Research Onion Explanation of the Concept

Research Onion Explanation of the Concept Introduction The research onion was developed by Saunders et al. (2007). It illustrates the stages that must be covered when developing a research strategy.When viewed from the outside, each layer of the onion describes a more detailed stage of the research process (Saunders et al., 2007). The research onion provides an effective progression through which a research methodology can be designed. Its usefulness lies in its adaptability for almost any type of research methodology and can be used in a variety of contexts (Bryman, 2012). This essay will examine and describe the different stages of the research onion, and explain the concepts at each stage. 1.1: Understanding the Research Process The research onion was developed by Saunders  et al. (2007) in order to describe the stages through which the researcher must pass when formulating an effective methodology. First, the research philosophy requires definition. This creates the starting point for the appropriate research approach, which is adopted in the second step. In the third step, the research strategy is adopted, and the fourth layer identifies the time horizon. The fifth step represents the stage at which the data collection methodology is identified. The benefits of the research onion are thus that it creates a series of stages under which the different methods of data collection can be understood, and illustrates the steps by which a methodological study can be described. Figure 1: The Research Onion (Source: Institut Numerique, 2012, n.p.). 1.2: Research Philosophy A research philosophy refers to the set of beliefs concerning the nature of the reality being investigated (Bryman, 2012). It is the underlying definition of the nature of knowledge. The assumptions created by a research philosophy provide the justification for how the research will be undertaken (Flick, 2011). Research philosophies can differ on the goals of research and on the best way that might be used to achieve these goals (Goddard Melville, 2004). These are not necessarily at odds with each other, but the choice of research philosophy is defined by the type of knowledge being investigated in the research project (May, 2011). Therefore, understanding the research philosophy being used can help explain the assumptions inherent in the research process and how this fits the methodology being used. Two main ontological frameworks can inform the research process: positivism and constructionism (Monette et al. 2005). These frameworks might be described differently (such as empiricism and interpretivism) but the underlying assumptions are broadly similar (Bryman, 2012). Positivism assumes that reality exists independently of the thing being studied. In practice this means that the meaning of phenomena is consistent between subjects (Newman, 1998). Conversely, constructionism suggests that the inherent meaning of social phenomena is created by each observer or group (ÃÆ'–stlundet al. , 2011). In this philosophy, one can never presume that what is observed is interpreted in the same way between participants and the key approach is to examine differences and nuances in the respondentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ understanding. Despite the inherent differences between these two practices, it is not necessarily the case that they form an inherent belief by the researcher that is then applied to all research contexts. One philosophy is not inherently better than the other, although researchers may favour one over the other (Podsakoffet al., 2012). The philosophy simply provides the justification for the research methodology. The methodology should be informed by the nature of the phenomena being observed. 1.3: Research Approaches Two types of approaches are outlined here: the deductive and the inductive approach. 1.3.1: Deductive Approach The deductive approach develops the hypothesis or hypotheses upon a pre-existing theory and then formulates the research approach to test it (Silverman, 2013). This approach is best suited to contexts where the research project is concerned with examining whether the observed phenomena fit with expectation based upon previous research (Wiles et al., 2011). The deductive approach thus might be considered particularly suited to the positivist approach, which permits the formulation of hypotheses and the statistical testing of expected results to an accepted level of probability (Snieder Larner, 2009). However, a deductive approach may also be used with qualitative research techniques, though in such cases the expectations formed by pre-existing research would be formulated differently than through hypothesis testing (Saunders et al., 2007). The deductive approach is characterised as the development from general to particular: the general theory and knowledge base is first established and the specific knowledge gained from the research process is then tested against it (Kothari, 2004). 1.3.2: Inductive Approach The inductive approach is characterised as a move from the specific to the general (Bryman Bell, 2011). In this approach, the observations are the starting point for the researcher, and patterns are looked for in the data (Beiske, 2007). In this approach, there is no framework that initially informs the data collection and the research focus can thus be formed after the data has been collected (Flick, 2011). Although this may be seen as the point at which new theories are generated, it is also true that as the data is analysed that it may be found to fit into an existing theory(Bryman Bell, 2011). This method is more commonly used in qualitative research, where the absence of a theory informing the research process may be of benefit by reducing the potential for researcher bias in the data collection stage (Bryman Bell, 2011). Interviews are carried out concerning specific phenomena and then the data may be examined for patterns between respondents (Flick, 2011). However, this approach may also be used effectively within positivist methodologies, where the data is analysed first and significant patterns are used to inform the generation of results. 1.3.3: The Quantitative Approach As the name suggests, this approach is concerned with quantitative data (Flick, 2011). It holds a number of accepted statistical standards for the validity of the approach, such as the number of respondents that are required to establish a statistically significant result (Goddard Melville, 2004). Although this research approach is informed by a positivist philosophy, it can be used to investigate a wide range of social phenomena, including feelings and subjective viewpoints. The quantitative approach can be most effectively used for situations where there are a large number of respondents available, where the data can be effectively measured using quantitative techniques, and where statistical methods of analysis can be used (May, 2011). 1.3.4: The Qualitative Approach The qualitative approach is drawn from the constructivist paradigm (Bryman Allen, 2011). This approach requires the researcher to avoid imposing their own perception of the meaning of social phenomena upon the respondent (Banister et al., 2011). The aim is to investigate how the respondent interprets their own reality (Bryman Allen, 2011). This presents the challenge of creating a methodology that is framed by the respondent rather than by the researcher. An effective means by which to do this is through interviews, or texts, where the response to a question can be open (Feilzer, 2010). Furthermore, the researcher can develop the questions throughout the process in order to ensure that the respondent further expands upon the information provided. Qualitative research is usually used for examining the meaning of social phenomena, rather than seeking a causative relationship between established variables (Feilzer, 2010). 1.4: Research Strategy The research strategy is how the researcher intends to carry out the work (Saunders et al., 2007). The strategy can include a number of different approaches, such as experimental research, action research, case study research, interviews, surveys, or a systematic literature review. Experimental research refers to the strategy of creating a research process that examines the results of an experiment against the expected results (Saunders et al., 2007). It can be used in all areas of research, and usually involves the consideration of a relatively limited number of factors (Saunders et al., 2007). The relationship between the factors are examined, and judged against the expectation of the research outcomes. Action research is characterised as a practical approach to a specific research problem within a community of practice (Bryman, 2012). It involves examining practice to establish that it corresponds to the best approach. It tends to involve reflective practice, which is a systematic process by which the professional practice and experience of the practitioners can be assessed. This form of research is common in professions such as teaching or nursing, where the practitioner can assess ways in which they can improve their professional approach and understanding (Wiles et al., 2011). Case study research is the assessment of a single unit in order to establish its key features and draw generalisations (Bryman, 2012). It can offer an insight into the specific nature of any example, and can establish the importance of culture and context in differences between cases (Silverman, 2013). This form of research is effective in financial research, such as comparing the experiences of two companies, or comparing the effect of investment in difference contexts. Grounded theory is a qualitative methodology that draws on an inductive approach whereby patterns are derived from the data as a precondition for the study (May, 2011). For example, interview data may be transcribed, coded and then grouped accordingly to the common factors exhibited between respondents. This means that the results of the research are derived fundamentally from the research that has been completed, rather than where the data is examined to establish whether it fits with pre-existing frameworks (Flick, 2011). Its use is common in the social sciences (Bryman, 2012). Surveys tend to be used in quantitative research projects, and involve sampling a representative proportion of the population (Bryman Bell, 2011). The surveys produce quantitative data that can be analysed empirically. Surveys are most commonly used to examine causative variables between different types of data. Ethnography involves the close observation of people, examining their cultural interaction and their meaning (Bryman, 2012). In this research process, the observer conducts the research from the perspective of the people being observed, and aims to understand the differences of meaning and importance or behaviours from their perspective. An archival research strategy is one where the research is conducted from existing materials (Flick, 2011). The form of research may involve a systematic literature review, where patterns of existing research are examined and summed up in order to establish the sum of knowledge on a particular study, or to examine the application of existing research to specific problems. Archival research may also refer to historical research, where a body of source material is mined in order to establish results. 1.5: Choices The choices outlined in the research onion include the mono method, the mixed method, and the multi-method (Saunders et al., 2007). As the names of these approaches suggest, the mono-method involves using one research approach for the study. The mixed-methods required the use of two or more methods of research, and usually refer to the use of both a qualitative and a quantitative methodology. In the multi-method, a wider selection of methods is used (Bryman, 2012). The main difference between the mixed and the multi-method is that the mixed-method involves a combined methodology that creates a single dataset (Flick, 2011). The multi-method approach is where the research is divided into separate segments, with each producing a specific dataset; each is then analysed using techniques derived from quantitative or qualitative methodologies (Feilzer, 2010). 1.6: Time Horizons The Time Horizon is the time framework within which the project is intended for completion (Saunders et al., 2007). Two types of time horizons are specified within the research onion: the cross sectional and the longitudinal (Bryman, 2012). The cross sectional time horizon is one already established, whereby the data must be collected. This is dubbed the à ¢Ã¢â€š ¬Ã‹Å"snapshotà ¢Ã¢â€š ¬Ã¢â€ž ¢ time collection, where the data is collected at a certain point (Flick, 2011). This is used when the investigation is concerned with the study of a particular phenomenon at a specific time. A longitudinal time horizon for data collection refers to the collection of data repeatedly over an extended period, and is used where an important factor for the research is examining change over time (Goddard Melville, 2004). This has the benefit of being used to study change and development. Furthermore, it allows the establishment of some control over the variables being studied. The time horizon selected is not dependent on a specific research approach or methodology (Saunders et al., 2007). 1.7: Data Collection and Analysis Data collection and analysis is dependent on the methodological approach used (Bryman, 2012). The process used at this stage of the research contributes significantly to the studyà ¢Ã¢â€š ¬Ã¢â€ž ¢s overall reliability and validity (Saunders et al., 2007). Regardless of the approach used in the project, the type of data collected can be separated into two types: primary and secondary. 1.7.1: The Primary Data Primary data is that which is derived from first-hand sources. This can be historical first-hand sources, or the data derived from the respondents in survey or interview data (Bryman, 2012). However, it is not necessarily data that has been produced by the research being undertaken. For example, data derived from statistical collections such as the census can constitute primary data. Likewise, data that is derived from other researchers may also be used as primary data, or it may be represented by a text being analysed (Flick, 2011). The primary data is therefore best understood as the data that is being analysed as itself, rather than through the prism of anotherà ¢Ã¢â€š ¬Ã¢â€ž ¢s analysis. 1.7.2: Secondary Data Secondary data is that which is derived from the work or opinions of other researchers (Newman, 1998). For example, the conclusions of a research article can constitute secondary data because it is information that has already been processed by another. Likewise, analyses conducted on statistical surveys can constitute secondary data (Kothari, 2004). However, there is an extent to which the data is defined by its use, rather than its inherent nature (Flick, 2011). Newspapers may prove both a primary and secondary source for data, depending on whether the reporter was actually present. For a study of social attitudes in the Eighteenth Century, or for a study of the causes of fear of crime in present day UK, newspapers may constitute primary data. Therefore, the most effective distinction of the two types of data is perhaps established by the use to which it is put in a study, rather than to an inherent characteristic of the data itself. 1.8: Research Design The research design is the description of how the research process will be completed. It is a framework which includes the considerations that led to the appropriate methodology being adopted, the way in which the respondents were selected, and how the data will be analysed (Flick, 2011). There are a number of different characteristic research designs, namely the descriptive, explanatory, and the exploratory. The descriptive research design relates to reflecting the experiences of respondents. It is thus related closely to ethnographic studies, but a quantitative framework is also an appropriate framework; for example, the demographic characteristics of a population subgroup can be reported (Bryman, 2012). An explanatory research design is focused on how to effectively explain the characteristics of a population or a social phenomenon (Saunders et al., 2007). This may be seen as effective where using a quantitative framework, where the influence of one variable on another can be established (Kothari, 2004). The exploratory study is an exploration of an issue that takes place before enough is known to conduct a formulaic research project. It is usually used in order to inform further research in the subject area (Neuman, 2003). 1.9: Samples A sample is a representative segment of a larger population (Bryman, 2012). In quantitative research, the sample size and how it is selected can be used to establish the reliability of the results of the study. In qualitative research, the sample characteristics are also important, but much smaller samples tend to be used. 1.9.1 Sample Size The sample size represents the number of respondents selected from the overall population that are used in the research (Newman, 1998). In quantitative research, the size of the sample is essential in determining the reliability of the results of a study. Sample sizes of much less than 30 will tend to produce results where individual respondents may skew the results. In such cases, the larger the sample size the more reliable will be the results (Flick, 2011). In qualitative research, the size of the sample is less important, and the concept of representativeness is not as strong a guideline for the validity of the research. 1.9.2: Sampling Techniques Sampling techniques are the ways in which an appropriate sample size is selected for the wider study (Bryman, 2012). There are a number of accepted techniques that can be used. A random sample represents individuals within a larger population who are chosen at random. However, this can result in random distribution, which can mean significant skewing resulting from the random nature of sample selection (Neuman, 2003). For example, a random sample may result in more males than females being represented in a sample, or an unequal distribution across ages. A stratified sample may then be used to ensure that the representatives of the population in the sample reflect the significant characteristics of the wider population, such as making sure that the demographic characteristics of age and gender are reflected in the sample (Newman, 1998). A convenience sample is where the sample is taken from an existing framework, such as an educational institution, given that the ways in which respondents may be recruited is relatively straightforward. This may be appropriate if a study is concerned with studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ views, and it proved convenient to sample just one educational institution; it may be considered unlikely that significant variation in studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ characteristics will occur between institutions or that those characteristics will have a significant effect on the results of a study. Conclusions In this study, the different stages of the research onion were described. Given the research onion comprises different stages of many research projects and can be effectively adapted to different models, this report has necessarily been summative and restricted in depth. However, the stages defined by Saunders et al. (2007) have been expounded upon, and the usefulness of the staged development of the onion demonstrated. The most effective model of its effectiveness, however, lies in its use. References Banister, P., Bunn, G., Burman, E., Daniels, J. (2011). Qualitative Methods In Psychology: A Research Guide. London: McGraw-Hill International. Beiske, B. (2007). Research Methods: Uses and limitations of questionnaires, interviews and case studies, Munich: GRIN Verlag. Bryman, A. (2012). Social research methods (5th ed.). Oxford: Oxford University Press. Bryman, A., Allen, T. (2011). Education Research Methods. Oxford: Oxford University Press. Bryman, A., Bell, E. (2011). Business Research Methods (3rd ed.) Oxford: Oxford University Press. Feilzer, M. Y. (2010). Doing mixed methods research pragmatically: Implications for the rediscovery of pragmatism as a research paradigm. Journal of Mixed Methods Research, 4(1), pp.6-16. Flick, U. (2011). Introducing research methodology: A beginners guide to doing a research project. London: Sage. Goddard, W. Melville, S. (2004). Research Methodology: An Introduction, (2nd ed.) Oxford: Blackwell Publishing. Gulati, P. M. (2009). Research Management: Fundamental and Applied Research, New Delhi: Global India Productions. Institut Numerique, (2012). Research Methodology, http://www.institut-numerique.org/chapter-3-research-methodology-4ffbd6e5e3391 [retrieved 3rd October, 2014]. Kothari, C. R. (2004). Research methodology: methods and techniques. New Delhi: New Age International. May, T. (2011). Social research: Issues, methods and research. London: McGraw-Hill International. Monette, D.R., Sullivan, T. J., DeJong, C. R. (2005). Applied Social Research: A Tool for the Human Services, (6th ed.), London: Brooks Publishing. Neuman, W. L. (2003). Social Research Methods: Qualitative and Quantitative Approaches, London: Allyn Bacon. Newman, I. (1998). Qualitative-quantitative research methodology: Exploring the interactive continuum. Carbondale: Southern Illinois University Press. ÃÆ'–stlund, U., Kidd, L., WengstrÃÆ' ¶m, Y., Rowa-Dewar, N. (2011). Combining qualitative and quantitative research within mixed method research designs: a methodological review. International Journal of Nursing Studies, 48(3), pp. 369-383. Podsakoff, P. M., MacKenzie, S. B., Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. Annual Review of Psychology, 63, pp.539-569. Rowley, J. (2012). Conducting research interviews. Management Research Review, 35(3), pp.260-271. Saunders, M., Lewis, P., Thornhill, A. (2007). Research Methods for Business Students, (6th ed.) London: Pearson. Silverman, D. (2013). Doing Qualitative Research: A practical handbook. London: Sage. Snieder R. Larner, K. (2009). The Art of Being a Scientist: A Guide for Graduate Students and their Mentors, Cambridge: Cambridge University Press. Wiles, R., Crow, G., Pain, H. (2011). Innovation in qualitative research methods: a narrative review. Qualitative Research, 11(5), pp.587-604.

Whale Riders Film Analysis

When choosing a film for this assignment, my original choice was Bend It Like Beckham because I had heard of it and I had a general idea what it was about. I then decided that I wanted to take on a more challenging film, one that I had never heard of, and one that I would really have to study to understand its full meaning. After looking into a few of the listed movies, I ended up choosing Whale Rider, a drama filmed in New Zealand in 2002. After watching the movie two times, I feel that I now understand some of the more drastic cultural and gender based problems that are occurring today. The film's plot follows the story of Paikea Apirana, yet she goes by the name Pai in the film. Pai is a 12-year-old girl who is the only remaining child in the line of the tribe's chiefly succession after the death of her twin brother and mother when she was born. By tradition, the leader of the tribe should be the first-born son, or a direct descendant of Pai’s family. Yet because there is no direct male descendant, Pai’s grandfather Koro Apirana has to find the next male leader amongst their tribe. Koro is the current leader of the tribe and has to set up a series of tasks that are required to become the next leader of the tribe. Unfortunately, Pai is female and technically cannot inherit the leadership. Throughout the movie, Pai’s grandmother Nanny Flowers encourages her to train just as the boys of the tribe do to hopefully convince her grandfather to name her the new leader. One of the final tasks to be named the tribe leader is to retrieve a whale’s tooth from the sea by riding the back of a whale out to sea, hence the name of the film being Whale Rider. After watching this film, I feel that the director Niki Caro is trying to explore the ways that gender and power are exemplified in certain cultures around the world. I feel that the main example from this film involves the main character Pai being female and how that limits what she can and cannot do in her tribe. The tribe’s past history has always told them that a male should be leader and that females are to never be in power in any way, shape, or form. When the young boys are training with Koro to hopefully become the next descendent to be leader of the tribe, Pai is still not allowed to take part in the events. I feel that gender issues are also present in the everyday life of people all around the world, not just in this particular small tribe. It is a proven fact that in America, the average wage of men is higher than the average wage of women. Men also tend to hold higher positions in various labor industries across the country. Gender discrimination has always been a major issue in many societies around the world, yet many feminists groups around the world are slowly making the issue diminish. Another aspect of the film that Niki Caro explores is the way the power and control affects the lives of anyone in a given society. In the film, Pai’s grandfather Koro exerts his power over Pai by informing her that she will never be leader of the tribe due to her gender. Throughout the film he continuously tells her that she is the reason that the tribe may be at its final downfall. Even though she did nothing wrong, her being female makes her grandfather feel let down. Koro is in charge of everything that the people of the tribe do on a regular basis. He is the person who makes all of the decisions and controls all events. The presence of his power makes him seem like more of an intimidating figure who can control the lives of others. This leads to my first concept from our reading that was illustrated in Whale Rider which is Ideology of Patriarchy, or the structural dominance of men that is built into the institutions of society. Whale Rider exemplified the Ideology of Patriarchy perfectly because of how Koro ran his tribe. For generations, this tribe was always told that a man is to be the leader. When Pai is the only remaining family descendent, Koro becomes aggravated because she is female and will not be able to carry on the tradition of men as leaders. As the movie progresses, you begin to notice that Koro is slowly starting to accept the fact that maybe his granddaughter is fit to be a leader of their tribe. This leads to the second concept that I feel was expressed which is the idea of identification and the extent to which an individual is likely to make a decision that aligns with organizational objectives. When Koro originally has the feeling that Pai is not suitable to be leader, he is under the impression that he has to find someone outside of the family to take over his role once he passes. He soon realizes that the real thing that he should be focusing on is keeping the leader role in the family. Identification is accomplished by accepting the importance of family and what it means to be true and respecting of those who are closest to you in your life. The theory of identification also carries over to idea of the control that Koro has over his tribe. When Koro initially begins scouting young boys around the tribe in order to find his next leader, he set up training and a series of tasks each person needed to succeed with. Koro exerts what is my third concept of concertive control, or when explicit written rules are replaced by common understanding of values, objectives, and means of achievement, along with a deep appreciation for the organization’s mission. During Koro’s training of the young boys, Pai was secretly training with her uncle who knows all of the ways of fighting and training needed to succeed. When Pai defeats a young student of Koro’s in a fight, Koro becomes very upset but begins to realize that she may be the most suitable for the leader role. Koro eventually understands that the value of keeping the leadership role in the family is the most important objective, even if the descendant is female. This leads to the final concept that the film expresses which is the role of gender in society and the different aspects of how gender is treated in this particular tribe. From our readings, we learned that gender is socially constructed depending on the society’s specific views and morals. In this tribe, females are not able to hold any type of leadership role. We also learned that gender is learned and performed. Typical themes of femininity could be classified as sensitive, caring, beautiful, and in some cases accept negative treatment. Even though Pai had always grown up learning what it meant to be a girl and a woman, she had to learn certain aspect of masculinity in order to become leader of the tribe. She had to learn how to fight, how to train, and how hold a position of power of a group of people. Pai was able to show her family and the people of her tribe that a female can do anything a male can do and do it just as successfully. Whale Rider taught me a lot of different aspects the ways that people treat others in society. I have never agreed with the idea that men can always do things better than women, but this film really pressed that into my mind. I now have a whole new appreciation for feminists and everything that they stand for. Women have the same rights that men do and should be given the same amount of opportunities in life. I feel that Whale Rider was a great film that was able to show the viewers how power and control really affects people. This film was the perfect way to show the world what it really means to stick up for yourself and fight for what you believe in.

Comparison of Humanistic and Biological Theories

Comparison of Humanistic and Biological Theories The articles chosen tend to be more informative in illustrating the humanistic theories and the biological theories. The articles are more scholarly and add knowledge in comprehending and being able to apply the different ideologies concerning the comparison of the theories and application in the real life situation. The basic concepts of biological theories and the humanistic theories show great differences. To begin with, it important to highlight the basic concepts that illustrates the social psychology. The humanistic theories describe the adherence on the present rather than to the past or to the future (Maslow, 1967). Healthy people need to take the health regardless of the actions taken. Every person; explain the possession of the inherence. Regardless of the presence of the negative actions that may affect a person. In addition, the fourth aspect indicates the achievement of personal growth and comprehending the goal in life. On the hand, the biological view has the different focus in that the feeling other that the personal worth. The living theorists point at the generic makeup, which depicts the individual way of determining the intelligence. The indirect relation of their biological concept shows the way it affects growth. The living theorist point at the intelligences and the genes and determine the character of humans (Zentall Galef, 1988). Regardless of this view, the humanistic theories are oversimplified in the way of its argument while the biological theory is overcomplicated. Although they represent the essence of being on the illustration of the person, personality there is the emphasis on the essence of the theories. The premise of the biological theory indicates that people inherit the features from their family members. Furthermore, the theory indicates that individuals have no power of influencing their characteristic characteristics since they are genetically modified and predetermined. This differs with the humanistic theory in which it indicates that an individual have the power to influence their features. This can be through learning behaviors and influences from the environment. Findings The findings according to the different theorists indicate that humanistic and biological theories are different. The humanistic theory as stated by Abraham Maslow in the example of the hierarchy of needs. According to Maslow, (1967) â€Å"A THEORY OF METAMOTIVATION: THE BIOLOGICAL ROOTING OF THE VALUE-LIFE†, the highest rank based on his pyramid is self-actualization as individuals fulfill their needs fully. According to biological theorists, Hans introduced the three dimension of their explanation of the individuals character. They include the extroversion-introversion, psychotics and neurotics. His argument is based ion the classification that either shows the outgoing and the impulsive example of the personality traits. In my opinion, a different view tends to show the character of people. The theory of Maslow is valid since in the current world people strive to meet basic needs and climb the ladders as they seek to self-actualize. It helps in the management and motivation regarding personal development. The psychological; needs are food, sex, clothing, shelter, health, water and sleep. The biological perspective is in detail as it is a fact that our brains develop and consist of neutrons. The physical characteristics show the disposition of the characteristics. I would choose the humanistic theories because I can easily relate and understand especially when using Maslows theory. Conclusion In conclusion, the theoretical perspective tends to explain the human character. The theory relates in their explanation of character. It is important to view the behavioral characteristics that are learned depending on the environment. The analysis of the humanistic and biological theories helps in understating the human character and the traits they represent. References Maslow, (1967) A THEORY OF METAMOTIVATION: THE BIOLOGICAL ROOTING OF THE VALUE-LIFE., A. H. Journal of Humanistic Psychology, Vol 7(2), 1967, 93-127. Doi: T. R. Zentall, B. G. Galef, (1988) Social Learning: Psychological and Biological Perspectives

Indian Classical Dance and Music - 1978 Words

Its only for a section of society. The masses cant really relate to it.; Its extinct.; I dont know anything about that. But I can talk to you about Jazz, if you want. Talk about Classical Music and Dance and these are the replies you get from the people of the country, supposedly so rich in heritage and culture. Boasting to have strong traditional and cultural roots, our country has always called itself the land of arts. Unfortunately, the very same country lives in an irony today as its classical arts face an abandonment from the masses. Who is to be blamed? is the big question. India claims to be the land of art and culture. Yet sadly, if we look at the present scenario, we find hardly anyone with genuine interest or†¦show more content†¦The times have changed. And so have the demands of the people. They enjoy a Reshammiya Concert over a Classical Music Night. The basic thought that Indian classical arts are backward Indian Classical arts instil within you the kind of traditional values that We take great pride in talking about our great Indian culture. But who is keeping it alive? Its the ignored artists who are keeping the literature, The basic interest in classical traditional art was more. The number of performances have gone up Western influence too much in lifestyle and art. Is the media, people or the audience? We are making the effort of going out. Institutions are going and trying to create awareness Even if you somehow find the opportunities, it is disheartening to see the response of the audience. Though, Shovana Narayan has a different story to tell. After performing in front of a jam packed crowd at Surajkund, I least expected to have a Haryanvi man coming up to me and telling how much he enjoyed the beauty of the performance. We judge the intellect of the common man too soon. Given the platform to see quality arts, they will also learn to appreciate it. Professional Hazard Every profession has its own related hazards with it. Its a non glamourous profession and it has and appeal to a select audience, says Oddissi dancer, Rashi Khanna. There is so much art in our country. And every art form hasShow MoreRelatedIndian Dance Is The Expression Of India s Rich Cultural Heritage And Traditions1142 Words   |  5 PagesIndian dance is the expression of India’s rich cultural heritage and traditions. Mythology, legends, classical literature, nature and everyday life is the basis and inspiration of the movements from Indian dance. Indian dance is separated into two main forms, folk and classical. Indian folk dance is the expression of joy. It is performed regularly, and also on special events, such as to celebrate the arrival of seasons, birth, festivals and weddings. 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The origins of classical music can be traced to the Natya Shastra, a SanskritRead MoreEssay on Indian Music1105 Words   |  5 PagesIndian Music The music of India is one of the oldest unspoken musical traditions in the world. The basis of for Indian music is â€Å"sangeet.† Sangeet is a combination of three art forms: vocal music, instrumental music (Indian music). Indian music is base upon seven modes (scales). It is probably no coincidence that Greek music is also base upon seven modes. Furthermore, the Indian scales follow the same process of modulation (murchana) that was found in ancient Greek music. Since Greece is alsoRead MoreKathak And Indian Culture And Culture1296 Words   |  6 Pageswell-known then others. It can take the form of both music and dance, and Indian culture in particular is very popular around the world, especially concerning their types of dance. One dance style is called kathak, and it is performed in several countries. Kathak is especially important for Indian culture because it is also a way for the Indian diaspora to connect with their culture and associate with it. As a result, kathak dance is a part of Indian identity, and strongly influences its individualsRead MoreIndian Music4009 Words   |  17 PagesIndia The music of India includes multiple varieties of folk, popular, pop, classical music andRB. Indias classical music tradition, including Carnatic and Hindustani music, has a history spanning millennia and developed over several eras. It remains fundamental to the lives of Indians today as sources of spiritual inspiration, cultural expression and pure entertainment. India is made up of several dozen ethnic groups, speaking their ownlanguages and dialects, having distinct cultural traditionsRead MoreThe Taj Mahal or The Golden Temple820 Words   |  3 PagesTomb 2 Festivals 3 Dance 3 Theater 3 Music 3 India has some of the world’s greatest arts. For example the Taj Mahal, the Golden Temple, and Sri Ranganathaswamy Temple. In India, art is expressed in many different forms. India has one of the world’s largest collections of songs, music, dance, theatre, folk traditions, performing arts, rites and rituals, paintings and writings. PAINTED ART History History in painted art is very important to Indian culture. The earliest Indian paintings were theRead MoreA Brief Look at Bharatanatyam1597 Words   |  6 PagesIntroduction â€Å"India’s precious heritage of music, drama and dance is one which we must cherish and develop. We must do so not only for our own sake but also for our contributions to the cultural heritage of mankind. Nowhere is it truer than in the field of art that to sustain means to create. Traditions cannot be preserved but can only be created afresh. It will be the aim of this Akademi to preserve our traditions by offering them an institutional form†¦Ã¢â‚¬  (Maulana Azad, 28th January 1953, inaugurationRead MoreHindu Religion And Hindu Churches1153 Words   |  5 Pagessinging and dancing. Also he helps many people in the community to sing and learn to dance Indian classical music. Rick teaches two days a week Mondays and on Wednesdays. He also told me that he loves helping people realize their talent in dancing classical music and singing bhajans (a traditional Indian song sang in church). My last person who I interviewed is Valiene; she helps Rick with teaching the stud ents to dance. I asked her how many people does she teach? She told me she teaches about 20 students