Common use of Participant observation Clause in Contracts

Participant observation. I conducted approximately 94 hours and 45 minutes of participant observation at Hoshūkō: in the library, in classrooms, in the hall, in the playground, and on the field. Participant observation meant that I was the main research instrument (▇▇▇▇▇, 2004). This is because I had to gain access into Hoshūkō prior to my research, I had to establish relations with the adults and young people, help in the library, observe the classes, conduct the interviews, write field notes and write up the research. I chose to use participant observations for the following reasons. First of all, I felt that it helped me to investigate the taken-for-granted practices of life in Hoshūkō and to experience these practices from a different perspective from that of a pupil or of a teacher (▇▇▇▇▇▇▇▇▇, 2009). In other words, participant observation allowed me to gain detailed insights into the mundane, every day practices occurring inside Hoshūkō rather than focusing on spectacular events (▇▇▇▇▇▇▇▇▇, 2009; ▇▇▇▇▇▇, 2006). Participant observation also allowed me to observe details which the young people may not have considered relevant enough to mention in conversational interviews (▇▇▇▇▇▇▇▇▇, 2009). Moreover, it allowed me to observe what the young people actually did at Hoshūkō rather than relying solely on what they said they did (▇▇▇▇▇▇▇▇▇, 2009; ▇▇▇▇▇ et al., 2000). However, I was aware that I was just one of the social actors in the scenes I was researching.

Participant observation. I conducted approximately 94 hours and 45 minutes of participant observation at Hoshūkō: in the library, in classrooms, in the hall, in the playground, and on the field. Participant observation meant that I was the main research instrument (▇▇▇▇▇Walsh, 2004). This is because I had to gain access into Hoshūkō prior to my research, I had to establish relations with the adults and young people, help in the library, observe the classes, conduct the interviews, write field notes and write up the research. I chose to use participant observations for the following reasons. First of all, I felt that it helped me to investigate the taken-for-granted practices of life in Hoshūkō and to experience these practices from a different perspective from that of a pupil or of a teacher (▇▇▇▇▇▇▇▇▇Gallagher, 2009). In other words, participant observation allowed me to gain detailed insights into the mundane, every day practices occurring inside Hoshūkō rather than focusing on spectacular events (▇▇▇▇▇▇▇▇▇Gallagher, 2009; ▇▇▇▇▇▇Harris, 2006). Participant observation also allowed me to observe details which the young people may not have considered relevant enough to mention in conversational interviews (▇▇▇▇▇▇▇▇▇Gallagher, 2009). Moreover, it allowed me to observe what the young people actually did at Hoshūkō rather than relying solely on what they said they did (▇▇▇▇▇▇▇▇▇Gallagher, 2009; ▇▇▇▇▇ Cohen et al., 2000). However, I was aware that I was just one of the social actors in the scenes I was researching.