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Narrative Paradigm, 2002.
This paper discusses the theory of narrative paradigm.
1,890 words (approx. 7.6 pages), 10 sources, MLA, $ 60.95
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Abstract
This discussion focuses on the theory of narrative paradigm looking at
when and why the theory developed and how it has been researched. The author examines the theory in detail, discusses the views of the rational world paradigm, summarizes what scholars believe to be true about the paradigm theory and gives suggestions for future research in this area.
From the Paper
"The Narrative Paradigm theory was created in the 1970?s by Walter Fisher. (Narrative Paradigm Theory, n.d) Fisher created the theory because he felt that the rational world paradigm did not take into consideration the need for the narrative form of communication. Fisher asserts that the rational world paradigm only took into consideration the argumentative nature of communication a theory that was made famous by philosophers such as Aristotle. (Narrative Paradigm Theory)
Many experts in the field of communications assert that narratives play an important role in communication; Fisher reasoned that any type of communication is actually a form of storytelling. (Fournier 2002) Fisher?s theory contends that human beings are animals whose ability to reason is based own our ability to tell stories. (Fournier). The following paragraphs will discuss Fisher?s theory in detail and provide some insight into the methods that he used to produce this theory."
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Choosing a Paradigm, 2006.
This in-depth paper analyzes the methodology used by researchers in choosing a paradigm for research purposes while focusing on the philosophical presumptions which exist in regards to the nature of their primary research.
5,656 words (approx. 22.6 pages), 62 sources, MLA, $ 136.95
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Abstract
This well-researched paper defines the term 'research paradigm' as system of beliefs, values and techniques which are shared within a group or community. The writer of this paper focuses on research paradigms as a method of looking at the world while providing a specific foundation for researchers to understand what is going on around them. The writer contends and explains why paradigms are discernible by different sets of beliefs which are acquired from philosophical assumptions about the nature of reality. This paper focuses on both the positivist and interpretivist forms of paradigms as they relate to the field social science and research. Positivist paradigms stress significance and disposition while the interpretivist form of paradigms focus on substance and situation.
Table of Contents:
Introduction
Social Science Research and Natural Science
What is a Paradigm?
The Positivist Paradigm
The Interpretivist Paradigm
Alternative Perspectives
Paradigms and Methods
Paradigms and the Research Proposal
Conclusions
References
From the Paper
"Pragmatists acknowledge the strengths and weaknesses of each tool. They recognize not only that science affects decision-making but also politics, ignorance, intuition, habit, and prejudice. They also understand the limitations--recommendations are tentative and of a probabilistic nature. Miles and Huberman comment that "we believe that all of us, realists, relativists, critical theorists, are closer to the center, with multiple overlaps." A growing body of social research takes a stand somewhere between the two schools of thought. Eclectic researchers recognize that no piece of social research can be entirely objective, since no researcher is value free. Even in an overtly rigorous quantitative, head counting study, some implicit decisions have already been made as to which heads are worth counting. Eclectic researchers can be more flexible in designing the research process."
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Middle Eastern Paradigms, 2008.
A look at established paradigms of women in the Middle East, including more recent research from a female anthropological viewpoint.
5,480 words (approx. 21.9 pages), 7 sources, MLA, $ 134.95
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Abstract
This paper discusses women in the Middle East and looks at both the economic and liberal paradigms of Muslim women from the perspectives of authors, scholars and journalists. The paper also notes that in the past Muslim women have been stereotyped as having had little if anything to do with the economic side of life for their families. Authors referenced in this paper point out that part of that erroneous reporting is due to the fact that previously only male anthropologists have conducted field work on Muslim women and their roles in the home and community. The author explains that now there is a more accurate picture to be presented available due to female anthropological research.
Outline:
Introduction
Economic Paradigm - Muslim Women I
Liberal Paradigm - Muslim Women
Economic Paradigm - Muslim Women II
Liberal Paradigm - Muslim Women II
From the Paper
"Economic Paradigm - Muslim Women I: Anne M. Jennings writes in Middle Eastern Women and the Invisible Economy (Jennings, 45) that there are old stereotypes about Muslim women and their participation in the family economic dynamics, and she believes research is needed in this area. For example, she explains that "thousands" of women earn money outside the home; this fact has been kept hidden largely because of the stereotype that the religion of Islam forbids women to be wage earners outside the home.
"Several reasons exist as to why the facts of female economics in Muslim countries have been unreported. One reason for this, Jennings writes, is that women often work in the "informal sector" - also called the "invisible economy" - and that money is rarely reported to agencies that collect taxes, for obvious reasons. Another reason for the seeming secrecy of women working outside the home is that Muslim males tend to deny that their wives are working, for reasons that are undisclosed by Jennings, but one can easily speculate that Muslim men may not wish to admit that their earnings are not sufficient to provide the family with adequate financial support."
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The Napoleonic Wars and the Realist Paradigm, 2008.
This paper examines the Napoleonic wars as an example of modern warfare and an assessment of contradictory explanations of war, the liberal and realist paradigms.
4,280 words (approx. 17.1 pages), 11 sources, MLA, $ 113.95
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Abstract
This paper explains that, while the major battles of the Napoleonic Wars occurred between the years 1803 and 1815, 18th century long-range factors, such as increased manpower and agricultural, financial and industrial resources, contributed to this prolonged and intense conflict. The author points out that the increase of available resources called for revised methods for command and control over armies. The paper describes, in detail, the relationship of countries, the wars and Napoleon's rise to power. The author states that the downfall of Napoleon can be said to rationalize the liberal paradigm, which proposes that interdependence based on internationally shared interests can mitigate international conflict; however, not all components of the liberal paradigm apply to the Napoleonic Wars. The paper states that the realist paradigm, which argues that the actual international structure may be conducive to warfare, offers a more complete analysis of the the Napoleonic war era.
From the Paper
"Nearing the turn of the century, the French Revolution started to collide with greater European interests, posing a potential threat to international stability and order. To avoid being overthrown, the French king made an unsuccessful attempt to escape. When he was returned to Paris, he was suspended of all power and virtually placed under arrest. Leopold the II of Austria petitioned the royal families of Europe to help restore the French royal family, stating in the Declaration of Pillnitz that reinstating France's monarchy was in Europe's common interest and ultimately necessary to maintain international stability.
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The Peace Paradigm, 2004.
A discussion of the peace paradigm and its approach to obtaining peace.
4,520 words (approx. 18.1 pages), 27 sources, APA, $ 135.95
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Abstract
This paper discusses the peace paradigm in terms of realism, power, conflict resolution, and social change. The paper explains the role of a paradigm, outlines the peace paradigm strategies used to obtain peace and presents a definition of power. Gives specific examples.
From the Paper
"One of the approaches to the peace paradigm is through the study of the role played in obtaining peace through the exercise of power and coercive tactics. According to Lynn-Jones realism is usually regarded as a dominant and somewhat monolithic approach in the study of international relations. Within the realist approach there are divisions between offensive and defensive realism. Offensive realists argue that the international system tends to foster conflict and aggression, that security is scarce and international competition and war..."
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Paradigms, 2005.
This paper discusses paradigms and their application to business management.
1,440 words (approx. 5.8 pages), 5 sources, APA, $ 47.95
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Abstract
This paper explains that the paradigm is visualized as a structure for perceiving reality, which has been observed to shift over time in consequence with the variations in societal values or new scientific information but often have no strong basis for this variation. The author points out that the contemporary analysis of paradigms began with the publication of "The Structure of Scientific Revolutions" by Thomas Kuhn in 1962 and was extended to other spheres through the books and videos of Joel Barker. The paper relates that the "nurture of capital" is considered to be an illustration of the paradigm shift, which has strived to reformulate many businesses from a structure of domination to the modus operandi of cooperation.
From the Paper
"The contemporary analysis of paradigms thus initiated with publication of the book "The Structure of Scientific Revolutions" by Thomas Kuhn in 1962 and extended to other spheres through the books and videos of Joel Barker. The present day organizations have demonstrated a revolutionary change since 1960s. Varied factors impelled such variations. Growing telecommunications, increasing diversity of workers, their perspectives and expectations has resulted in varied values. The public become more conscious to necessitate the organization to become more responsible socially. Such elements have necessitated adoption of new paradigm so as to become more sensitive, flexible and compatible to the requirement and expectations of the demands of the stakeholders. Most of the organizations felt it essential to abandon the traditional top-down, rigid and hierarchical structures to become more organic and fluid forms. The managers felt is essential presently to address the requirements of the continual, rapid variations."
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The Five Management Paradigms, 2005.
A look at the benefits and criticisms of Whittinton's five key management style paradigms.
988 words (approx. 4.0 pages), 7 sources, MLA, $ 35.95
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Abstract
This paper examines how organisational science can be usefully conceived in terms of five key paradigms, based upon different sets of meta theoretical assumptions about the nature of social science and the nature of society. In particular, it discusses how R. Whittington (2001) devised a schema that aimed to map organisations through the classical, evolutionary, processual, systemic and critical management style paradigms, providing management theories in their institutional and historical contexts. The five concepts - classical, evolutionary, processual, systemic and critical are critically discussed and applied to theory.
From the Paper
"The classical paradigm holds the view that there are a number of guiding principles that create an organisation and the jobs within it. It assumes that the application of rules and authority creates order and predictability. It ignores the very human qualities that make up the people employed in the organisation and does not allow for the application of individuality in the exercise of work responsibility (Morgan, 1997). Essentially, it is a bureaucratic, top-down hierarchical approach to management that has its associations with the military."
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The Three Paradigms of Spelling Instruction, 2002.
This research paper uses Taylor-Heald?s article on ?Three Paradigms of Spelling Instruction in Grades 3 to 6? as a basis for identifying each of the methods.
2,065 words (approx. 8.3 pages), 8 sources, APA, $ 65.95
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Abstract
The following paper describes each method in the article by Taylor-Heald, where three paradigms are identified as the traditional, the transitional and the student-oriented. Each of these paradigms is a model for teaching children the basic and fundamental concept of spelling. This paper examines how each method is utilized and also discusses Taylor-Heald's view on each of the methods. After looking at each of the methods separately, the writer examines, briefly, the major differences between the methods. It then discusses the implications of each of the methods, including how each method is used and the benefits of each method. This also includes looking at various other research studies that offer perspectives on the teaching of spelling. Finally the paper concludes by showing how the student-oriented approach does appear to be the most promising approach, just as Taylor-Heald suggests.
From the Paper
?The traditional paradigm, as the name suggests, is the main method of instruction that has been used in the American school system to teach spelling and also to teach the basics of language. The method is based on students being taught vocabulary in the form of words that do not relate to each other. These words are random and have no relationship to each other, or to anything else being taught to the students. The teacher gives these words to the students, with the students expected to memorize them and the students are tested on this at the end of the week.This approach assumes that students know nothing at the beginning and that all information must be given to them. This includes the idea that children have no knowledge of words, sounds or language.?
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Paradigm Shifts, 2002.
This paper examines paradigm shifts.
650 words (approx. 2.6 pages), 5 sources, $ 26.95
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Abstract
It presents historical examples such as Einstein and Darwin. It also explores current paradigm shifts relating to cloning, genetically modified organisms (GMOs), and stem cell research.
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"Paradigm Shift", 2002.
An analysis of the "paradigm shift" in the "The Structure of Scientific Revolutions" by Thomas Kuhn.
650 words (approx. 2.6 pages), 1 source, $ 26.95
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Abstract
This paper will discuss the book "The Structure of Scientific Revolutions" by Thomas Kuhn and explain what he means by "paradigm shift" within the realm of interpretation of revolutions that occur in science-specifically- the Copernican Revolution. By examining how the relationships of the perceiver of the revolution helps to transform the revolution, we can see how this idea pertains to the way that ideas are influenced not only from the inventor or creator of the revolution itself, but in the efforts of others that support it.
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Paradigm Shifts, 2002.
Uses "The Structure of Scientific Revolutions" (T.S. Kuhn) to discuss paradigm shifts.
900 words (approx. 3.6 pages), 3 sources, $ 35.95
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Abstract
This paper examines the theory of paradigm shifts developed by Thomas S Kuhn in "The Structure of Scientific Revolutions". It then applies the concept outside the sciences.
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"Feminist Paradigms", 2002.
A look at Julie Rivkin and Michael Ryan's "Feminist Paradigms".
650 words (approx. 2.6 pages), 1 source, $ 26.95
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Abstract
This paper discusses Julie Rivkin's and Michael Ryan's essay "Feminist Paradigms," which discusses the separation of the sexes and how these structures might have been socially constructed.
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Social Paradigms Compared, 2002.
Discusses and compares the sociological paradigms of the Cold War and the Culture War.
900 words (approx. 3.6 pages), 2 sources, $ 35.95
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Abstract
This paper compares the post-World War II Cold War to the contemporary Culture Wars in the United States, using the macro-sociological paradigms of structural functionalism and social conflict theory, respectively.
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Motivation: An Overview of Different Psychological Paradigms, 2000.
A look at how three different paradigms (humanistic, cognitive and learning) conceptualize human motivation.
3,190 words (approx. 12.8 pages), 6 sources, $ 92.95
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Abstract
The following essay will demonstrate that no single theory can explain the complexity of human motivation, and that the most accurate explanation of human motivation lies somewhere in the middle ? where most motivational theories converge. The author looks at certain underlying assumptions that the different motivational theories hold. The author discusses different theories from three different schools of thought: humanistic, cognitive and learning. The author proposes that on its own, each theory has its strengths and weaknesses, and that one can only adequately understand motivation if one tries to combine all three schools of thought. The theories that are dealt with in this essay are: Maslow?s Hierarchy of needs, Adam?s Equity Theory, and the O.B. Mod Model.
From the Paper
"The first school of thought that will be dealt with will be what Franken calls the ?Humanist? school. According to Franken, this approach was first proposed by Carl Rogers and Abraham Maslow, and is based on the assumption that humans are innately good and possess a natural, biological tendency to grow and mature (Franken: 1988:p15). Franken goes on to say that the Humanist theorists believe that every Human being is unique. He then explains how the humanist term for the process of development of that uniqueness is ?self-actualization? (Franken: 1988). This essay will now show how the above assumptions can be found in Maslow's theory of motivation, known as Maslow's Hierarchy of Needs. Maslow believed that within every human being there exists a hierarchy of five needs. The first need he termed physiological need, which includes basic needs, such as the satisfaction of hunger, thirst, control of one's temper, and any other bodily needs. The second need was termed safety needs, and includes a person's innate need for security and protection from physical and emotional harms (Robbins: 1996: p169). The third need, Maslow believed, was a social need, which can be explained as a person's innate need to give and receive affection, to feel belongingness, acceptance and friendship. The fourth need Maslow points out is known as esteem needs, and includes "internal esteem factors", such as self-respect, autonomy and achievement. It also includes "external esteem factors", such as status, recognition, and attention. The final need making up Malsow's Hierarchy of Needs is termed self-actualization, and includes the drive for one to reach one's full potential, strive for personal growth, and become self-fulfilled (Robbins: 1996: p169)."
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"Mrs. Dalloway" and 20th Century Paradigm Shifts, 2003.
An analysis of Virginia Woolf's "Mrs Dalloway" in terms of the prevailing scientific paradigms in the age of Sigmund Freud and Albert Einstein.
863 words (approx. 3.5 pages), 0 sources, $ 30.95
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Abstract
Throughout the course of history, science has deeply influenced other aspects of culture. Revolutions in scientific research parallel new world views. Most importantly, new physical understandings of nature necessitate novel forms of expression in everyday society. In the early twentieth century, Sigmund Freud and Albert Einstein revolutionized society's notion of reality by sending shockwaves into many non-scientific fields. The paper shows that, in turn, this directly impacted commonly held world views. In 1925, Virginia Woolf published "Mrs. Dalloway", a novel which incorporates both Freud's and Einstein's new theories of reality in its stream of consciousness presentation.
From the Paper
"Einstein's notion that measurements of time, space, and mass are relative to the individual observer's space-time reference frame lead to society's conclusion of the relativity of truth. In Woolf's time, everything became relative due to the impact of Einstein's theory of relativity. As a consequence, the characters in Mrs. Dalloway present reality through their own subconscious interpretations as what is true for one observer will not always be true for another observer in a separate frame of reference. This device of multiple perspectives in Woolf's writing corresponds to the postulate in relativity that space and time measurements for one observer will not be the same as for another moving in relation to the first."
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