Thursday, 9 January 2014

Social issues surrounding child marriages in PNG by Joshua Goa, Social Work strand, University of Papua New Guinea (2014)


The social issue associated with child marriages is child abuse. Child abuse is an act committed most often by parents or caregivers which endangers a child or young person’s physical or emotional health or development. Child abuse is not usually a simple incident, but takes place over time (HELP Resources Inc, 2005:23). When a child is involved in early child marriage to adult husband they are prone to abuses associated with physical, emotional, sexual and neglect. The perpetrator of child abuse in early marriage is usually the adult husband but sometimes can be from husband’s family. There is a strong relation between bride price and abuse. Bride price reinforce the notion that women are men’s property, thus providing an excuse for violence (Amnesty International, 2010).

 

Physical abuse occurs when a person purposefully injures or threatens to injure a child or young person. This may take the form of slapping, punching, shaking, kicking, burning, shoving or grabbing. The injury may take the form of bruises, cuts, burns or fractures.

 

 Emotional abuse is a chronic attack on a child or young person’s self esteem. It can take the form of name-calling, threatening, ridiculing, intimidating or isolating the child or young person.

 

Neglect is the failure to provide the child with the basic necessities of life, such as food, clothing,

shelter and supervision, to the extent that the child’s health and development are placed at risk.

 

Child Sexual Abuse occurs when an adult or someone bigger and/or older than the child uses power or authority over the child to involve the child in sexual activity. Physical force is sometimes involved. The Criminal Code, amended in 2003, prohibits rape including spousal rape. The same law prohibits sexual harassment and child sexual exploitation (JICA ,2010:6). Contact offences include touching and fondling through to sexual penetration. Noncontact offences include verbal sexual harassment, indecent exposure, ‘peeping’ and exposure to pornography. Therefore the two main components of child sexual abuse are:

 

·         An abuse of the unequal power relationship between a child or young person and an

older, bigger or more powerful person, which usually includes a betrayal of the child’s

trust

·         The sexual activity –actual, attempted or threatened – between a child or young person,

and an older, bigger or more powerful person.

“The commercial sexual exploitation of children (CSEC) is a fundamental violation of children’s rights. It compromises sexual abuse by the adult and remuneration in cash or kind to the child or a third person or persons. The child is treated as a sexual and commercial object. The commercial sexual exploitation of children constitutes a form of coercion and violence against children, and amounts to forced labour and a modern form of slavery” (HELP Resources Inc,  2005).

 

The three primary forms of CSEC are:

·         child prostitution;

·         child pornography; and

·         trafficking in children for sexual purposes.

Other forms include:

·         child sex tourism; and

·         child marriage for the purposes of sexual abuse or sexual exploitation.

 

PNG is a country of enormous cultural diversity with 836 distinct indigenous languages and many areas still very remote and isolated. Degrees of exposure to and participation in new social and cultural institutions vary across the country. Citizens’ awareness and comprehension of state law and administration varies, according to the outreach and effectiveness of the formal government institutions and staff. People’s accountability to state administrative and legal systems depends on the extent to which they access and enjoy services, security and protection from government administrative and legal institutions. It is not possible to generalise about any aspect of traditional culture in PNG. Levels of literacy, education, employment, incomes, mobility, contact and communication with the outside world vary among districts between provinces. Every setting is different. Sweeping political and economic changes of the last century have wrought radical social and cultural changes. The extent to which citizens and communities have been impacted by these changes depends on their proximity to and participation in new social and economic institutions and structures, as well as the values promoted, standards advocated and the behaviours modelled and encouraged by local community leaders (HELP Resources Inc, 2005). Therefore based on these facts it is highly emphasis that if a new law is to be developed to protect child marriages in PNG it must be effective made known to all the people of Papua New Guinea. This is because citizen’s awareness and comprehension of state law is the key to effectively protecting children against early child marriages.

 

 

Traditionally child marriages were seen normal and culturally right in most or all tribes in Papua New Guinea. Legal pluralism can be defined as multiple laws co-exist within a single environment. For example in PNG we have the Traditional Justice System and the formal justice system. Since legal pluralism exists in Papua New Guinea children’s rights must be considered when comes to the issue of early child marriage. The issue of child marriage has made most Papua New Guineans to come in conflict with the laws under the formal justice system.  This is because in the formal justice system the laws under PNG Marriage Act, § 7 (1963) stated that the Marriageable age is a male person is of marriageable age if he has attained the age of 18 years and a female person is of marriageable age if she has attained the age of 16 years.  This formal law on eligible marriage age is quite contradictory with the traditional justice system laws as most tribes in Papua New Guinea’s traditional laws do not based marriage time on age but rather based on the physical biological development of a child. For examples most traditional tribe based eligible criteria of marriage on puberty; girls having developed breast, having menstruation and developed pubic hair. For boys is having developed deep voice, facial and pubic hair.

 

This can be supported by literatures as most research shown that many societies in PNG based marriage criteria or maturity on puberty. Muruans (east of the Trobriand Islands) celebrated a marriage soon after the intended partners reached the age of puberty” (Lyons, 1925:p131). According to Lyons (1924:p58), however, girls were “immediately handed over to the care of older prospective husbands” and female infants were taken into the care of some female relative of her affianced “until she attains puberty”.

 

Sexual maturity was thought to be facilitated by coitus (Berndt, 1962:p87). South Coast, describes that the young girl is “subjected at about age eight to ten to serial sexual intercourse by adult men to procure sexual fluids for rubbing on the girl’s groom-to-be, “to help him grow”. Herdt, (1985, Guardians of the Flutes p178-85) reports heterosexual dealings with girl children was believed to precipitate menstruation. This idea is still commonly encountered by PNGIMR researchers.

 

Pre-puberty intercourse is recorded in Banaro (Middle Keram), where boy’s initiation into sexual life is experienced at the conclusion of his initiatory rites, with “an elderly woman” (cf. Haddon, 1920:p255). A minority of societies seem to permit seduction of boys by older women although in one society where this is thought to impede the boy’s growth it gives rise to complaints. Strathern, (1979, p17-8, 21-2) and Thurnwald (1921) relate that wedding customs and puberty rituals were intimately connected (16-7, 19, 32), specifically, boys were allowed sexual intercourse only after the rites (p32).

 

Genital touching has been recorded by Gillison (1993:p176), Van Baal (1966; cf. Money and Ehrhardt, 1973 [1996:p132]) and Hauser-Schäublin (1997:p106). Semen passed from male adults to male children is believed to have many qualities important to male growth, strength and identity. Boys were inseminated through anal and oral intercourse either secretly and ritually or more routinely and sometimes over a long period of time, through puberty and until bearded. Semen could be rubbed on cuts and during scarification.

 

Child betrothal is recorded, however, it does not necessarily mean sexual activity always took place while the wife was still a child:

• Betrothal before puberty used to be customary. Goudswaard (1863:p65-6), Gell (1975:p104);

• Manus girls were betrothed at age 8 or 10 (Mead, 1956:p31);

• Kewa girls could be married at menarche, but sometimes chosen before puberty (Franklin, 1965:p417);

• Kapauku marriageability was measured by “physical appearance” (thelarche), rather than menarche (Steinberg,

1959);

• Child marriage was noted among the “Kaowerawédja”, Van Eechoud ([1959]:63) and among the “Waropen”

Papua by Huizinga (1937:p436), but this was not noted a decade later (Held, 1947:p99);

• Gogodala girls usually married when they reach the age of puberty (Lyons, 1926).

 

However, with regard to marriage, especially, much social change has occurred since intense missionisation, especially from the 1920s up till now. There is some anthropological reference (Janssen, D. F, 2002) to perceptions of younger children as more exciting sexual partners. However in the contemporary context, social perceptions have already been greatly influenced by the importation of Western notions of physical beauty as evidenced in Miss PNG beauty contests, routine urban nightclub competitions (Ms Wet T-shirt, etc) and the influx of western and Asian pornography (mainly through pirated DVDs, satellite TV access and the Internet) (HELP Resources Inc,  2005:23). At a meeting of Oceanic anthropologists (Hawaii, 2005) issues of gender violence were discussed. Some consensus was reached about the link between PNG’s deep and widespread social breakdown and increasing crimes of sexual violence against women and girls, but all agreed that this is an area that warrants more attention and analysis (HELP Resources Inc,  2005:23).

 

There is no set minimum age for customary marriages as this is dictated by physical maturity rather than chronological age (CEDAW, 2009:92). The government reported in 2009 of girls as young as 13 and 14 entering into marriages arranged by parents, other family members, or village chiefs on behalf of the families(CEDAW, 2009:92).‘Bride-price’ which is an exchange of wealth between the groom’s lineage and the bride’s, continues to be practiced widely in PNG, particularly in the Highlands and Papuan Coastal societies (CEDAW, 2009:49). The payment is seen as a major contributor to domestic violence (JICA, 2010:7)

The United Nations reports, based on 1996 data that 21% of girls between 15 and 19 years of age were married, divorced or widowed. In 1980, 13% of girls aged between 15 and 19 were married, divorced or widowed which indicates that societal acceptance of early marriage has increased in recent decade (United Nations Department of Economic and Social Affairs, Population Division, 2008)  UNICEF reports that early marriage is more common in rural areas, compared to urban areas on PNG (UNICEF,2006).

Marriage is a social relationship between the husband and wife and also in a wider perspective the social relationship within their nuclear and extended family. In Pacific cultures especially in Papua New Guinea the concept of extended family is the norm, where the family is expected to consist of more than just parents, children and immediate relations such as grandparents but it includes all the other extended social relations. The early child marriage is a social issue and must be captured quite well in developing any legal framework in protecting a child. This is because in PNG cultural context these social relationships of the nuclear and extended family plays a vital part in the upbringing of a child and what is expected of a child since they are one family. This to an extent can sometimes be abuse in the case of early forced child marriage. Whether the child likes it or not she or he must get married. Those social relationships are the implementer of traditional law of early child marriage. It is strongly emphasis that the formal law is directed to those social relationships so that it prevents such forced early marriage. The better laws we have on protecting a child must be based on guiding all the social relationships to the child.

PNG is lagging far behind in achieving most of the Millennium Development Goals. Poverty is reported to be increasing in both urban and rural areas. Some indicators, particularly those for health, show deterioration, while in other areas, such as education and promoting gender equality, there is little or no progress towards meeting the targets by 2015 (Asian Development Bank, 2003).

 

Women’s role in PNG’s politics and decision making remains very low. Constitutional provisions for the participation of ‘nominated’ women representatives to all levels of government, are intended to compensate women’s negligible electoral success, but are unevenly and inconsistently implemented. Sex scandals among political, administrative and religious leaders are regularly reported in the newspapers and involve allegations, protests and court cases regarding alleged of multiple wives, mistresses, child brides and allegations of sexual assault committed against women and under-age girls. Public outrage is usually short-lived and quickly dissipated. Male political and administrative leaders commonly practice polygamy, or openly have many sexual partners, usually without public or legal sanction. In many rural areas of PNG, households are headed by women. This is the lasting legacy of recruitment of cheap male labour for coastal and island region colonial plantations from 1890-1975, mostly from the Sepik Provinces and later from the Highlands provinces. Continuous circular male migration from these areas, regardless of the needs and wishes of wives and children, has become a family and community norm. Men travel in search for work, markets and a reprieve from the routine and rigorous manual labour of village life. The structure of the PNG economy stimulates and sustains male migration. Most employers do not provide accommodation for employees, let alone family accommodation. (HELP Resources Inc, 2005:12).The PNG minimum wage is not adequate to support a family on largely imported, store-bought foods, let alone other living expenses. Long absences from their families, of men aged 15-50 years, are tolerated and accommodated. Jenkins (1993 and 1994) reports that male migration facilitates the introduction of new social values, attitudes and behaviours and erodes old customs, penetrating even the most remote parts of PNG.

 

Mixed historical and social experiences affect the way in which village leaders, police, village and district courts administer, adhere to, enforce, bend or bypass domestic laws to protect girls and women, and in particular the laws on sexual violence. An isolated highlands community, where most conflict and disputes are handled by the Village Courts, may be governed more by customary law. Village courts do not have jurisdiction over rape or incest cases, yet often these cases are not referred on to the appropriate levels of the justice system. Resolution is based on male biased traditions rather than constitutional and legal rights and global human rights standards. People from poor communities in a provincial town may, in theory, have access to state family welfare services and to the police force and courts tasked with enforcing criminal law. In reality there is no access to effective welfare services or legal aid for the majority of Papua New Guineans and most citizens cannot afford to hire a private lawyer (HELP Resources Inc,  2005:12-13)

 

 

PNG’s serious law and order problems inhibit and prohibit development at many levels and across many sectors. Crime is a key factor in PNG’s vicious cycle of underdevelopment, poverty and violence. Women and girls are made increasingly vulnerable to violence in a gender discriminatory social climate. Leaders and sometimes magistrates and judges tend to blame women and girls and advise parents to ‘lock up your daughters’ to guarantee their safety, rather than focus on prosecuting and punishing the violent and sexually abusive behaviours of boys and men (HELP Resources Inc,  2005)

 

Furthermore, complainants operate in a situation of violent threats, intimidation and silencing by people who, for various cultural, family, economic or political reasons choose to protect the offender. All social, economic and political change and development in PNG is gendered. According to HELP Resources Inc (2005) a clear example given is the ease with which gender discriminatory and oppressive aspects of the culture and customs of some parts of PNG (e.g. bride price, child brides, polygamy and compensation for the families of women victims of violence) have been adopted and assimilated as normative in societies where they never existed previously. The resulting generalised low status and diminished rights of women, throughout most of PNG, has terrible consequences for the quality of male/female relationships and family life, and is the central contributing factor to the three most critical social problems facing PNG:

• slow progress toward gender equality

• rising levels of gender and sexual violence and;

• a rapidly growing HIV/AIDS epidemic.

 

These three problems define the context of family and community life and the gendering experience of children growing up in PNG today. In many parts of PNG, dual systems of customary and state law and administration, and a dual economy are maintained. Many men, especially in the culturally most male-dominated parts of PNG, act to manipulate both the traditional and modern political, economic and social systems of PNG to their own advantage, and enjoy the male privilege of both worlds. Women and children are often left behind or caught in between. Village Court is an active and approved institution (in the Highlands region particularly) that has little or no impact on high levels of gender violence and child abuse and the increasing commercial sexual exploitation of children (Garap 1995, 2004).

 

There is a problem with inconsistent and unreliable data collection on all crimes, including sexual offences and other crimes of gender violence. The quality of data collection is poor and not comparable across agencies or provinces. A FSVAC initiated pilot program to improve data collection aims to capture data on any victim of family and sexual violence and is not particularly focused on child victims. It does however require the age of the victim and offender to be entered. Once the data is collected it will be disaggregated by age, amongst other things. Only a limited number of provincial agencies have demonstrated commitment and capacity to collect data and pass it on for centralised collation and monitoring. The best data has come from The East New Britain Sexual Offences Squad and the East New Britain Family and Sexual Violence Action Committee as well as the Lae and Port Moresby Family Support Centres based on the grounds of the cities General Hospitals. This data is informative but not representative, however, it already clearly shows that girls under the age of 18 years are the main group of victims and crimes of sexual violence are the main offences (Wainetti, 2005 in HELP Resources Inc, 2005 ).

 

Parents in PNG border villages reported accepting large payments of up to K20, 000 for handing over their daughters as child brides. In 2004 this involved wealthy adult vanilla farmers from the East Sepik province who were returning from successful sales in Jayapura. Even though one of these child victims in this case had already presented at her nearest crisis counseling service in Maprik, East Sepik, and the counselors there were making efforts to repatriate her. No charges were being laid against the exploiters.

 

In Vanimo, much information about CSEC was discovered in the provincial court house, police station and hospital. Court officials and nurses complained that most CSEC cases only come to light when a girl becomes pregnant and tries to abort or experiences a difficult, even fatal birth due to the mothers’ young age and small size. Most of these cases involved girls drawn into relationships with Asian (Malaysian, Korean) logging workers. The police claim that loggers bring young girls from very remote areas to work and live with them in the logging camps. The Catholic Family life counselors confirmed these cases, adding that young, mostly illiterate girls are disguised as domestic workers and cooks (HELP Resources Inc,  2005:31) Welfare officers complained that they had reported many cases to the police but there has been no action. This is a social issue that needs proper attention by law to protect the young girl.

 

Where local men are the perpetrators, police refer the complainant back to the village court. In some cases these relationships are permitted by the girls’ family when Asian men pay large sums of money to the girls’ parents. The fact that many families are complicit and have accepted large payments for their daughters has been documented in World Bank studies on the social Impact of logging in many parts of PNG (Romaso, personal communication, 2004 in HELP Resources Inc,  2005:31 ).

 

More than almost twenty such cases were known to the Vanimo court. The Sandaun Council of Women expressed alarm about this common trend in loggers exploiting local girls with parents’ complicity. Few of these cases resulted in successful legal action, including maintenance and custody. The majority of cases are kept out of the court by large ‘compensation’ payments being made by the perpetrator to the victim’s family (HELP Resources Inc,  2005:31)

 

Girls with disabilities are particularly vulnerable. A young Sepik girl from an offshore island was raised by her deserted mother and was unable to complete her grade 4 due to lack of money for fees. She is now 16 years old. Her family accepted bride price of K1, 200 from a 45 year old man and forced her to go and live with him. This is an issue of CSA and CSEC that NGOs working in support of people with disabilities could investigate and act to prevent if they sensitized their workers to this problem of the increased vulnerability and potential exploitation of children with disabilities (HELP Resources Inc, 2005: 34-35).

 

Victimized children have various experiences with the national criminal justice systems. They cannot always count on the criminal justice system for protection. In terms of combating violence against children, there often exists gaps and ambiguities in the laws criminalizing violence to children. Laws tend to be piecemeal, focusing on specific forms of violence rather than dealing comprehensively with all forms of violence to children. When the law is in place, there is often weak law enforcement. This can lead to victim apathy and distrust and avoidance of the system. In certain situations, such as trafficking in children, corruption among police and other enforcement officials is cited as a major obstacle (Coomaraswamy, 1997). 

 

Women in Papua New Guinea lag behind men on across all indicators of gender equality, including education, economic opportunity, political empowerment and health (JICA, 2010) Women generally suffer from excessive workloads, mal-nutrition, poor access to safe water and healthcare services, excessively repeated pregnancies, and high levels of gender-based violence (JICA, 2010:2) Discriminatory practices such as polygamy, early marriage and ‘witch hunts’, based on custom, continue to perpetuate gender inequality in the family, particularly in rural areas (JICA, 2010:2). Gender inequalities are very much ingrained into the social and cultural institutions of the country.

 

With respect to the country’s HIV/AIDS infection, girls and women are more vulnerable to HIV/AIDS and this pattern in the infection is linked to their unequal status (CEDAW, 2009:19)

 

In PNG its tradition that husbands have more than one partner, but if a wife challenges this arrangement, she faces the risk of being beaten (CEDAW, 2009:50).The government reported that in areas where polygamy was customary, an increasing number of women were being charged with murdering one of their husband’s other wives (CEDAW, 2009:96).There are also concerns that the practice of polygamy is contributing to the spread of HIV/AIDS (JICA, 2010:7).The law in Papua New Guinea grants parental authority to both spouses, who share responsibilities towards their children. However, the position of the father as the head of the family is deeply embedded in the complex system of family relationship (CEDAW, 2009:49). Women’s rights in marriage are limited because of the lack of laws to validate and regulate customary marriages. Divorce in PNG is based on fault based criteria including adultery, desertion and cruelty. Women also face discrimination in proving fault, particularly cruelty and adultery if they choose not to be witnesses or they do not wish to attend court proceedings (CEDAW, 2009:92). PNG has adopted the ‘best interests of the child’ as the paramount consideration in custody disputes after separation and divorce. However, a lack of economic independence or an inability to gain custody of their children upon separation forces many women to stay in violent or difficult relationships (CEDAW, 2009:97). Although national legislation does guarantee equality to men and women in inheritance, it does not apply to customary land for which inheritance is based instead on patrilineal lines and can discriminate against women (CEDAW, 2009:95).

 

Discriminatory practices such as polygamy and bride price reinforce the notion that women are men’s property, thus providing an excuse for violence (Amnesty International, 2010). Women do not report violence due to shame or fear of further violence. Further, police do not property investigate or prosecute these crimes, based on the idea that violence against women is a ‘private’ matter (Amnesty International, 2010).  Village courts offer no protection to beaten wives and treat rape as a matter for compensation to the victim’s male relatives (CEDAW, 2009:80).

 

Even in matrilineal societies, there is a dominance of men who do esteem women and include their views in decision-making, yet ultimately hold the power. In Bougainville, for example, men who ran the modern institutions overlooked women’s contributions to the peace process and domestic and local economies. Men in matrilineal societies are patriarchal in their ways because they are still leaders, so while descent and the custody of land is traced through women, the right to rule still remains the prerogative of the men (CEDAW, 2009).

 

 

 

 

 

 

 

 

 

 

References

Amnesty International (2010) Papua New Guinea: Update to the Committee on the Elimination of Discrimination against Women (the CEDAW), Violence Against Women, available at http://www2.ohchr.org/english/bodies/cedaw/cedaws46.htm, accessed 19 February 2011.

Asian Development Bank. Millennium Development Goals in the Pacific: Relevance and Progress, March 2003.

 

CEDAW (2009) PNG State Report (combined initial second and third) submitted to the CEDAW Committee May 2009 for consideration by the Committee at its 46th Session, available at http://www2.ohchr.org/english/bodies/cedaw/cedaws46.htm, accessed 19 October 2013 p.12

Coomaraswamy, R. The Report of the Special Rapporteur on violence against women, its causes and consequences, UN doc. E/CN.4/1997/47, 12 Feb 1997 and also Human Rights Watch, The Human Rights Watch Global Report on Women’s Human Rights (1995) p. 196.

 

Garap, S: Unpublished Field report on CSEC / CSA in the Eastern Highlands Province, November 2004

 

HELP Resources Inc, 2005. A Situational Analysis of Child Sexual Abuse & the Commercial Sexual Exploitation of Children in Papua New Guinea (Draft). UNICEF, PNG.

 

 

Japan International Cooperation Agency (JICA) (2010) Country Gender Profile: Papua New Guinea, available at http://www.jica.go.jp/activities/issues/gender/pdf/e09png.pdf, accessed 19 February 2011

 

Jenkins, C., 2002, Situation Analysis of HIV/AIDS in Papua New Guinea

UNICEF (2006) Development Programming and the Well-being of the Girl Child: Report to Accelerate Human Rights-based Approach to Development Programming in Papua New Guinea, available at http://www.unicef.org/eapro/Dev_programming_girl_child.pdf, accessed 19 February 2011.

United Nations Department of Economic and Social Affairs, Population Division (2008) World Marriage Data 2008, available at http://www.un.org/esa/population/publications/WMD2008/Main.html, accessed 20 October 2013.

 

Friday, 2 November 2012

Auction of State land in Papua New Guinea will eradicate corrupt practices in the Lands Department.

PNG Prime Minister Peter O’Neill says that the auction of State land will eradicate corrupt practices in the Lands Department.

In a letter to the Minister for Lands, Benny Allan, PM O’Neill said that the public are concerned with the level of corruption in land deals and the issuance of land titles and leases.

The Prime Minister raised the issues of reviewing the Lands Act 1996, to streamline the process of the issuance of land titles and leases. And as part of the review, he advised Minister Allan and team to consider public auction of all State lands as it will be open and transparent. PM O’Neill added that public auction of land should be under two categories: (1) Freehold leases for national citizens, and (2) lease title for foreign nationalities. This way, ownership still remains with the Independent State of Papua New Guinea.
He wants the review to be done as soon as possible.

Thursday, 1 November 2012

Low Housing Allownace of Public Servants in Papua New Guinea

It is the 21st century and Papua New Guinea has developed quite well in most areas but very poorly when looking after its public servants when come to better pay and conditions.The  current Housing allowance for PNG public is K7.00 this is very low and cant even afford a rent...This K7.00 is unrealistic and needs consideration because rental prices for a house in PNG is around K500 to K700 per week.Some are even K3000 per week...The rent prices is rising but the salaries and wages of public servants are too low, some are K400 others are K500 to K700...We definetly need to adress this housing allowance of public servants quickly before this problem leads to rapid expansion of settlements in urban areas because public servants are now leaving cheaply in settlements...This might lead to ther problems of social disorder and crime.

Wednesday, 31 October 2012

WHAT IS RESEARCH?


WHAT IS RESEARCH?

 

INTRODUCTION

The word research is used in everyday speech to cover a broad spectrum of meaning, which makes it a decidedly confusing term for many people especially graduate students who must learn to use the word in its specialized denotation. Much that students have learned they must suddenly unlearn; many of the false concepts they had previously learned they must discard.

Unfortunately, many students have been taught misconceptions about the nature of research. From elementary school to college, they have heard the word research used loosely and given multiple, misleading meanings. On one hand, the word connotes the finding of an item of information or the making of notes and the writing of a documented paper. On the other hand, it is used for the act of informing oneself about what one does not know or of rummaging through available sources to retrieve a bit of information. Merchandisers use the word to suggest the discovery of a revolutionary product when, often, the truth is that only a minor alteration has been made to an existing product, with the purpose of enhancing the product's sales appeal. All these activities have been called research but should have been called by their appropriate names: information gathering, library skills, documentation, self-enlightenment, and an attention-getting sales pitch.

The word research has a certain mystique about it. It suggests to many people an activity that is exclusive and removed from everyday life. Researchers are sometimes regarded as esoteric individuals who seclude themselves in laboratories, in scholarly libraries, or within the precincts of an academic environment. The public generally is not aware of their daily activity or of the important contributions their work frequently makes to people's comfort and general welfare. Many people, therefore, regard research as a way of life dissociated from the common activities of the everyday world.

Although this conception of research may seem somewhat remote and academic, many people rely on a truncated form of it each day to solve smaller problems than those resolved by the more elaborate methodology of formal research.

The purpose of this paper is to dispel these myths and misconceptions and to present an accurate understanding of what is research. In simple terms I define research here as the systematic process of collecting and analyzing information (data) in order to increase our understanding of the phenomenon with which we are concerned or interested.

However since research is a very broad concept this paper will try to define and explore it by breaking the concept into different components that make up research. This is the only way to explore the true meaning of research and provide a clear understanding and guideline towards what is research and what constitute the whole process of research.

 

 

 

DEFINITION OF RESEARCH

In order to understand clearly the concept of research, it is very important that its meaning is clearly defined and understood. Therefore the following are some definition of research;  

§  Research is a systematic, formal rigorous and precise process employed to gain solutions to problems and/or to discover and interpret new facts and relationships. (Waltz and Bausell, 1981: 1).

§  Research is the process of looking for a specific answer to a specific question in an organised objective reliable way (Payton, 1979: 4)

§  Research is systematic, controlled, empirical and critical investigation of hypothetical propositions about the presumed relations among natural phenomena (Kerlinger, 1973: 1).

§  Research is defined as human activity based on intellectual application in the investigation of matter. ...(en.wikipedia.org/wiki/Research)

§  Diligent inquiry or examination to seek or revise facts, principles, theories, applications, et cetera; laborious or continued search after truth (en.wiktionary.org/wiki/Research)

§   Research is a key feature of most university courses. Research involves collecting information about a subject from a variety of sources including books, journals and the Internet or by carrying out experiments or talking to people and analysis of this information. (aberdeen.ac.uk/aim4uni/terms.shtml)

§  1 : careful study and investigation for the purpose of discovering and explaining new knowledge 2 : the collecting of information about a subject(www.gracelmc.org/glossary.html)

§   A systematic investigation, including research development, testing, and evaluation, designed to develop or contribute to generalizable knowledge. ...
(www.park.edu/irb/terms.aspx)

§   Diligent and thorough inquiry and investigation into a subject. This includes using ALL appropriate print and electronic sources, asking the reference librarian for help, and making use of bibliographies given by other authors.
(www.wexford.ie/wex/Departments/Library/LibraryResearchSkills/Unit4-EvaluatingInformation/Glossary/)

§  A systematic study directed toward fuller scientific knowledge or understanding of the subject studied. ...(webnet2.fau.edu:83/research/ocg/procedures/files/sc-definitions.doc)

§   diligent and systematic inquiry or investigation into a subject in order to discover or revise facts, theories, applications, etc.(www.cdschools.org/54223052175234/lib/54223052175234/LIBRARY%20GLOSSARY.doc )

§   The application of the scientific approach (observation, hypothesis, experimentation, communication) to the study of a problem or question.
(sanctuaries.noaa.gov/education/evaluation/glossary.html)

§    means investigation or academic study that may lead to publication of the results of such study or investigation, conducted by a researcher for the purposes of the researcher’s employment with, or enrolment in, one of the instituions listed in the definition of Researcher, and such Research ...
(www.popdata.bc.ca/node/16)

§    means investigation or experimentation aimed at the discovery of new theories or laws and the discovery and interpretation of facts or revision of accepted theories or laws in the light of new facts.
(www.labelmaster.com/Hazmat-Source/hazardous-materials-definitions.cfm)

§    is the process of finding facts. These facts will lead to knowledge. Research is done by using what is already known. Additional knowledge can be obtained by proving (or falsifying) existing theories or systems, and by trying to better explain observations. ...(simple.wikipedia.org/wiki/Research)

§   Investigation intended to extend the limits of human knowledge.(campuspol.chance.berkeley.edu/GlossaryofTerms.doc)

§    Inquiry into a topic to discover or revise facts or add to knowledge about the topic. (www.usg.edu/galileo/skills/ollc_glossary.phtml)

§   A carefully planned and performed investigation, searching for previously unknown facts. (www.spaceday.org/index.php/Glossary-of-Aeronautics-Terms.html)

PURPOSE OF RESEARCH

The function/purpose of research is to either create or test a theory. Research is the instrument used to test whether a theory is good or not. It is the process by which data is gathered to generate a theory or used to test a theory. There are different ways of conducting research. However any method you use will be based on the systematic collection and analysis of data. The emphasis here is on the word systematic. This means you have to collect your data in an ordered manner, with a purpose in mind, and following certain rules about your mode of collection.

CHARACTERISTICS OF RESEARCH

Research is a process through which we attempt to achieve systematically and with the support of data the answer to a question, the resolution of a problem, or a greater understanding of a phenomenon. This process, which is frequently called research methodology, has eight distinct characteristics:

1. Research originates with a question or problem. The world is filled with unanswered questions, unresolved problems. Everywhere we look, we observe things that cause us to wonder, to speculate, to ask questions. And by asking questions, we strike the first spark igniting a chain reaction that terminates in the research process. An inquisitive mind is the beginning of research. There is so much that we do not know that we do not understand! The hope of mitigating our ignorance lies in the questions we ask and the information we gather and in whose collective meaning we may find insight. (Berg et al, 1995:4)

Look around you. Consider the unresolved situations that evoke these questions: Why? What's the cause of that? What does it all mean? These are everyday questions. With questions like these, research begins. The problem and its statement are important because they are the point of origin of formal research. Write a question that would promote research on this problem.

 

2. Research requires a clear articulation of a goal. A clear, unambiguous statement of the problem is critical. As clearly and concisely as possible, articulate a goal for a solution to this problem. This statement is an exercise in intellectual honesty. It cannot brook vagueness, welshing, or the avoidance of an obligation to set forth clearly and in a grammatically complete sentence precisely what the ultimate goal of the research is. The statement asks the researcher, "What precisely do you intend to do?" This is basic and is required for the success of any research undertaking. Without it, the research is on shaky ground indeed.

3. Research requires a specific plan of procedure. Research is not an excursion into happy expectation, of fondly hoping that the data necessary to solve the problem will somehow fortuitously turn up. It is, instead, a carefully planned attack, a search-and-discover mission explicitly planned in advance. Consider the title of this text: Practical Research: Planning and Design. The last three words are the important ones. The overall research effort must be explicitly planned and logically designed. Researchers plan their overall research design and specific research methods in a purposeful way -- that is, to yield data relevant to their particular research problem. Depending on the specific research question, different designs and methods will be more or less appropriate.

In the section immediately preceding this one, you considered the goal for research; that was what you intended to do. Here, you state the plan, the design; this is how you propose to reach that goal. You must not wait until you're chin deep in the project to plan and design your strategy; In the formative stages of the research project, much can be decided: Where are the data? Do any existent data address themselves to the research problem? Even if the data exist, is it reasonable that you have access to them? Presuming that you have access to the data, what will you do with them after they are in your possession? I might go on and on. These questions merely hint that planning and design cannot be postponed. Each of the questions above must have an answer early in the research process. (Berg et al, 1995:4)

 4. Research usually divides the principal problem into more manageable subproblems. The whole is composed of the sum of its parts. That is a universal natural law; that is also a good precept to observe in thinking about one's principal goal in research. We break down principal problems much more frequently than we realize.

Let's take an everyday problem to see how it breaks down into a number of subproblems. Suppose you want to get from your town to a town 50 miles away. Your principal goal is to get from one location to the other as expeditiously as possible. You soon realize, however, that at the outset some subproblems must be considered. Here is a structuralization of the problem and its attendant subproblems:

Main problem:
How do I get from Town A to Town B?
Subproblems:
  1. What is the most direct route?
  2. How far do I travel on the thruway?
  3. What is the number of the exit I take in leaving the thruway?

What seems like a simple primary question can be divided into at least three other questions before the principal question can be resolved. So it is with most research problems. To proceed logically, one should closely inspect the principal problem because research will soon cause the appropriate and, in fact, necessary subproblems to float to the surface. By resolving them, we finally resolve the main problem. (Berg et al, 1995:4)

If researchers don't take the time or trouble to isolate the lesser problems within the major problem, their research projects become cumbersome and unwieldy. From a design standpoint, therefore, it is expedient to reduce the main problem to a series of logical subproblems that, when resolved, will resolve the main problem.

5. Research is guided by the specific research problem, question, or hypothesis. Having stated the problem and the attendant subproblems, each subproblem is then viewed through a construct called a hypothesis. A hypothesis is a logical supposition, a reasonable guess, an educated conjecture. It may direct your thinking to the possible source of information that will aid in resolving the research problem through the resolution of each attendant subproblem. (Berg et al, 1995:5)

Hypotheses are nothing new. They are constant, recurring features of every day life. They represent the natural working of the human mind. Something happens. Immediately, you attempt to account for the cause of the happening by constructing a series of reasonable guesses. In so doing, you are hypothesizing.

6. Research accepts certain critical assumptions. In research, assumptions are equivalent to axioms in geometry-self-evident truths, the sine qua non of research. The assumption must be valid or else the research cannot proceed. For this reason, careful researchers -- certainly in academic research -- set forth a statement of the assumptions as the bedrock upon which the study must rest. In your research, therefore, it is important that others know what you assume with respect to your project. For, if one is to judge the quality of your study, then the knowledge of what you assume as basic to the very existence of your study is vitally important. (Berg et al, 1995:6)

Assumptions are usually so self-evident that, many times, we consider it unnecessary to mention them; but, careful researchers do, so that those inspecting the research procedure may see every component and evaluate it accordingly. For the beginning researcher, it is better to be overexplicit than to take too much for granted.

7. Research requires the collection and interpretation of data in attempting to resolve the problem that initiated the research. Having now isolated the problem, divided it into appropriate subproblems, posited reasonable questions or hypotheses, and recognized the assumptions that are basic to the entire effort, the next step is to collect whatever data seem appropriate and to organize them in meaningful ways so that they can be interpreted. (Berg et al, 1995:7)

Data, events, happenings, and observations are of themselves only data, events, happenings, and observations -- nothing more. But all these are potentially meaningful. The significance of the data depends on the way the human brain extracts meaning from those data. In research, data unprocessed by the human brain are worthless.

 

8. Research is, by its nature, cyclical; or more exactly, helical.The research process follows a cycle and begins simply. It follows logical, developmental steps:

a. A questioning mind observes a particular situation and asks, Why? What caused that? How come? (This is the subjective origin of research.)

b. The answer to those questions becomes formally stated as a problem. (This is the overt beginning of research.)

c. Data are gathered that seem to bear on the problem.

d. The data seem to point to a tentative solution of the problem. A guess is made; a hypothesis or guiding question is formed.

e. The quest for more data continues.

f. The body of data is processed and interpreted.

g. A discovery is made; a conclusion is reached.

h. The tentative hypothesis is either supported by the data or is not supported; the question is partially / completely answered or not.

i. The cycle is complete.

The resolution of the problem or the tentative answer to the question completes the cycle.  

 


DIRECTED AND NONDIRECTED RESEARCH


Research can be directed or non-directed. Non-directed research is finding out things for the sheer fun of finding them out. Reading a newspaper or the entire Encyclopedia Britannica, or asking several people how they feel about something is non-directed research. It has no specific purpose beyond increasing your store of knowledge about the world (or everything in general). Watching television is non-directed research, as is reading a magazine, science fiction, mysteries, historical fiction, or anything else. Everything you don't think of yourself contains information you don't have, and is thus research.

However (Taflinger, 1996: 2) at (http://www.wsu.edu:8080/~taflinge/research.html) argued that directed research, on the other hand, is done with a specific purpose in mind. The purpose could be to make a point, write a paper or speech, or simply know more about a specific thing. It is directed since it deals with something specific, and someone decides what to try next. It simply doesn't have a specific outcome in mind. For example, directed research in microelectronics is not trying to achieve a specific goal. It does, however, deal specifically with microelectronics, be it the conducting properties of alloys and compounds, electron etching, or dual bonding. It does not concern itself with anthropology. There is also a researcher or project director who decides what is worth pursuing and what is not.

Directed research is what you want to do when you are preparing a report. You have a specific goal in mind, to communicate what you want your audience to know about your topic. Thus, you direct your research toward finding what you can about your topic, not to find out what there is to know about whatever you come across.

THREE TYPES OF RESEARCH

There are three types of research, pure, original, and secondary. Each type has the goal of finding information and/or understanding something. The difference comes in the strategy employed in achieving the objective.

Pure Research

(Taflinger, 1996: 2) at (http://www.wsu.edu:8080/~taflinge/research.html) stated that pure research is research done simply to find out something by examining anything. For instance, in some pure scientific research scientists discover what properties various materials possess. It is not for the sake of applying those properties to a nything in particular, but simply to find out what properties there are. Pure mathematics is for the sake of seeing what happens, not to solve a problem.

The fun of pure research is that you are not looking for anything in particular. Instead, anything and everything you find may be joined with anything else just to see where that combination would lead.

Original Research

Original or primary research is looking for information that nobody else has found. Observing people's response to advertising, how prison sentences influence crime rates, doing tests, observations, experiments, etc., are to discover something new. (http://www.wsu.edu:8080/~taflinge/research.html)

Original research requires two things: 1) knowing what has already been discovered, having a background on the subject; and 2) formulating a method to find out what you want to know. To accomplish the first you indulge in secondary research. (Taflinger, 1996: 3).

For the second, you decide how best to find the information you need to arrive at a conclusion. This method may be using focus groups, interviews, observations, expeditions, experiments, surveys, etc.

For example, you can decide to find out what the governmental system of the Hittite Empire was like on the basis of their communication system to determine how closely the empire could be governed by a central bureaucracy. The method to do this original research would probably require that you travel to the Middle East and examine such things as roads, systems of writing, courier systems without horses, archeological evidence, actual extent of Hittite influence (commercial, military, laws, language, religion, etc.) and anything else you can think of and find any evidence for. (Taflinger, 1996: 3).

Secondary Research

Secondary research is finding out what others have discovered through original research and trying to reconcile conflicting viewpoints or conclusions, find new relationships between normally non-related research, and arrive at your own conclusion based on others' work. This is, of course, the usual course for college students.

An example from recent years was the relating of tectonic, geologic, biologic, paleontologic, and astronomic research to each other. Relating facts from these researches led to the conclusion that the mass extinctions of 65 million years ago, including the dinosaurs, was the result of an asteroid or comet striking the earth in the North Atlantic at the site of Iceland. Later research based on the above has found a potential crater for the impact on the Yucatan Peninsula. (http://www.wsu.edu:8080/~taflinge/research.html)

Secondary research should not be belittled simply because it is not original research. Fresh insights and viewpoints, based on a wide variety of facts gleaned from original research in many areas, has often been a source of new ideas. Even more, it has provided a clearer understanding of what the evidence means without the influence of the original researcher's prejudices and preconceptions. (Taflinger, 1996: 3).

TWO MAIN TYPE OF RESEARCH (QUALITATIVE AND QUANTITATIVE).

 

What is qualitative research?

Qualitative research seeks out the ‘why’, not the ‘how’ of its topic through the analysis of unstructured information – things like interview transcripts and recordings, emails, notes, feedback forms, photos and videos. It doesn’t just rely on statistics or numbers, which are the domain of quantitative researchers. (www.qsrinternational.com/what-is-qualitative-research.aspx). Qualitative Research is collecting, analyzing, and interpreting data by observing what people do and say. Whereas, quantitative research refers to counts and measures of things, qualitative research refers to the meanings, concepts, definitions, characteristics, metaphors, symbols, and descriptions of things.

Qualitative research is used to gain insight into people's attitudes, behaviours, value systems, concerns, motivations, aspirations, culture or lifestyles. It’s used to inform business decisions, policy formation, communication and research. Focus groups, in-depth interviews, content analysis and semiotics are among the many formal approaches that are used, but qualitative research also involves the analysis of any unstructured material, including customer feedback forms, reports or media clips. (www.qsrinternational.com/what-is-qualitative-research.aspx)

It attempts to get an in-depth opinion from participants. As it is attitudes, behaviour and experiences which are important, fewer people take part in the research, but the contact with these people tends to last a lot longer. Under the umbrella of qualitative research there are many different methodologies.

Qualitative research is much more subjective than quantitative research and uses very different methods of collecting information, mainly individual, in-depth interviews and focus groups. The nature of this type of research is exploratory and open-ended. Small numbers of people are interviewed in-depth and/or a relatively small number of focus groups are conducted.

Participants are asked to respond to general questions and the interviewer or group moderator probes and explores their responses to identify and define people’s perceptions, opinions and feelings about the topic or idea being discussed and to determine the degree of agreement that exists in the group. The quality of the finding from qualitative research is directly dependent upon the skills, experience and sensitive of the interviewer or group moderator.

This type of research is often less costly than surveys and is extremely effective in acquiring information about people’s communications needs and their responses to and views about specific communications.

What is Quantitative Research?

 

Quantitative research is the systematic scientific investigation of quantitative properties and phenomena and their relationships. The objective of quantitative research is to develop and employ mathematical models, theories and/or hypotheses pertaining to natural phenomena. The process of measurement is central to quantitative research because it provides the fundamental connection between empirical observation and mathematical expression of quantitative relationships. (en.wikipedia.org/wiki/Quantitative methods).

Quantitative research is widely used in both the natural sciences and social sciences, from physics and biology to sociology and journalism. It is also used as a way to research different aspects of education. The term quantitative research is most often used in the social sciences in contrast to qualitative research.

Quantitative research is often contrasted with qualitative research. In general terms, quantitative research is concerned with numbers and measurement, rather than words, in the collection and analysis of data. Quantitative research usually seeks to establish causal relationships between two or more variables, using statistical methods to test the strength and significance of the relationship. For example, research has established a consistent and strong relationship between smoking tobacco and developing lung cancer.
Quantitative social research is rooted in a natural science model of research which sees the social world as amenable to scientific investigation through experimental and statistical processes. (http://en.wikipedia.org/wiki/Quantitative_methods). The data produced is numerical data which can be analysed in a variety of ways.

Quantitative research is generally made using scientific methods, which can include:

·         The generation of models, theories and hypotheses

·         The development of instruments and methods for measurement

·         Experimental control and manipulation of variables

·         Collection of empirical data

·         Modeling and analysis of data

·         Evaluation of results

Quantitative research is often an iterative process whereby evidence is evaluated, theories and hypothieses are refined, technical advances are made, and so on. Virtually all research in physics is quantitative whereas research in other scientific disciplines, such as taxonomy and anatomy, may involve a combination of quantitative and other analytic approaches and methods.

CONCLUSION

Research is a very broad concept that can’t be isolately defined and explored. Therefore this paper has explored research in that manner by discussing different characteristics of research, purpose of research, different components and types of research. This is the only way to explore the true meaning of research and provide a clear understanding and guideline towards what is research and what constitute the whole process of research. In simple terms research can be defined as the systematic process of collecting and analyzing information to increase our understanding of the phenomenon under study. Furthermore Research is a step by step process that involves collecting and examining information. It is the function of the researcher to contribute to the understanding of the phenomenon and to communicate that understanding to others.

The function of research is to either create or test a theory. Research is the instrument used to test whether a theory is good or not. It is the process by which data is gathered to generate a theory or used to test a theory. There are different ways of conducting research. In this modern world of research the two main types of research are qualitative and quantitative research. Basically, quantitative research is objective; qualitative is subjective. Quantitative research seeks explanatory laws; qualitative research aims at in-depth description whereas Qualitative research measures what it assumes to be a static reality in hopes of developing universal laws. Qualitative research is an exploration of what is assumed to be a dynamic reality. It does not claim that what is discovered in the process is universal, and thus, replicable. However any method you use will be based on the systematic collection and analysis of data. The emphasis here is on the word systematic. This means you have to collect your data in an ordered manner, with a purpose in mind, and following certain rules about your mode of collection.

Everywhere, our knowledge is incomplete and problems are waiting to be solved. We address the void in our knowledge and those unresolved problems by asking relevant questions and seeking answers to them. The role of research is to provide a method for obtaining those answers by inquiringly studying the evidence within the parameters of the scientific method.

                          

                        

 

 

 

 

 

 

 

 

REFERENCES

 

Czaja, R. & Blair, J. (1995) Selecting the Method of Data Collection. in: Designing Surveys. London: Sage. pgs, 31-49.

Ereaut, G, 2008, ‘What is Qualitative Research?’, viewed 10 March 2009,

< www.qsrinternational.com/what-is-qualitative-research.aspx>

Kerlinger, F.N. (1973). Foundations of Behavioural Research. New York: Holt, Reinehart and Winston.

Mutchnick, R. J., & Berg, B. L. (1995). Research methods for the social sciences: Practice and applications. Needham Heights, MA: Allyn & Bacon.

Payton, O.D. (1979). Research: The Validation of Clinical Practice. Philadelphia: F.A. Davis.

Richard F. Taflinger. 1996, ‘Introduction to Research’, viewed 10 March 2009, <http://www.wsu.edu:8080/~taflinge/research.html.>

 

Waltz, C. and Bausell, R.B. (1981). Nursing Research: design, Statistics and Computer Analysis. Phil.


Wikipedia, the free encyclopedia, 2009, ‘Quantitative Research’ viewed 9 March 2009,

< http://en.wikipedia.org/wiki/Quantitative_methods>

 

World Web, 2009, ‘Definition of Research’, viewed 6 March 2009, <wordnet.princeton.edu/perl/webwn >