://socrates. fortunecity. com/qvq. html. Mertes, D. M. (1998). Research methods in education and psychology: Integrating diversity with quantitative and qualitative approaches. Thousand Oaks, CA: Sage. Wainwright, D. (1997). Can sociological research be qualitative, critical and valid? The Qualitative Report, 3(2). Document available: http://nova. edu/ssss/QR/QR3-2/wain. html.