Leadership in the British and Saudi Education System - Research Proposal Example

Methodology 3.0 Introduction This chapter describes the methods and approaches that will be used to conduct this study. Firstly, it examines and assesses the research design and philosophy/ paradigm that this study will be embedded within. Secondly, this chapter describes and provides justifications for the approaches that this study will take and the sampling method that will be used to select the participants. Thirdly, it discusses the ethical considerations that will be taken into account in the course of this study. Subsequently, it examines how the data analysis will be conducted. This chapter will then describe the specific settings and the participants that will be involved in the study. Lastly, it will outline the research questions used in this study. 3.1 Research Design The main aim of this study is to critically explore and compare middle leadership/ management in the English and Saudi education system. In order to effectively achieve the objectives of this study, a qualitative research design will be used. A qualitative research design is often described as a form of scientific research that uses a set of predefined steps to explore and interpret research issues in-depth by collecting relevant data, resolving research questions and generating new findings that can be applied beyond the boundaries of the study (Mack, Woodsong & Family Health International 2005). Shank (2002) notes that this research design is systematic and empirical in nature and can be used to establish meaning of a particular research issue. Merriam (2009) observes that, qualitative research employs different interpretative techniques to decode, describe and interpret research issues so as to establish meaning of phenomena in the social world. Similarly, Denzin and Lincoln (2011) argue that a qualitative research design incorporates a multi-method focus that encompasses a naturalistic and interpretive method of examining research issues. Essentially, qualitative researchers study research phenomena in their natural settings and try to make sense or interpret the meaning as conveyed to them. Denzin and Lincoln (2011) further observe that a qualitative research design may incorporate the collection of a range of empirical materials or data in form of visual texts, observational text, personal experience, life story, historical account, case studies and interview that provide meaning regarding people’s lives (Denzin & Lincoln 201). According to Neergaard & Ulhri (2008) the main aim of qualitative research is to enhance understanding about social phenomena in their natural settings by exploring views meanings and experiences of research participants. This research design research has the ability to explore in –depth the uncharted depths of a research issue and establish new findings (Neergaard & Ulhri 2008). This research design will be used mainly because it provides a suitable framework for examining research issues in this study. Unlike a quantitative research design, which accentuates on measurement and quantifying relationships between research variables a qualitative research design provides textual descriptions thus providing more detailed information (Merriam 2009). In essence, as compared to a quantitative research design, a qualitative approach is suitable for exploring and interpreting complex research issues in-depth. Conversely, a quantitative research design focuses on exploring issues in breadth thus it fails to explore issues in-depth (Merriam 2009; Mujis 2010). Moreover, in contrast to a quantitative research design which examines research issues in breadth and generates generalized infomation, a qualitative approach enables researchers to avoid generalisations and allows the collection of data that is contextually specific in relations to people’s beliefs, opinion, behaviour and practices in their social context (Mack & Woodsong, 2005). Since this study seeks to compare middle leadership and management in two different cultural contexts a qualitative approach provides a suitable framework for generating findings that are culturally specific (Mack et al 2005). This approach uses different interpretive techniques that decode, describe and interpret research issues so as to draw out meaning (Merriam 2009). Therefore, the use of this approach will facilitate the in-depth exploration of views, opinion, experiences and actions revolving around middle leadership/ management in the English and Saudi education system. Additionally, this design is suitable for exploring the intangible aspects of research such as beliefs, behaviour and culture. In essence, it has the capacity of exploring the “human side” of a research issue and providing textual description of encounters, views or experiences regarding a particular research issue in a specific social settings (Mack et al 2005; Merriam 2009). Although there are many benefits associated with the use of a qualitative research design, it is limited in the sense that it is subjective in nature and leaves room for bias. Since findings from qualitative research studies are generated by interpreting and analysing the views, opinion and experiences of research participants, there is likelihood that some of the information gathered may incorporate bias from either the research participants or the researcher (Klenke 2008; Mack et al 2005). In order to avert or minimize potential biases, this study will triangulate three methods of data collection (interviews, observation and document analysis). The use of alternative data collection approaches will help to verify the data collected. Moreover, in order to avoid bias objectivity will be maintained by discarding preconceived notions and personal values instead basing the data analysis process on evidence from the data collected. In addition to this, the findings established will be verified before being presented (BERA 2011; Mack et al 2005). 3.2 Research Philosophy/ Paradigm This study will be grounded on the interpretivism research philosophy or paradigm. The main premise of this paradigm is that knowledge is subjective. Therefore knowledge about a particular research issue can be generated by interpreting the views, opinion and experiences of individuals in that research setting. Unlike the positivists paradigm that is founded on the notion that knowledge is objective and separate from individuals, interpretivists believe the reality is relative and multiple and that these multiple realities depend on systems of meanings developed by people. Thus there are no fixed realities. Interpretivists further believe that knowledge is socially constructed and not objectively determined or perceived. Drawing on this paradigm, data is extracted from the views, experiences, opinions, practices or behaviours of research participants. Subsequently, it is interpreted analysed and used to answer the identified research questions (Klenke 2008). Using this paradigm interpretivist researchers tend to avoid rigid structural frameworks such as those used in positivist research and instead adopt a more personal and flexible research structures which are receptive to deciphering what is perceived as reality and capturing meanings in human interaction (Black 2006). Interpretivism is founded on the notion that the researcher and his informants are mutually interactive and interdependent. When conducting research interpretivist researchers often enters the research field with prior knowledge of the research context. However, the researcher assumes that their knowledge is not adequate enough to enable them to develop a fixed research design due to the multiple, complex, and unpredictable nature of what different people perceived as reality. In contrast to the post positivist paradigm, in interpretivist research, the researcher does not begin with a theory. Rather they generate a theory inductively from the patterns of meaning provided by the informants (Creswell, 2003). As a result, the researcher remains open to new knowledge or insights provided by the informants throughout the study (Black 2006; Klenke 2008). This collaborative approach is consistent with the interpretivist belief that social realities vary from one individual to another and each person’s view is worth taking into account. Therefore, drawing on this paradigm, the goal of a researcher is to understand and interpret the meanings in individual views, beliefs, opinion, experiences, practices and behaviour as opposed to generalizing and predicting causes and effects. For an interpretivist researcher it is crucial to understand the underlying meanings, motives, reasons and other subjective experiences, which are context and time, bound (Klenke 2008; Wimmer & Dominick 2011). An interpretivist research paradigm is used in this study mainly because as compared to a positivist paradigm it is more explorative and flexible in nature and provides a framework for generating more in-depth findings. This paradigm helps to generate rich description of people’s lived experiences. These descriptions offer substantive data for the researcher to identify and generate more complete understanding and relate relevant research variables. Since this study seeks to compare middle leadership and management in two different cultural contexts this paradigm provides a suitable framework for generating findings that are in-depth and culturally specific. It is also a suitable approach for understanding human behaviour and meaning of specific research issues. It further acts as a fundamental knowledge basis for future research (Wu & Chen 2005). It is however limited because can generate findings that are subjective and could be based on bias from both the research participants and the researcher (Klenke 2008; Wimmer & Dominick 2011). For years, the validity of the interpretivist paradigm has been questioned by positivist who argue that this paradigm is subjective and biased thus its findings cannot be generalized. Moreover, this paradigm has been associated with problems emanating from researcher’s bias since it allows the researchers' own normative frames of reference to be used in understanding and forming meaning (Wu & Chen 2005). In order to enhance the validity of information generated from this study alternative explanations will be sought out and assessment of bias will be conducted by consulting peers. Peer review and discussions will help to identify biases and clarify contentious meanings that are likely to emerge from the research (Wu & Chen 2005). 3.3 Research Approaches This study will involve the triangulation of three qualitative data collection methods. In research triangulation refers to the combination or use of more than one source, approach, method to collect data so as to enhance the validity of the findings. Triangulation of different methods often helps to get richer or in-depth data, verify the data collected and enhance the validity of the study (Wilson 2014). According to Wilson (2014), triangulation is often used by researchers as a strategy for increasing the scope, depth and consistency of the data collected in researcher. It is also used for validating the results and procedures used in research. The methods that will be triangulated in this study include; semi-structured interviews, observation and documentation. These three methods were selected mainly because they are suitable for generating descriptive data that subjected to interpretation within the qualitative interpretivist research paradigm. The triangulation of these three methods will help to strengthen the validity and reliability of the data collected data and limit biases that may occur when using one method single-handedly (Wilson 2014). Semi-structured interviews Interviews are commonly used qualitative method of data collection that enable the researcher to engage in a conversation with a respondent so as to obtain information about a particular research issue (Debasish & Das 2009). Interviews will be conducted with the six middle managers/ leaders from Saudi and English primary schools. Interviews will be conducted on a face-to-face basis for a period of 45 minutes. The interviews conducted will be semi-structured in nature. In this case, a set of predetermined questions will be used to guide the interview session, however based on the responses provided by the research participants additional or supplementary questions will be asked in order to obtain clarity and more in-depth understanding. A tape recorder will be used to record and store data during the interview sessions. The interview sessions will focus on exploring different issues revolving around middle leadership/management in Saudi and English primary schools. Semi-structured interviews were selected as a suitable method of data collection in this study mainly because as compared to other methods of data collection such as questionnaire, they provide an avenue of gathering in-depth information. Within the research context, the term “in-depth” is often used to refer to thorough, detailed or carefully worked out data or information (Debasish & Das 2009). Unlike other data collection methods such as questionnaires, the use of semi-structured interviews enables the collection of more in-depth data mainly because, it provides a platform for a researcher to seek for clarifications on some of the responses provided by participants, search for opinion, ask for further explanation and make comparisons. It also allows the researcher to elicit more accurate information since the interviewer is in a position to ask for more explanation or clarification in a case where a vague response is provided (Wood & Ross-Kerr 2011). Although semi-structured interviews are guided by a set of predetermined questions, they are flexible and thus allow the researcher to ask additional or supplementary questions in order to gain more clarity. Another advantage of interviews is that they are characterised by synchronous communication thus it enables the researcher to observe and get information from non-verbal cues such as facial expression, intonation and voice among many other cues. In contrast to questionnaires which have a standard and rigid structure thus they tend to produce generic or vague data, semi-structured interviews are more flexible and enable the researcher to make adjustments in order to gather relevant, specific and more accurate data (Debasish & Das 2009;Wood & Ross-Kerr 2011). However, some of the weaknesses associated with the use of interviews is that they can be time-consuming and considered intrusive by research participants. Scheduling face-to-face interviews and transcribing data collected from the interviews can be time consuming. Furthermore, some respondents may find interviews as intrusive since they explore issues more in-depth and seek for clarifications on complex research issues. Furthermore, data collected from interviews are subjective and thus susceptible to individual biases since they are based on individual opinion and views (Debasish & Das 2009;Wood & Ross-Kerr 2011). Observation Besides the use of semi-structured interviews, this study will also involve the use of observation as a qualitative research method. As a data collection method, observation is a hallmark in many ethnographic and anthropological studies. It encompasses systematic description of events, practices, behaviours and artifacts in the selected social setting of the study. In this study, observation will be triangulated with the results of the interviews to draw comparisons and conclusions on whether middle managers act as leaders or as followers in their respective political contexts. As compared to other research methods, observation is distinctive mainly because the researcher approaches the participants in their own settings or environment and is engaged in keen observation of participants in their day-to-day activities so as to get an insider perspective (Demunck & Sobo 1998; Dewalt &Dewalt 2002). In this case, observation will involve keenly following and observing middle managers/leaders in Saudi and English primary schools in their school settings while they are in the classroom, staff meetings or engaging with other teachers. Careful observations and objective notes about what will be seen will be made in as much detail as possible. In the UK both male and female participants will be observed. However, in Saudi Arabia only male participants will be observed due to cultural and religious considerations. This is likely to impact the comparability of the study since the sample of participants in Saudi and UK schools will not be equal. In order to enhance comparability recordings of meetings and interviews with female participants through the phone will be carried out. The use of this method in this study will help to provide first-hand data on the nature of middle leadership/ management in English and Saudi primary schools. It will help to expose the underlying issues that may not be articulated during the interview sessions. In this regard, Demunck & Sobo (1998) observe that observation affords the researcher access to backstage culture and enables rich and detailed descriptions of behaviours, intentions and events as they emerge. Essentially, observation provides direct information about the behaviours of individuals and provides opportunities to identify unanticipated outcomes. This in turn enhances the quality of data collected (Dewalt &Dewalt 2002). According to Dewalt & Dewalt (2002), the key goal of observation is to provide the researcher a holistic, objective and accurate understanding of the research issue under study. This method is often used alongside other methods such as interviews and questionnaire to increase validity as it helps the researcher have a better understanding of the research issues and context under study. This method of data collection is considered to be suitable for addressing descriptive research questions, building theory, generating and testing hypotheses (Dewalt & Dewalt 2002). Despite of the various benefits linked to observation, this approach is limited mainly because it is subjective in nature. The data collected is subject to the researchers interpretation of events, behaviour or activities in the research setting. Thus it leaves room for bias. Dewalt & Dewalt 2002) further observes that one of the downfalls of observation as a data collection method is that the presence of the researcher in the research settings may affect normal or routine behaviours and occurrences as some individuals tend to change their behaviour whenever they notice they are being observed. Observation is also expensive and time-consuming (DeMunck & Sobo 1998). Nevertheless, this method will be used because it helps in the collection of first-hand data that can be used to verify the validity of data collected using interviews and document analysis. Document Analysis This study will also employ document analysis as a qualitative research method. Document analysis encompasses a systematic process of reviewing, appraising and interpreting different types of documents so as to form meaning and generate knowledge. In most cases, this approach is employed in combination with other research methods in order to complement the data collected or as a means of triangulation (Corbin & Strauss 2008; Rapley 2007). Documents act as an important source of data/ information in qualitative research. They may contain texts, images or cultural artifacts incorporated in books, journals, manuals, minutes of meetings, attendance registers, agendas, charts, diaries, brochures, scrap books, memoranda, press releases, institutional reports, public records, event programs and newspapers (Bowen 2009). In this study, document analysis will involve a systematic review, evaluation and interpretation of different types of documents in order to deduce meaning and develop understanding. Some of the documents that will be analysed in this study include; minutes of staff meetings, memoranda, institutional reports and school programs. Minutes of staff meeting, school reports and memos will help to provide invaluable insights on the various roles that middle managers/ leaders plays and issues that affect their work. Similarly, a review institutional reports will help to highlight the policies and regulations that determine the role of middle leaders/ managers, the nature of their work and the issues they deal with regularly. One of the key advantages of document analysis is that it enables access to information that would be difficult to access in cases where people may not be available or willing to share during interviews. Moreover, document analysis eliminates the researcher effect during the research process. Researcher may affect the objectivity of the data collected due to their preconceived knowledge or ideas. Research participants may also be affected by the manner in which the researcher conducts the research or how they perceive the researcher depending on their age, race, sex and other characteristics that are likely to determine what they tell the researcher during interviews or how they behave during the process of observation (Corbin & Strauss 2008; Rapley 2007). Document analysis was used in this study mainly because it provides an opportunity to examine trends over time. Documents are particularly useful for tracking changes over time, historical trends and sequences. This approach is also inexpensive. However, locating or accessing some documents may be difficult. In some cases, accessing documents such as minutes may require the researcher to undergo an approval process that may take long due to bureaucratic processes. The analysis process may also be time consuming. In some cases, the authenticity of information in some documents may be questionable (Corbin & Strauss 2008; Rapley 2007). In order to ensure that data collected through document analysis is accessible and valid, extensive research will be conducted beforehand so as to identify relevant documents that can help to address the identified research issues. Moreover, the documents selected will be assessed to ensure that they are accurate and authorised. 3.4 Sampling Method Prior to the data collection process a sample of participants were selected. The sampling process involved selecting a small sample of middle managers/ leaders to represent the total population. Sampling is important mainly because it helps to limit extraneous resources and effort used when conducting a study. By selecting a small sample to represent the overall population, both time and resources used for gathering data from a large population is limited Thus sampling is crucial in promoting efficiency (Statpac 2013). There are two broad categories of sampling methods namely; random and non-random sampling. Random sampling. In random sampling each unit of the population stands an equal chance of being selected. Nevertheless, in non-random sampling every unit of the population is not likely to be selected (Gravetter & Forzano 2015). The schools and middle managers/ leaders who will be involved in this study will be selected using a non-random sampling method referred to as convenience sampling. Convenience sampling is a non-random sampling method that involves selecting a sample population of participants due to their accessibility or availability (Lund Research 2012). According to Gravetter & Forzano (2015), convenience sampling is a commonly used method in qualitative research. It basically involves using participants who are easy to get. Research participants are simply selected based on their willingness to respond and availability. Using this approach, 10 research participants (middle leaders/managers) from UK and Saudi primary school will be invited to take part in the study via email. Three participants from each of these countries who agree to take part in the study and are easiest to access will be selected. Some of the advantages associated with this sampling approach include the fact that it is easy to carry out particularly in cases where there is limited time and resources. Unlike random sampling methods that involves coming up with a list of overall population and randomly selecting research participants regardless of their limited accessibility or availability, a convenience sampling method is more systematic and concentrates on working with a sample that is available and accessible so as to ensure efficient use of resources and time. Nevertheless, since this approach is non-random, there is likelihood that the sample selected may not be completely representative of the entire population that the study seeks to focus on (Lund Research 2012). In this regard, Gravetter & Forzano (2015) argue that this approach is a weak method of sampling mainly because the researcher has very little control over the representativeness of the sample. Thus the sample selected may be biased. In order to ensure that the sample selected is representative, it will be ensured that the research participants conveniently accessed are diverse in terms of age, gender, primary school, length of work experience and work position (Best 2014). Despite of the drawbacks associated with convenience sampling, it is still commonly used because it is cheap, easy to execute and timely as compared to other random sampling methods (Gravetter & Forzano 2015). 3.5 Ethical Considerations The use of a qualitative research design is likely to elicit a number of ethical issues revolving around official consent, the rights of participants and how data collected is treated. In the course of this study, several ethical considerations will be taken into account in order to meet the ethical standards set for educational research. Firstly, ethical issues pertaining to consent are likely to arise. Prior to undertaking the study official consent from relevant authorities and gatekeepers in the education sector in both Saudi Arabia and the UK will be obtained. Consent from the research participants will also be sought. Consent encompasses the right of an individual to decide whether or not they want to take part in the study. In this case, the work of the researcher is to ensure that the participants completely understand their purpose of the study, the methods that will be use, the demands placed on them and risk that they are likely to experience as research participants (Best & Kahn 2006; Jones & Kottler 2006). From a legal standpoint, informed consent encompasses three elements namely; information, capacity and voluntariness. All these three elements must be met in order for informed consent to be considered valid. Information must be effectively communicated in order for informed consent to be provided. The researcher must ensure that the research participants fully receive the right information and understand the implication of their involvement. Capacity involves an individual’s ability to acquire, retain and evaluate information and make sound decision. Capacity is partially determined by one’s legal age. Individuals below the age of 18 years are considered to be legally unable to provide informed consent since they are underage. The last element of informed consent is voluntariness. This involves individual’s ability to exercise their free will and make choices without being under any duress, deceit or fraud (Field & Behrman 2004). Before conducting the in-depth interview or observation the participants will be dully informed about the objectives and nature of the study. Their consent will be sought and will be requested to participate in the study on a voluntary basis. Participants’ right to withdraw from the study will be taken into account. Participants will be informed that they have the right to withdraw from the study at any point in time (Best & Kahn 2006; Jones & Kottler 2006). Secondly, the privacy and confidentiality of participants is a major ethical issue that arises in research. In the course of this study the privacy and confidentiality of the participants will be upheld. The participants will be requested not to reveal private or confidential information. Thirdly, as far as the treatment of data is concerned, a number of ethical issues are likely to arise. These issues may arise due to bias or falsification of information from the researcher. In order to ensure that the findings of this study are reliable, accurate and valid, preconceived notions and personal biases will be discarded. Data interpretation and analysis will solely be based on the evidence from the data collected. Moreover, extensive consultation with supervisors and peers will be carried so as to enhance objectivity and avoid bias. In addition to this, the findings established will be verified before being presented (BERA 2011; Mack et al 2005). 3.6 Data Analysis Following the data collection process, the data gathered will be subjected through a process of data analysis. The data collected in the course of this study will be analysed based on Miles’ and Huberman’s (1994) framework of data analysis. This framework involves four key steps in which data is subjected to so as to extract meaning. These step include; data reduction, data display, drawing conclusion and verification of findings. Using this framework, data collected will first be subjected through the data reduction process. This process encompasses the identification of key categories or areas of data that are most relevant and can be used in addressing the research objectives. Since the amount of data collected can be extensive and wide ranging, this process involves discarding data that is not relevant and retaining that which is relevant and can help to address the identified research issues. Although this process helps the researcher to simplify and select relevant data, Sabapathy (2014) observes that it is subjective and the researcher may experience difficulties in deciding what to include or discard. Thus if this step is not carried out correctly it could affect the quality of the study. Following the data reduction process, the identified data categories undergo the process of data display. According to Miles’ and Huberman’s (1994) data display helps to organise and assemble data in a manner that is easily accessible, straightforward and compact thus easing the processing of analysing and interpreting data in order to generate meaning. In this case, the data categories will be represented diagrammatically using tables and charts. Afterwards, the process of drawing conclusion will follow. This process entails selecting relevant data patterns or themes from the diagrammatical representation of data and using them to answer research questions. Miles & Huberman 1994 note that in this case the researcher steps back to consider what the data analysed means and assesses the implication for the identified research question. Subsequently, the process of data verification will follow. This process will involve careful reviewing and assessing of the conclusions drawn so as to determined whether they are accurate or valid and (Miles & Huberman 1994). In essence, the meaning emerging from the data have to be tested for their plausibility. This may involve reviewing or comparing these findings against previously conducted research studies. Miles’ and Huberman’s (1994) framework of data analysis will be used in this study mainly because it provides a suitable framework for identifying and comparing variables, patterns and themes evident in the data collected on middle leadership/ management in the English and Saudi education system. Moreover, it provides an interpretivist framework that is suitable for understanding views and behaviours. 3.7 Settings and Participants This study will be based in three primary schools in Saudi Arabia and three primary schools the United Kingdom (UK). Since the settings of the study will be in two different cultural contexts, it is expected that different issues particularly relating to gender roles may arise. Therefore, reasonable accommodation will be made in both contexts in order to ensure that the objectives of the study are met. In both Saudi Arabia and UK, one middle manager and two teachers from each of the three schools will be involved in the study whereas in the UK one middle leader in each of the primary schools selected will be involved. The middle leaders/ managers from each of the six schools in Saudi and UK will be selected so as to provide insight on their roles and nature of their work. On the other hand, the teachers from each of the schools will help to shed light on the perceptions on middle leadership/ management in the Saudi and English education system. 3.8 Semi-structured Interview Questions Teachers 1. Can you tell me about the ways in which this school is led and managed? 2. How are responsibilities in the school distributed around different people? 3. What are the processes of decision-making? Can you provide specific examples? 4. Who has the power to initiate change? 5. What role do government policies play in the way that the school is run and organized? 6. Can you describe anything that makes taking new initiatives or introducing change more difficult? 7. What kinds of things might make the school more effective in its organisation? 8. What are your thoughts on the roles played by middle leaders / managers Middle Managers/ Leaders 1. Can you tell me about the ways in which this school is led and managed? 2. On a typical day what does you work/ role involve? 3. How does government policy affect your work? Can you provide a specific example? 4 In your work as a middle leader/ manager do you feel you have the autonomy to initiate change? 5. Tell me about a change that recently happened in school. What was your involvement? How did you feel? 6. In your work as a middle leader/ manager do you feel you have the autonomy to make decisions? 7. What kinds of things might make the school more effective in its organisation? 8. Can you describe anything that makes taking new initiatives or introducing change more difficult? 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Jones, W.P. & Kottler, J.A., 2006, Understanding research: Becoming a competent and critical consumer, Pearson, Upper Saddle River, NJ: Klenke, K 2008, Qualitative Research in the study of leadership, Emerald Publishing, Bradford. Mack, N., Woodsong, C. & Family Health International, 2005, Qualitative research methods: a data collector's field guide, Family Health International, North Carolina. Miles, M. B., & Huberman, A. M., 1994, Qualitative data analysis, 2nd ed, Sage Ltd, London. Mujis, D 2010, Doing quantitative research in education, SAGE, London. Merriam, S 2009, Qualitative Research: A Guide to Design and Implementation, John Wiley & Sons, New York. Neergaard, H. & Ulhri, J 2008, Handbook of Qualitative Research Methods in Entrepreneurship, Edward Elgar Publishing, Cheltenham, UK. Sabapathy, K.,2014, Singapore Mainstream Preschool Teachers and the Inclusion of Children with Special Needs in their Classroom, Patridge, Singapore. Wilson, V., 2014, ‘Research Methods: Triangulation,’ Evidence Based Library and Information Practice vol 9, no.1, pp. 74-75 Read More