Tips for Writing Broadcast News Copy

The idea behind news writing is pretty simple: keep it short and to the point. Everyone writing for a newspaper or website knows this. But that idea gets taken to a new level with it comes to writing copy for radio or television broadcasts. There are lots of tips for broadcast news writing that make the job a little easier. Keep It Simple Newspaper reporters who want to show off their writing style occasionally insert a fancy word into a story. That just doesnt work in broadcast news writing. Broadcast copy must be as simple as possible. Remember, viewers arent reading what youre writing, theyre hearing it. People watching TV or listening to the radio generally dont have time to check a dictionary. So keep your sentences simple and use basic, easily understood words. If you find youve put a longer word in a sentence, replace it with a shorter one. Example: Print: The physician conducted an extensive autopsy on the decedent.Broadcast: The doctor did an autopsy on the body. Keep It Short Generally, sentences in broadcast copy should be even shorter than those found in print articles. Why? Shorter sentences are more easily understood than long ones. Also, remember that broadcast copy must be read out loud. If you write a sentence thats too long, the news anchor will be gasping for breath just to finish it. Individual sentences in broadcast copy should be short enough to be easily read in one breath. Example: Print: President Barack Obama and congressional Democrats sought to ease Republican complaints about a massive economic stimulus plan Friday, meeting with GOP leaders in the White House and promising to consider some of their recommendations.Broadcast: President Barack Obama met with Republican leaders in Congress today. The Republicans arent happy with Obamas big economic stimulus plan. Obama says hell consider their ideas. Keep It Conversational Many sentences found in newspaper stories simply sound stilted and unwieldy when theyre read out loud. Use a conversational style in your broadcast writing. Doing so will make it sound more like real speech, as opposed to a script someone is reading. Example: Print: Pope Benedict XVI joined U.S. President Barack Obama and Queen Elizabeth II on Friday by launching his own YouTube channel, the latest Vatican effort to reach out to the digital generation.Broadcast: President Obama has a Youtube channel. So does Queen Elizabeth. Now Pope Benedict has one, too. The pope wants to use the new channel to reach out to young people. Use One Main Idea per Sentence Sentences in newspaper stories sometimes contain several ideas, usually in clauses that are broken up by commas. But in broadcast writing, you really shouldnt put more than one main idea in each sentence. Why not? You guessed it — put more than one main idea per sentence and that sentence will be too long. Example: Print: Gov. David Paterson appointed Democratic U.S. Rep. Kirsten Gillibrand on Friday to fill New Yorks vacant Senate seat, finally settling on a woman from a largely rural, eastern district of the state to replace Hillary Rodham Clinton.Broadcast: Gov. David Paterson has appointed Democratic Congresswoman Kirsten Gillibrand to fill New Yorks vacant Senate seat. Gillibrand is from a rural part of the state. She will replace Hillary Rodham Clinton. Use the Active Voice Sentences written in the active voice just naturally tend to be shorter and more to-the-point than those written in the passive voice. Example: Passive: The robbers were arrested by police.Active: Police arrested the robbers. Use a Lead-In Sentence Most broadcast news stories start with a lead-in sentence that is fairly general. Broadcast news writers do this to alert viewers that a new story is being presented, and to prepare them for the information that is to follow. Example: Theres more bad news today from Iraq. Note that this sentence doesnt say very much. But again, it lets the viewer know that the next story is going to be about Iraq. The lead-in sentence almost serves as a kind of headline for the story. Heres an example of a broadcast news item. Note the use of a lead-in line, short, simple sentences, and a conversational style. Theres more bad news from Iraq. Four U.S. soldiers were killed in an ambush outside Baghdad today. The Pentagon says the soldiers were hunting insurgents when their Humvee came under sniper fire. The Pentagon hasnt yet released the soldiers names. Put Attribution at the Start of the Sentence Print news stories usually put the attribution, the source of the information, at the end of the sentence. In broadcast news writing, we put them at the beginning. Example: Print: Two men were arrested, police said.Broadcast: Police say two men were arrested. Leave out Unnecessary Details Print stories tend to include a lot of details that we just dont have time for in the broadcast. Example: Print: After robbing the bank, the man drove approximately 9.7 miles before being apprehended, police said.Broadcast: Police say the man robbed the bank, then drove nearly 10 miles before he was caught. Sources Associated Press, The. Rep. Gillibrand gets Clintons Senate seat. NBC News, January 23, 2009. Associated Press, The. Vatican launches Pope YouTube channel. CTV News, January 23, 2009. jengibson. Simplifying Print Writing. Course Hero, 2019. What makes good broadcast writing? StudyLib, 2019.

Religion Christian Science - 1395 Words

Christian Science is an idealistic and most radical form of transcendental religiosity. The study of Christian Science teaches a feeling of understanding of Gods goodness and the differences between good and evil, life and death. The purpose of this paper is to address how the study of Christian Science helps us better understand the impact of globalization in America, as well as the impact of American on globalization. This paper is important because globalization features a dominant worldview. All throughout the world people believe, study and teach different types of religious movements that impact others. People need to better understand how certain religions modify, conflict with, and impact the world. First, it will discuss†¦show more content†¦This movement asserts humanity and the universe as one. Its spiritual rather than material in nature. Worship and devotion in daily life involves praying and studying the Christian Science Bible. Throughout the year, o ne hour Sunday services are held and testimonies of healing were weekly on Wednesdays. The beliefs that go along with this new revelation teaches us of the existence of an all-powerful God and the gratefulness, authority and inspiration of the Bible. Any and everything created on this world is entirely spiritual and perfect and that matter does not exist. One of the main things Christian Science teaches is that they can heal themselves spiritually through prayer and realizing illness, sin and death do not exist. Also, Christian Science adherents believe in the practice of telepathy for a form of psychic healing. Besides praying every day for welfare and health of the local communities, Christian Scientists would host public events regularly where people could learn about this new religious movement. This event helped Christian Science globalize because the world was learning about this religion through the words of its adherents. America, having a remarkable religious div ersity, easily spread the thoughts and ideas of Christian Science where it quickly became a well know religious movement. When hearing about a new religion such as Adventism, NewShow MoreRelatedA Brief Research of Christian Science Essay775 Words   |  4 PagesChristian Science What is Christian Science? Who is Mary Baker Eddy? Where does Christian Science come from? Is Christian Science like Scientology? What are Christian Science beliefs? Why are we here and where do we go when we die? These question may be raised when you hear Christian Science. Christian Science is unique in its own way, it may not seem all that amazing like other religions but Christian Science is truly amazing over all. Some people refer to Christian Science as non-ChristianRead MoreHealthcare Provider and Faith Diversity Essays1894 Words   |  8 Pageshead: HEALTHCARE PROVIDER AND FAITH DIVERSITY Healthcare Provider and Faith Diversity Judy Mills GCU HLT 310V September 14, 2012 Abstract This paper compares the philosophies of three diverse faiths, that of: Buddhism, Islam, and Christian Science, comparing them to Christianity. We will look at basic beliefs, spiritual perspectives on healing, beliefs about healthcare, and components of healing such as prayer, meditation, and rituals followed. We will also look at what is important toRead MoreThe Church Of Worship Associated With Their Religion2076 Words   |  9 PagesFor the many people who choose to follow a religion, the place of worship associated with their religion often serves as the center of their religious experience. For followers of Christianity, this significant place is a church. By attending church services weekly, or sometimes even daily, more common among extremely devoted members, people give meaning to the church itself. Without the church community, meaning the people who belong to the church, the church could be just any another brick buildingRead MoreI Appreciate Barbour s Praiseworthy And Toil some Effort914 Words   |  4 PagesIII. Critique First of all, I appreciate Barbour’s praiseworthy and toilsome effort to put theology and science in a meaningful and fruitful dialogue, by seriously taking account of both continuities and discontinuities between scientific metaphors and religious metaphors. For Barbour, because both disciplines have continuities and discontinuities they can contribute to our more comprehensive understanding of the reality of our experiences in the world through their metaphorical relationshipRead MoreThe Compatibility of Faith and Reason1226 Words   |  5 PagesIn today’s modern western society, it has become increasingly popular to not identify with any religion, namely Christianity. The outlook that people have today on the existence of God and the role that He plays in our world has changed drastically since the Enlightenment Period. Many look solely to the concept of reason, or the phenomenon that allows human beings to use their senses to draw conclusions about the world around them, to try and understand the environment that they live in. HoweverRead MoreReligious Liberty Paper1903 Words   |  8 PagesIs our society’s strict adherence to religious freedoms costing the lives of innocent children? The Christian Science Church rely on the Establishment Clause and The Free Exercise Clause of the First Amendment as granting themselves and their children exemption from medical intervention. But because of their insistence in relying solely on prayer for the healing their sick children, approximately one child a month in the U.S. is known to die from an illness that would have been curable had theyRead MoreTwo Opposing Powers1619 Words   |  7 Pages I recently read two articles concerning the topics of science and religion. Chet Raymo, author of Miracles and Explanations, offers insight on how science and religion are closely related while David Ludden, author of â€Å"Teaching Evolution at a Christian College†, declares that science a nd religion are too contradicting from one another and that people are unwilling to open their minds to new ideas once they have established their beliefs (Raymo Ludden, 2011). This is a topic that has had controversyRead MoreThe Clash of Faith and Evidence1545 Words   |  6 PagesClash of Faith and Evidence History has shown that in the past, religion dominated as an explanation of knowledge and was used to explain many of the worlds mysteries such as why the sun rises and sets and how the world came to be. Science, using concrete and tested evidence, gave light to many of these mysteries and debunked the myths created from religion. In todays modern society, science has advanced in a remarkable fashion. Science has broken down objects into structured molecules, found theRead MoreRelationship Between Science And Religion Essay2131 Words   |  9 PagesThe relationship between science and religion as Western categories of thought has long been fraught with tension; academics suggest that the conflict between religion and science arose in the 17th century, as a result of the Galileo Affair, and continued into the 18th century Age of Enlightenment. Others, however, suggest that the dispute between the two systems of belief may even be traced as far back as classical antiquity. Even to day, it is clear that tensions endure between academics unableRead More Cosmology: Science Vs Religion Essay822 Words   |  4 Pages In the eighteenth and nineteenth centuries, Christian belief encountered significant opposition. Until then, most of the world shared the belief of the â€Å"Medieval world view† that not only was the earth positioned at the center of the universe, but that God was all knowing, all powerful and all good. God was thought to have created and sustained the wondrous workings of the universe. This belief told the people all they needed to know about the meaning and purpose of life. Then, scientific discovery

Mathematical Thinking and Numeracy Process

Question: Write essay on "The nature and the development of the mathematical thinking and numeracy process in children". Answer: Introduction Mathematics is usually the most international of all the curriculum subjects, and the understanding of this issue influences majorly on the decision making in all the areas from private, civil and the social aspects. Maths education is a key to the increase of the post school and the citizenship opportunities of the children today. In the present, as in the past many children struggle with mathematics and they are usually disaffected as they continuously encounter the obstacles to aspect of engagement.(Aunie Niemivirta, 2010) The numeracy skills are significant for all the children to develop. Without this components, the modern life becomes almost to the impossible to live. More often there is disagreement about how to approach the learning, and how this aspect should be introduced to the children. Sometimes when we think of the numeracy, we often think of the school rather not in the school setting and the teaching methods that are based on the rote learning and memorization of th e concepts. Having the positive attitudes and the competencies in the numeracy of mathematics is essential for successful learning of the children. (Aunie Niemivirta, 2010)The foundation of this jurisdiction is usually built at the early childhood. As the kids play at the shopping home corner, using the money and the cash register, they start to begin to engage in the counting, addition and subtraction and the various mathematical concepts. (Austin Howson, 1979)Such experiences allow the children to develop their numeracy abilities at their pace. There are various theories of the mathematical learning and the understanding which are suited for the teaching; some of these are behaviorism, Piaget, Constructivism, socio-culturalism and the theory of the embodied mathematics. On this essay, it will look at the socio-culturalism theory for the learning and the teaching of mathematics. It will explain why this method is best suited than the others learning theories. Besides, it would sh ow why the teaching and the learning of the maths have left rehearsal today, and focused more as being playfulness, creativity and having fun for the children. Socio-culturalism theoretical perspective The essence of selecting this theory of learning mathematics is because it is a student-centered pedagogy that they learn through the experiences of solving the problem. They learn to apply the thinking strategies and also the knowledge domain. The essence of this theory is to help the children to develop the flexible knowledge, the skills to solve the problem and have a learning that is initiated by them individually. More so they can develop these collaborative skills by being motivated on what they are doing. Understanding of the theory On this theory was developed by a man named Vygotsky and over the years his work has gained a lot of recognition in the education of the mathematics. His theory states that the development of the intelligence of the students results from the interaction of the world and the speech, the social interaction with others, and the cooperative activity of the social world.(Austin Howson, 1979) The children use the language to build on the cognitive tools that each has the conscious control over. The roles of the teacher are substantially centered to the utilization of this theory in that they should convey all the relationship that exists between the signs and the meaning of those signs portrayed by the children. According to the author he described a development that is referred to as Zone of Proximal that is essentially the distance between the elaboration of the child and their level of the potential development- that is the level of working with the adults.(Clarke, 2001) On this zone i t allows the adult to be the tool holder meaning; to have the conscious control of the various mathematical concepts, for the child until they can internalize on the external knowledge. Thus, this all process is referred to as the scaffolding. On the comparison to other theories of Piaget; Vygotskys theory stipulates that the child has an active role in the learning. (Mercer Sams, 2006)Therefore, the notion of the child needs to internalize the external knowledge is constructive. Another different that can be observed to Piagets theory is on the role of the teacher, implying that the Piagets do not address teaching correctly. The theory tends to exaggerate the view of the child construction understanding on their positions which should be done in the isolation. The behaviorism theory seeks to explain on the observable interactions with the learner to the environment and no interfering anything. In learning mathematics, there should be interaction with others example through activit y or play. This theory greatly discourages the aspect of learning through interaction, just by observation. In today times, the learning process has changed, and the children need to play, have fun and be creative. As a comparison to constructivism seek that the knowledge of a child is primarily constructed in the setting of the environment, with social-culturalism, there is a need for the social interaction in the world and the speech, and also the cooperative activity is the critical component of the social world(Mercer Sams, 2006). This how to develop the cognitive tools by interacting with the environment through playing, and being creative. Reasons why maths has left behind rehearsals and adopted playfulness, fun, and creativity The subject of mathematics in its pure sense is an abstraction. The use of the math has been a powerful tool in describing and prediction of the events in the world around us. The ability of the mathematics to model the effectively in the reality has made many scholars formulates a various fun model to make it more interactive in the school.(Aunie Niemivirta, 2010) In today, long are the days the subject used to be a rehearsal and memorizing of the concepts. There are various reasons today as to why teacher have left the rehearsals method and adopted the fun loving, and creative ones in the teaching. The use of teaching with these new method has been found to be useful as the intermediaries between the real world and the world of mathematics. Such methods tend to promote the problem-solving skills to the children by providing a vehicle in which these children can build on the model of the real life daily situations. (Austin Howson, 1979)The use of these fun method are found to be m ore abstract oriented than the actual situation but yet, less abstract than the formal symbol concept of the subject. Another aspect is that playing is critical elements more so in the early childhood curriculum of the children and the pedagogy. (Austin Howson, 1979)It is a vehicle for the learning purposes in which the children can demonstrate their learning outcome and help also scaffold the learning of the other children. The teachers today strive as much to promote various playing activities while teaching maths to facilitate on the children mathematical thinking ability to solving the puzzles. In schools now there are interest centers around the classroom of maths programs. (Clarke, 2001)Some of these are; puzzles, boxes, and drawing materials. The children are assigned each activity, and the teacher observes their ability to tackle the situation. The use of such material promote mathematical thinking of the children rather they would not focus on the rehearsals of the concepts but do them practically. The essence of play and have fun in the class is characterized by the non-linear aspect of what if the approach to thinking of the child.(Mercer Sams, 2006) In this sense, there would be multiple end points or the outcomes that are possible to a given situation. In essence, the aspect of playing or creativity creates various situations, where there is no single right answer. The use of these methods gives the child the ownership and the control in the initiation of that particular activity. In an example, the child who is immersed in the block play can create physical and conceptual space so as to determine the direction and the outcome of the game. When the child keeps others out of the play, he exerts the concept of control and competence. On this method, it helps to create individuals who are thinkers, ability and full of power. The aspect of the mathematic problem would not be hard to tackle since they have developed the problem-solving skills from the early childhood and it is fun to handle them(Clarke, 2001). Conclusion It is no secret that the face of the education has changed insignificantly over the past few years. The teachers across the world are working hard to equip the children with the skills that are required in the 21st Century world. There are a lot of argument that the mathematics is significantly becoming important in our society. It is evident that the pervasive technology is there in our times are and would continue to exist on the sustainability basis. These developing technologies to be mathematically competent. There is the need to insist on the flexibility and adaptability to the changing technology and to achieve this the educators must provide the learning environment that encourages the aspects of critical thinking, communication, the problem-solving skills and the global awareness. Some of the current strategies the educators are using to prepare the children in the 21st Century in learning of mathematics are; the use of the integrated technology, the use of the cooperative l earning structures that encompasses on children structured approach, so as to encourage interaction among the children. References Aunie, P., Niemivirta, M. (2010). Predicting children's mathematica performance in grade one by early numeracy. Learning and Individual Differences, 20(5), 427-435. Austin, J.L., Howson, A.G. (1979). Language and mathematical education. Educational studies in mathematics, 10(2), 161-197. Clarke, D. M. (2001). Understanding, assessing and developing young children's mathematical thinking: Research as a powerful tool for professional growth. Numeracy and beyond, 1, 9-26. Mercer, N., Sams, C. (2006). Teaching children how to use language to solve maths problem. Language and Education, 20(6), 507-528.

Qualitative and Quantitative Methodologies

Abstract Proponents of using quantitative or qualitative methodologies in the research process are inclined to point at advantages of their preferable paradigm while ignoring strengths of the other methods. Nevertheless, debates on the problem seem to be groundless because today researchers choose methodologies while focusing on the purpose of their studies, and they often mix methods to receive the most valid results.Advertising We will write a custom critical writing sample on Qualitative and Quantitative Methodologies specifically for you for only $16.05 $11/page Learn More In this context, inquiry concerns proposed by Patton to discuss the qualitative studies seem to be relevant to evaluate the quantitative methodology. From this perspective, it is rather difficult to determine the paradigm that can be discussed as more credible than the other one. That is why, modern debates are not as active as decades ago, and proponents of both quantitative and q ualitative methodologies propose to combine their features in one credible methodology. Introduction Current debates on the acceptability of using quantitative and qualitative methodologies and methods in science are based on the traditional opposition in the views of researchers who declare the advantages of different methodologies. According to Patton, the observed debate on selecting methodologies has its origin in the â€Å"long-standing debate in science over how best to study and understand the world† (Patton, 2001, p. 571). The debate is grounded not only on the problem of selection of methods but also on the opposition in theories and philosophies on which methodologies are based. Thus, the quantitative methodology refers to ideas of positivism, where the focus is on empirical factors and a distant researcher. According to Sale, Lohfeld, and Brazil, â€Å"the investigator is capable of studying a phenomenon without influencing it or being influenced by it† (Sal e et al., 2002, p. 44). The opposite situation is observed with references to the qualitative methodology because it is based on constructivism, the main idea of which is the construction of the knowledge based on the analysis of multiple realities (Sale et al., 2002, p. 45). Although the debate between proponents of qualitative and quantitative methodologies is still present in the scientific world, this debate is transformed into the discussion of possibilities to combine the qualitative and quantitative methods in order to receive the integrated inquiry which has strengths of both methodologies.Advertising Looking for critical writing on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More From this point, the purpose of this research paper is to evaluate the current debates on the acceptability of using quantitative and qualitative methodologies and to discuss the possibility of creating the effective integrated inquiry to overcome weaknesses and biases associated with using quantitative or qualitative methodologies. Assessment of typical inquiry concerns Developing the evaluation of the debates, it is necessary to discuss how researchers determine trustworthiness in relation to their methods and findings. Validity and reliability are the basic concepts which are used to discuss the effectiveness of quantitative methodologies. Boudah notes that these categories and concepts are not appropriate for discussing the qualitative methodologies because the qualitative data are usually presented in abstract notions (Boudah, 2010, p. 76). As a result, the main focus is on assessing credibility of the qualitative research based on three inquiry concerns formulated by Patton. The first important concern is the focus on â€Å"rigorous methods for doing fieldwork†; the second component is â€Å"credibility of the researcher†; and the third one is the â€Å"philosophical belief in the value of qualitative in quiry† (Patton, 2001, p. 570). At this stage, it is important to state why these aspects are determined as basic ones for discussing methodologies used by scientists. The focus on â€Å"rigorous methods for doing fieldwork† means using the most accurate methods and precise techniques in order to collect and analyze the data to receive credible and supported results (Patton, 2001, p. 570). From this perspective, the quality of the research directly depends on the quality of selected methods, tools, and techniques, thus, the quality of a methodology. This aspect is important to be referred to while developing the research because it creates the fundament for the investigation. The role of the researcher is also important because the quality of findings depends on the researcher’s training and experience in the field (Boudah, 2010, p. 76; Sale et al., 2002, p. 46). Patton concentrates on the discussion of the qualitative methodology, and the third criterion can be e xplained as the necessity of appreciating qualitative methods as primary techniques (Patton, 2001, p. 570). In this case, the third aspect cannot be discussed to evaluate quantitative methods. Still, the other two criteria can be used to discuss the appropriateness of the quantitative methodology.Advertising We will write a custom critical writing sample on Qualitative and Quantitative Methodologies specifically for you for only $16.05 $11/page Learn More Inquiry concerns related to qualitative versus quantitative inquiries The criteria proposed by Patton are the fundament to direct the researcher’s activities regarding his work with the qualitative methodology. Differences in working with the qualitative data are discussed by Boudah who states that â€Å"the researcher processes the data in a unique way, based upon training, experience, bias, and other factors. This is different from the processing of statistical data† (Boudah, 2010, p. 7 6). In this case, the choice of methods and the researcher’s experience affect the research process significantly. As it is mentioned in the assessment of traditional inquiry concerns, such two aspects as the quality of methods and credibility of the researcher should also be discussed in the context of the quantitative methodology because two paradigms have not only differences but also similarities. According to Sale, Lohfeld, and Brazil, two methodologies are similar because â€Å"they share the tenets of theory-ladenness of facts, fallibility of knowledge, indetermination of theory by fact, and a value-ladened inquiry process† (Sale et al., 2002, p. 46). It is important to state that modern experimental and exploratory studies focus on collecting not only quantitative data but also qualitative data. As a result, to evaluate evidence, researchers need to use elements of the qualitative methodologies in addition to quantitative techniques (Sale et al., 2002, p. 45). Consequently, such traditional quantitative methods as experiments receive the features of qualitative studies. In this situation, the focus on inquiry concerns formulated by Patton is helpful for scientists who were traditionally discussed as users of quantitative methodologies. The most credible methodology The active debates develop round the question of the methodologies’ credibility or validity. In order to support their vision of methodologies’ credibility and determine the most credible and acceptable paradigm, researchers discuss methodologies’ strengths and weaknesses. In this context, the qualitative methodology is often discussed as less credible than the quantitative paradigm. Patton claims that there is â€Å"a lingering bias† against the qualitative methodology in the scientific world, and as a result, the qualitative data seems to â€Å"carry the stigma of ‘being soft’† (Patton, 2001, p. 573). The researchers support the ir ideas while stating that qualitative methods are rather ‘subjective’ in contrast to ‘objective’ quantitative methods based on logic and facts because the quantitative data are presented in easily generalized numbers when the qualitative data are presented in abstract notions (Bryman, 2007, p. 9; Sale et al., 2002, p. 47).Advertising Looking for critical writing on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Dependence of the qualitative data on the researcher’s interpretation is considered as a main challenge for discussing the paradigm as providing the objective data. Patton states that â€Å"qualitative rigor has to do with the quality of the observations made by an evaluator† (Patton, 2001, p. 575). In addition, according to Kerlinger, numbers extremely matter in the research because â€Å"everything is either 1 or 0† (as cited in Berg Lune, 2012, p. 4). From this perspective, the researchers are inclined to discuss the qualitative researches as dependent on a range of subjective factors. Berg and Lune state that â€Å"qualitative researchers need to be more precise, more careful in their definitions and procedures, and clearer in their writing than most other scientists† (Berg Lune, 2012, p. 4). It is a strategy to make the qualitative methodology more appropriate for using in the scientific world. In this context, proponents of the quantitative method s state that this paradigm is more workable and appropriate for the research in fields of psychology, nursing, and social sciences (Berg Lune, 2012, p. 5; Boudah, 2010, p. 76). The numerical data associated with the quantitative research is clear and representative. Thus, to receive the objective results and findings, proponents of the quantitative methodology offer to use experiments and studies where the results are calculated with statistical methods (Sale et al., 2002, p. 45). However, Patton, as a proponent of the qualitative paradigm, proposes the counterargument while stating that â€Å"numbers do not protect against bias; they merely disguise it† (Patton, 2001, p. 574). In this case, the users of quantitative methods remain to be confused because â€Å"numbers convey a sense of precision and accuracy even if the measurements that yielded the numbers are relatively unreliable, invalid, and meaningless† (Patton, 2001, p. 573). Following the ideas proposed by Gel o, Braakmann, and Benetka, it is possible to state that there is a â€Å"fundamental issue which has been often ignored within quantitative research: the issue of the ontology and epistemology of variables† (Gelo, Braakmann, Benetka, 2008, p. 267). Variables presented in quantitative measures often include the qualitative information in them because there is often a focus on the relationship between variables that is observed at the level of both quantitative and qualitative data (Gelo et al., 2008, p. 268; Sale et al., 2002, p. 45). From this perspective, the discussion of the quantitative methodology as more credible because of the focus on numbers seems to be unsupported with the practice of scientists. In this context, it is impossible to choose the most appropriate or effective methodology because it is necessary to refer to the purpose of the research rather than to the presence or absence of numerical data in results. The most actively used methodology in the scientif ic community While discussing the credibility of qualitative and quantitative methodologies, researchers often notes that the quantitative paradigm is more appropriate because it is frequently used in the scientific community. According to Gelo, Braakmann, and Benetka, quantitative approaches prevail in the scientific world; and focusing on the field of psychology, investigators note that â€Å"quantitative approaches have always dominated mainstream psychological research† (Gelo et al., 2008, p. 268). However, the vision of Gelo and the group of researchers is discussed as irrelevant by Bryman because the focus on the qualitative research and personal experiences is the basis for psychology (Bryman, 2007, p. 9). The more convincing argument against the prevalence of quantitative methods is proposed by Boudah and Patton, who state that the qualitative paradigm is more actively discussed in the field of social sciences when it is necessary to make conclusions based on observat ions or interviews (Boudah, 2010, p. 77; Patton, 2001, p. 580). Furthermore, those quantitative and qualitative paradigms followed in the modern scientific research, especially with the focus on the field of psychology and social sciences, should be discussed as mixed because researchers are inclined to combine methods to receive more detailed results. Creation of one integrated inquiry Many researchers agree to stop debates on the effectiveness of qualitative and quantitative methodologies with creating an integrated inquiry that could address the needs of proponents of both perspectives (Boudah, 2010, p. 77; Bryman, 2007, p. 9). The main question formulated as a result of prolonged debates on the appropriateness of qualitative and quantitative paradigms is â€Å"how to combine the strengths of each in a multimethods approach to research and evaluation† (Patton, 2001, p. 574). The researcher continues his discussion of the necessity to propose a new approach to research whil e stating that it is necessary to focus on â€Å"more balance and a better understanding of the situations for which various methods are most appropriate as well as grounded experience in how to combine methods† (Patton, 2001, p. 586). While being developed, this mixed approach can be discussed as effective to be utilized in different areas of knowledge and practice because many issues are too complex to be explored only in the context of one paradigm, and these complex questions require the discussion of data â€Å"from a large number of perspectives† (Sale et al., 2002, p. 46). In this context, the development of the integrated inquiry is the most effective solution in order to end the debates on the effectiveness of qualitative and quantitative methodologies. Both methodologies can be discussed as helpful to present objective and credible results, and the researcher benefits while combining the approaches. Conclusion Debates on the effectiveness of quantitative and qualitative methodologies are the characteristic feature of the scientific world. In spite of the fact that strengths and weaknesses of both paradigms can be clearly identified, there is an opinion that the quantitative methodology is more appropriate to be used in the research process because it provides the objective numerical data. However, the proponents of the qualitative methodology argue that such statements are groundless because the qualitative paradigm also has many strong points, and it is actively used by researchers. Having evaluated the visions and opinions of supporters of different paradigms, it is possible to state that the modern debate is rather unfounded. From this point, it is almost impossible to determine the paradigm that can be discussed as most credible in the situation when researchers are inclined to focus on combining methods belonging to different paradigms. Today, the debate on the problem is based on the idea of developing a paradigm that could combin e the features of quantitative and qualitative methodologies in one credible methodology. References Berg, B. L., Lune, H. (2012). Qualitative research methods for the social sciences. New York, NY: Pearson Education Inc. Boudah, D. (2010). Conducting educational research: Guide to completing a major project. New York, NY: SAGE Publishing. Bryman, A. (2007). Barriers to integrating quantitative and qualitative research. Journal of Mixed Methods Research, 1(1), 8-22. Gelo, O., Braakmann, D., Benetka, G. (2008). Quantitative and qualitative research: Beyond the debate. Integrative Psychological Behavioral Science, 42(3), 266-290. Patton, M. Q. (2001). Qualitative research evaluation methods. New York, NY: SAGE Publications. Sale, J., Lohfeld, L., Brazil, K. (2002). Revisiting the quantitative-qualitative debate: Implications for mixed-methods research. Quality Quantity, 36(1), 43–53. This critical writing on Qualitative and Quantitative Methodologies was written and submitted by user Isabell Wilkinson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.