Aisha Al Janahi

 Reflective essay

Throughout the course scope and methods for social science, I, as a student, have learned a lot. Together as a class, we entered the intricate world of research and the connection between the absolute phenomenon of AI technology. As a final farewell, I would like to reflect on my growth academically, achievements, and three pieces of work that have both taught me a lot and created the feeling of achievement.

Understanding and overall reflection:

I would like to first address the fact that this course was the first ever created and designed in a way to include AI that I experienced. Not only did we explore a wide scope of all that research has to offer in countless different forms, we also included one of the top rising creations of our time or generation. Artificial intelligence has undeniably taken the world by storm, especially educational institutions in every shape or form, whether it’s schools, higher education universities, or colleges. Hence, its permanent presence has been extremely influential. For instance, writing papers, summarizing sources, and most importantly, extracting and analyzing data for research. Although artificial intelligence has more than those listed to offer, the link to using AI as an academic tool for things such as research really helped me personally understand the purpose of this very course. This is because initially, I felt as though it was aimed at creating a thorough and steady foundation in terms of essential tools such as research for my major, international politics. However, it wasn’t until the first class that it clicked. Even though I had read the syllabus prior to the class, I got a pretty accurate and lasting impression of the course and its purpose from the lecture given by Professor Chandra. I distinctly remember the discussion we had about how we live in a world where we can never truly guarantee truth without proof. Which made me realize the importance of discourse. This is because when it comes to politics, it is vital to peek through the lens of social science and dive into searching for proof in any shape or form. There’s qualitative and quantitative data that can truly make the difference. Even though we live in a world with the corruption of misinformation and hoaxes, we also live in a world where AI is an absolute digital weapon that is available and ready with a simple click of a button.

As a sophomore at the university, I can confidently say that the use of artificial intelligence for assignments was heavily discouraged in other courses. Although I find that understandable, I don’t find it essentially stable. Something that I learned from this course is that the use of artificial intelligence will not always result in plagiarism. In fact, the very first assignment was to collectively, as a class, create a survey report on the presence of AI in academia. Research task one: honor council artificial intelligence survey report and to analyze the responses of students to two questions concerning the use of artificial intelligence in an academic environment. There are questions varying from how much students use AI in a week to when AI has been most useful in coursework. However, there are also questions about the approach of educators when it comes to artificial intelligence. To conclude from personal experience and quantitative data, most professors discourage the use of AI. This can be the result of two things. Firstly, the poor use of AI by students. A lot of students use AI for the wrong purposes as well as heavily relying on it, which contributes greatly to the completion of academic work. In this case, the use of artificial intelligence is total plagiarism. Another aspect is the lack of awareness within the community of educators about AI. There can be many solutions to these obstacles, and as presented by students in the survey report workshops, they can work wonders.

Prominent achievements:

One of my biggest achievements throughout the semester has been constructing a healthy relationship and using AI overall. Throughout the process of looking into research, writing reflections, and participating in class activities and group work, truly and honestly, what I’ve learned the most is that AI does not have to be scary. As Professor Chandra once explained, I do not control us; we control AI, and at the end of the day, it is just a computer, and a computer can never act as we are. In addition to that, another achievement was better understanding and experiencing the journey of conducting research.

For instance, we as a class go to the honor to get to know and explore other students honor theses. It was truly a good experience for us sophomores to get an idea of what the future might hold for us. Because it’s always less scary when you see those who were once sitting in the exact same class as you are now achieving such amazing things. One of the most prominent students was Aashish Karn, with his work on Naplese migrant workers in Qatar. His presentation was extremely encouraging. This factor adds to the encouraging environment created within the classroom. With the support of Miss Asma and Mr. Robert, the classroom felt like such a supportive little society.

Research tasks:

My personal three favorite research tasks were research task two, research task three, and research task five. Research task two provided my very first opportunity to conduct interviews and create a podcast. Although it was a new experience, we as a team were able to construct a plan to ensure achieving the best results. We were successful in dividing our work and then joining together to create a podcast. I had the task of conducting an interview with a former teacher of mine. It was interesting to think about all of the aspects we learned in class in order to take them into consideration. For instance, consider the consider the environment and language.

Research task three, what’s the first ethnographic project I participated in. In a way, it felt like a test for our research skills in a real life setting. This task was my absolute favorite. As a team, we were able to visit one of the most nostalgic places in Qatar; Souq Waqif. We conducted research in a way where we had to blend in with the people and use our senses to extract information, just as demonstrated in class and by the little trip we had to the Qatar national library.We also took notes in the way that we learned from all the readings provided. Research task five, was the first time I got to experience the process of self grading. It was also the first time I was able to place myself in the shoes of educators. We created a rubric together as a group as a form of self reflection.

Class participation:

I believe that to participate is to take part in class activities. That includes weekly reflections, group work, and presences in class. Personally, I was able to complete the required amount of weekly reflections within the word count. In addition to successfully completing my part in any group assignment and contributing to the tight knit relationship that I had with my fellow group members, However, when it comes to presents in class, this is where I can identify my permanent flaw during the semester. Throughout the end of the course, I find myself questioning why my presence in class is mostly focused on presenting our group work to the rest of our classmates instead of being more frequent.

Research proposal:

The journey of creating a research proposal was personally challenging. I found myself taking up to two days just to create a research question. I now understand how research takes up so much time and effort. With choosing a topic, collecting data, considering ethical issues, and seeking funding, it’s safe to say that this experience needed more than just a lot of effort; it needed a lot of time. However, what made it easier for me was to conduct research on a familiar topic. I opted to discuss one of Qatar’s most notable political features: sports diplomacy. Overall, it was an excellent opportunity to prepare for the future. Especially since I was extremely encouraged by all the presentations and examples presented in class.

In conclusion, this course was one of those that will stick with me for the rest of my life, inevitably. With everything that I learned, it is also important to recognize that information is best obtained with effort. Therefore, I can conclude by saying that through my effort to complete my assignments with interest, thinking thoroughly when writing my reflections, and participating in class activities, I feel that I deserve an overall A-minus grade.

Research Proposal

Aisha Al Janahi

Professor Chandra

IPOL-2170-70

7/5/2024

The Role of Sports Diplomacy in Shaping Qatar’s International Reputation

Introduction

Qatar, a small but highly influential country in the Middle East, is increasingly using sports diplomacy as a potent tool to make known its existence on the global scene and to elevate its standing among world nations. The 2022 FIFA World Cup, the first time such a glorious tournament was hosted in any Arab country, has no doubt not only put Qatar on the map but has also given the government a rare chance to appraise the pros and cons of sports diplomacy concerning its reputation and position on the world stage. However, Qatar is a shining example of how strategically using major sporting events for public relations can advance a country’s soft power and shape the world’s perceptions. The essential purpose of this research proposal is to analyze in detail how the strategic utilization of sports diplomacy has been employed as a tool for the construction and projection of a positive international image, especially during the two pivotal stages of the World Cup and the regional blockade imposed on Qatar by the neighboring nations.

Research Question

“How did the role of sports diplomacy contribute to establishing a new international reputation for Qatar before and after the World Cup and the blockade?”

Literature Review

Sports diplomacy, which gains momentum as a soft power tool with time, becomes an eye-catching method of building viewpoints of the world and improving global perceptions of countries. A range of professionals have been researching the role that sports play in building peace and increasing the interchange of culture and homeland branding. Based on Søyland’s (2020) thesis, Qatar is an example of a country in which sports have gained the status of a diplomatic (tool), thus helping to wade off the stains of controversies. The research undertakes a critical review of the reasons behind Qatar’s hosting of global sporting events, e.g., the 2022 FIFA World Cup, and the repercussions it might have on the country’s international standing. Søyland argues that Qatar’s sports strategy serves dual purposes: utilizing sports diplomacy as an instrument to boost its global prestige and leverage soft power but also engaging in sports washing to deflect attention from the human rights issue and working conditions. Søyland argues that the sports diplomacy of Qatar might dwarf the present controversies and may thus diminish the country’s efforts to build a favorable world reputation.

Kobierecki and Strożek (2021) examined the effect of hosting sports mega-events. For example, the Olympics and FIFA World Cups are the most critical games in the world, and they are used to build a host nation’s international reputation and global interest. Their research concluded that such events as hosting international championships, first and foremost, can provide significant “global attention and curiosity” to the host country (55). Yet, mostly, it is the period before the event and the event itself when such attention is more intense. A striking result was the fact that search interest was updraft during the years when the events took place, suggesting that the world has increased the awareness of and curiosity about the host nations.

In their article, Abdi et al. (2018) present a model of the sports diplomacy initiative that could eventually lead to some meaningful results. The authors contend that sports diplomacy must convey a country’s foreign policy strategy and must be aligned with the nation’s own long-term diplomatic goals. The model offers a fluid process for developing, implementing, and validating sports diplomacy programs, allowing countries to generate the optimum benefits in terms of the desired foreign relations outcomes (4). This is a great platform that could be used as a guide for nations to understand better the strategy through which sports diplomacy can be employed to achieve the intended foreign policy goals and promote the image of the country internationally.

Qatar, being a worldwide player in the area of sports events, shown in the 2022 World Cup, has become a popular subject everywhere. While the world sees it as a matter of political importance, it is also an opportunity to boost its image. Without a doubt, this analysis has to track the contribution of sports diplomacy to the public image of Qatar, from the blockade attempts to the various challenges that were faced in the preparations for the World Cup.

Research Design and Methods

This Research will be conducted using a qualitative approach, which will be implemented using different methods to gain and analyze data. The following techniques will be employed: The 2022 FIFA World Cup was held in Qatar, and this will provide a case study that can be used to comprehensively examine the country’s sports diplomacy initiative and its effect on the international community. Document Analysis will be vital to determine the strategy behind Qatar’s sports diplomacy and its intended results; different materials will be studied, such as official statements, media coverage, and policy documents (UNIVERSITY LIBRARIES). Semi-structured Interviews – the country’s sports diplomacy initiatives will be investigated through interviews of key stakeholders, including government officials, sports administrators, and international relations experts, to gather first-hand perspectives and insights on the impact of the sports diplomacy initiatives on Qatar’s reputation.

Data Analysis Plan

The data obtained from the document analysis and interviews will be analyzed using thematic analysis techniques. The study analysis will detect recurrent motives, patterns, and insights connected with Qatar’s sports diplomacy, obstacles, and resulting reactions to the outlook of the international community. The discourse will use sports diplomacy and nation branding theory as a theoretical framework to thoroughly analyze the research question.

Timeline

Phase 1: Research Preparation (2 weeks)

Conduct in-depth Research on sports diplomacy, nation branding, and Qatar’s soft power utilization; a framework is to be constructed to direct Research and seek necessary approvals and clearances regarding data collection.

Phase 2: Data Collection (2 months)

Establish what data is needed (declarations, news reports, policy documents) and do document analysis, conduct semi-structured interviews with these stakeholders of the main groups (government officials, sports administrators, international relations experts), and record and organize the collected material.

Phase 3: Data Analysis (1 month)

Apply thematic analysis strategies to obtain repeated themes, patterns, and inferences from the data collected. Analyze the data with the theories of sports diplomacy and nation branding. Using other data sources, triangulate the results.

Phase 4: Writing and Finalization (2 weeks)

Reflect on the results, draft a research report summarizing Qatar’s sports diplomacy sections: introduction, literature review, methodology, findings, and a discussion section; revise and complete the research report, implementing academic advisors’ instructions and feedback.

Research Feasibility and Ethics

With the challenges of getting the relevant documents and conducting the interviews with the key stakeholders, who may need more support to access the required information and data, undergraduate students may encounter various challenges at Georgetown University in Qatar, I being among them. Yet, efforts would be made to encompass the existing connections and networks to enable contact with the precise resources and participants. Ethical considerations will be achieved by getting all the necessary approvals and consent, maintaining confidentiality and anonymity when needed, and sticking to the ethical guidelines for Research involving human subjects (Bhandari). The study will be conducted with the morality, transparency, and dignity that all involved persons should observe.

Conclusion

How Qatar exploits sports diplomacy to achieve this goal makes it a fascinating and worthwhile field of study, given that the impact of major sporting events on a country’s international image and status positions, among others, is very significant. Through a comprehensive examination of Qatar’s dedicated utilization of sports diplomacy not only before and after the World Cup of 2022 but even during the regional embargo imposed by neighboring countries, this Research aims to provide a substantial addition to the growing body of scholarly literature on sports diplomacy and its various consequences in terms of national branding and soft power projection. This study is not only about Qatari sports diplomacy, but it also has some implications for international relations scholars, sports administrators, and policymakers all over the world who are interested in knowing what sports diplomacy as a tool can do to make sports shape the international relations, cooperation and reputation order.

Works Cited

Abdi, Kambiz, et al. “Converting sports diplomacy to diplomatic outcomes: Introducing a sports diplomacy model.” International Area Studies Review 21.4 (2018): 365-381. https://doi.org/10.1177/2233865918808058 

Bhandari, Pritha. “Ethical Considerations in Research | Types & Examples.” Scribbr, 22 June 2023, www.scribbr.com/methodology/research-ethics/#:~:text=What%20are%20ethical%20considerations%20in,for%20harm%2C%20and%20results%20communication

Kobierecki, M.M., Strożek, P. Sports mega-events and shaping the international image of states: how hosting the Olympic Games and FIFA World Cups affects interest in host nations. Int Polit 58, 49–70 (2021). https://doi.org/10.1057/s41311-020-00216-w

Søyland, Håvard Stamnes. Qatar’s sports strategy: a case of sports diplomacy or sportswashing?. MS thesis. 2020. http://hdl.handle.net/10071/22176

UNIVERSITY LIBRARIES. “Research Guides: Research Methods Guide: Research Design & Method.” Research Guides at Virginia Tech, 2023, guides.lib.vt.edu/researchmethods/design-method#:~:text=What%20is%20the%20difference%20between,used%20to%20implement%20that%20plan

 

 

 

Weekly Reflections

Week 1

Initially, I took this course because it was a requirement for my major. However, as I read through the syllabus, I found that it had truly sparked my interest. In my opinion, this course is especially essential in modern times, especially now with us getting the legendary chance to witness political situations firsthand through social media. As an individual embarking on a completely new path in this generation, I believe that the skills we are going to gain through this course will act as a toolkit for the future.

As we dive into the world of politics, the validity of information is undoubtedly extremely important. I cannot express how deeply frustrating it is to encounter situations where, to me, what is spread around social media is propaganda and misinformation. Especially with the current ongoing media war between the Palestinians and the Zionist entity. We all try to contribute as much as possible by spreading information about the atrocious actions of the Israelis and condemning the genocide that is happening in Palestine. But it’s equally critical that we can recognize and expose propaganda and false information. Through this course, I am hoping to evolve my ability to point out and identify misinformation and have the ability to accurately find data and present it.

Week 2

This week’s class was like getting a glimpse of what an honor student can face during their senior year. It was especially helpful and insightful because of the two seniors, Shikoh and Saba, who both presented their proposals to us in a way that is, in my opinion, very inspiring. In addition to that, in class, we dived into the careful process of research.

The professor talked about pointers, dos, and don’ts when it comes to research. For example, the idea of whether the process is considered ethical or not. such as conducting research interviews, is extremely hard to do when it comes to children, as brought up by the professor. All the talk about unethical research and experimenting has brought back all the memories about the experiments I learned about when taking psychology in high school, for instance, when we learned about the Stanford prison experiment. With everything I learned in class, I can say that it has truly expanded my general idea of research and how the process of research has developed into a more ethical and moral procedure.

The reading provided insightful and useful information when it comes to social sciences. As emphasized greatly by the writer, it is important to explain social phenomena in general when diving into the world of social sciences. The writer also stressed how significant it was to ensure validity and reliability by addressing, focusing on, and presenting facts, especially when it comes to digesting or comprehending social phenomena.

In conclusion, all that I have learned this week has undoubtedly helped to expand my knowledge regarding all that I have talked about in my reflection. Furthermore, it has piqued my interest in the potential discoveries in the social sciences.

Week 3

This week’s class was a combination of many inspiring individuals presenting to the class many ideas and topics. Personally, some topics that were introduced were completely fine for me. For example, when a fellow student, Minahil, took the time to explain to us her own journey and process of conducting a survey, Needless to say, it was very interesting and encouraging to hear from a fellow student, especially since she did such a great job. In addition to that, we indulged in the role of ethics in research as presented by Ms. Jinhene Ghannay. She talked about the development of ethics through research throughout history, and as an individual who is really interested in the psychological aspects of things, it was very interesting to see such an analysis being presented to me. In addition to that, towards the end, our professor really altered my idea of AI with his interpretation. Truly and honestly, it is exactly as the professor said, it is impossible for an AI to think like humans, no matter what. To me, the invention of AI is an absolute phenomenon, so just opening my eyes to the fact that it is not human is in some odd way comforting to me.

 

As for this week’s reading, The Limits of Survey Research on the Meaning of Democracy by Fred Schaffer was an eye-opening article to the link of democracy with just plain research. The writer went on to compare the results of two surveys conducted in the Philippines in order to analyze three issues he stated: compression, compartmentalization, and homogenization. He proceeded to explain how these three categories have led researchers to offer misleading quality and how this affects political material.

Week 4

During this weeks interesting class we dove into gaining a deeper understanding of all the elements that go into a survey. And of course we had our class’s favourite guest Mr Robert laws. He took the time to explain the importance of wording when conducting and articulating questions in a survey, as  well as introducing different formats, such as open, ended, binary and Likert scale formats. In addition to that professor Chandra and Mr laws explained the importance of consent, and confidentiality. Professor Chandra even went as far as to explain the mathematical probability of extracting the identity of the person doing the survey using the last four numbers of their student ID, he concluded with mathematical proof that it is nearly impossible to do so.

 

But what was most truly interesting to me was when Professor Chandra provided a real life experience of answering a survey in class, after analysing every aspect of a survey. This was truly an eye-opening experience, and it is safe to say that the way of view and taking surveys has definitely changed.

 

This week’s reading, “Chameleon voters and public choice” by Timur Kuran, talks about how opinions and ideas are presented by individuals on issues regarding the public. The reading is heavily dependent on mathematical aspects, which I personally found hard to grasp. Overall, the article gave a very intense and critical overview of the actions of pressure groups When voting. The reading presented a model of an “open-voting public choice process” where people choose to advocate for a certain policy of their preference. so in the end the paper presents an analysis of the idea of secret voting. it was interesting to read, because not only did it give me a broader perspective on research it also shows the actions of people.

Week 5

During this week’s class, we analyzed the results of the survey on AI in our groups. It was the second time we got to work in groups in class. The task was to provide an analysis of the result of the assigned question. It was interesting to see how every group analyzed the results with their own ideas and perspectives. It just goes to show how much we can interpret from a basic survey.

The book How College Works, by Christopher G. and Daniel F. Chambliss, presented a very interesting and intellectual view of college students based on the results of the research that was conducted. It was interesting to see the answer to their research question come to life step by step throughout the book. They analyzed many important factors that may contribute to the collaborative experience. As a student myself, it was almost as if I were reading a guidebook on how I should savor my years of studying. In addition to it being actual research contact with real-life students, I found myself comparing my own experience to the results. For instance, the authors state that the first two weeks of college are the best time for students to make friends. I was lucky enough to pick one of the mental checkboxes in my head. However, throughout the book, I can easily highlight a particular theme. Within the perspective focused on by the writers, the college experience is ultimately dependent on relationships. Friendships, educators, and fellow students are found to affect a student a lot, no matter the major or minor. After reading the book and recalling my thought process while writing this, I realized how research can alter basic ideas, and it’s especially interesting when it’s relatable.

Week 6

I was, unfortunately, unable to attend this week’s class; however, after asking my fellow classmates about it, I found that it was very interesting because they got the wonderful opportunity to analyze the process of research done in my home country, Qatar. The research was conducted by Zahra and Misba from CIRS on migrant workers in Qatar. I heard all about their wonderful methodology and how they were successful in creating a comfortable environment for the workers to freely express what they have to offer. This was crucial to ensuring accurate and reliable results; for instance, they were able to undergo interviews in the workers’s native languages, which limited the chance of problems such as miscommunication.

Furthermore, with other techniques, Zahra and Misbah were able to use accurate data to spread awareness about the challenges faced by migrant workers in Qatar. Their research served also as a great example of how to ethically conduct research, especially for students. In addition to that, I found that their research was especially engaging for me because it covered something that is extremely important in my country.

 This week’s reading, “Shades of Truth and Lies” by Lee Ann Fujji, sheds light on the sensitive aspects of narrative when it comes to conducting research on politically sensitive topics. The author introduced the idea of meta-data as an implicit or explicit way for individuals to express their responses to questions for research on politically sensitive topics. This article was truly eye-opening personally, as an international politics student.

Week 7

For this week’s reflections, I decided to write about the questions analyzed from an interview that was called “Teaching in Spotlight,” which was conducted on professors, which I found very interesting. Prof. Chandra talked about how the fact that there was filming involved made it somewhat uncomfortable, and personally, I thought that it might lead to less genuine responses because it seemed more formal. For instance, if I were to be in that situation, I would be more focused on the camera than the question itself. This sheds light on the perspective of the person being interviewed instead of the interviewer and on how it takes effort and maybe even practice to get used to the different variations of environments that they may face. Even if it was questions asked about something they may be specialized in, such as the questions asked in the “teaching in spotlight” interview, professors were asked questions about teaching, for example, “How does your teaching intersect with your academic research?” a question that should be easy for any professor to answer, and in hindsight, it seemed easy; however, as the professor mentioned, it’s not easy when the setting is uncomfortable.

We also had a guest speaker, Ashish, who talked to us all the way from England. He talked about migrant labor, specifically Nepali migrant workers, and how his conversations with Professor Chandra sparked his research interest. His project was called “Beyond the Suffering Subject.” Ashish talked about the process of finding participants and the lengths he took by even going to Nepali restaurants to widen his relations with Nepali people. He also talked about how it was important to create an empathetic environment because, during his experience, some participants cried. I know I mentioned this before; however, it was truly inspiring to see and hear the journey of a former student undergoing research on things that they are truly passionate about, like Ashish. I believe that learning through analyzing examples is very efficient and important, especially with things such as research that simply cannot be taught in a textbook. Research involving human interaction in particular cannot be predicted as one fixed experience that can be used to create a guideline on how to conduct research.

Week 8

During this week we had the opportunity to discuss our process of creating a podcast with Professor Chandra and each other. I would like to dedicate my reflection to talking about and reflecting on my experience with creating a podcast for the first time, in addition to the fact it was personally the first assignment that required conducting interviews! Overall every aspect was a new learning expense for me, from spending so much time analysing and reviewing the answers we got from the interviews, and especially the process of creating the question and how much effort and thinking it takes to attempt to perfect the process and result.

 At first, my group and I were very overwhelmed with everything we had to be cautious about even though we are a group of four, we didn’t know where to begin (we were very grateful for the extension). However, it all started to fall in place when we chose a topic because it simply answered a lot of questions such as who should we interview? Our topic was indeed something we all were interested in, so choosing who to interview was easy in addition to actually conducting the interview. What was not as easy and smooth was the preparation process. We had three aspects we had to perfect.

  1. Proper wording of the questions: Making sure our language was professional as well as making sure the questions had a sense of being open-ended.
  2. Environment: from what we learned in week 7, we knew from the very beginning how significant it was for us to make sure we were providing a comfortable environment.

In conclusion, as we learned in class it’s not an easy and quick process, however, through this assignment, we got to gain first-hand experience which I believe is the best way to widen any perspective.

 

Week 9

This week’s reading, Writing Ethnographic Fieldnotes by Robert M. Emersonwas a great source for us students to gain a well-structured perspective on ethnographers and the process. I say that because we have an assignment coming up that is especially related to the reading: research task 3: ethnography podcast. Therefore, this reading was essential because, in my case, when I read the title of research task 3, I was overwhelmed. My first thought was that I don’t remember the definition of ethnography, or do I even know what it is in the first place?

 

What stood out the most from this reading was how ethnographic field researchers enter a social setting and just kind of live and accommodate in that setting. As it was mentioned in the reading, they get to know people there to establish some relations and observe everything at the same time! Not only do they have to create a new routine in a new place, which is hard on its own, but they also have to conduct research at the same time. Three thoughts ran through my mind:

  1. This job is definitely not for introverts.
  2. What if the social setting is in a very bad state?
  3. How can that psychologically affect the researcher?

Researchers also have to be extremely present because they will be representing the experience in writing. I thought of how, in university, we write and reflect on papers and how it is still sometimes frustrating to read and construct notes and thoughts on what to write at the same time. But in the case of these researchers, they experience everything firsthand and write.

Week 10

For this week’s reflection, I want to dedicate it to an idea introduced by Professor Koons: epistemology. I therefore understood it to be a theory, or more accurately, a physiological issue. With the way Professor Koons presented it, I found myself going through the process of reconstructing my perception of my own knowledge. Initially, I wasn’t really grasping the idea of differentiating between standpoint and perception. Then, through Professor Koon’s short experiment, I understood how perception can form a standpoint. I was part of half of the class that got to see the very random picture, and I was searching for any feature that may serve as a hint to jog or trigger my memory and recognition. For instance, color or shape, but ultimately I had no perspective or idea for me to create a standpoint. Professor Koons then revealed that it was a piston, a word I had never even heard before. It doesn’t really help that it’s a word derived from a topic I also know almost nothing about. So afterward, I found myself agreeing with epistemology because I feel like once a person is introduced to the idea, they are bound to do some philosophical thinking. For instance, if our reality and knowledge are built on our perspective, then in terms of knowledge, human beings can never be equal.

Week 11

In Week 11’s epistemology and discourse analysis course, I’ve learned about the complex realm of comprehending, challenging, and evaluating information and communication. As we discovered the week before, methodology is crucial to understanding how humans perceive and acquire information, and epistemology clarifies these processes. Moreover, the discourse analysis lecture by guest speaker Professor Iroulo illuminated the power dynamics present in language and communication.

 

As I investigated various discourse analysis traditions and frameworks, I became aware of the complex ways that language both creates and reflects social reality. I have to reconsider how discourse shapes our views and understandings in light of the emphasis on hidden logic, power dynamics, and biases.Professor Iroulo also emphasised the distinctions between critical discourse analysis (CDA) and conversational analysis (CA). CA examines things on a small scale. and CDA is based on biases, power dynamics, and reasoning. forced me to reconsider how discourse shapes our understandings and perspectives.

Professor Iroulo also emphasised the distinctions between critical discourse analysis (CDA) and conversational analysis (CA). While CDA works at the macro level, CA examines the micro level. We developed the inquiry, “How did World Cup participants perceive Qatar pre- and post-game?” in conjunction with Professor Iroulo. Because of its macro-level orientation, this question is more in line with CDA.

Instead of focusing only on individual conversations, this question invites an examination of the broader discourses surrounding Qatar before and after the game. She forced us to practise our comprehension by interacting with her, giving us sample questions and scenarios, and demonstrating how we would respond to them. This was something else I found admirable. 

Week 13

For this week’s reflection, I decided to dedicate it to the reading . Anthony Marx making and the nation state was an interesting piece of writing to read. it explorer the creation of racial domination in countries such as Brazil, the United States, and South Africa. To link the reading to our class, it is not about the idea itself where there there’s a link between the course and the text, it is actually based on the amount of information that is presented in extreme details. It was obvious that the writer constructed a prior case study on the discussed countries in the text as a form of research. 

The main point of the text was to talk about how racism came to be that do not include aspect, such as physical , economic, or even historical aspects. The writer accused that they were initiated and created by policies made by the state during sensitive and crucial political periods. Marx’s went onto to discuss and present cases in South Africa. Brazil and the United States, where it is inevitably obvious that racial domination and racism is clearly present. 

While reading the text, a question came to mind. I wondered how much research did the writer do prior to writing this piece of writing? The thing is, the result of thorough and detailed research is always recognizable. This is because there are two ways a person can retain reliable information. The first is through firsthand experience and the second is through research. 

Research Task 1: Survey Report

As clearly displayed in the results of the survey, most students agree that professors discourage the use of AI. This is evident because 54.8% of students believe that professors generally discourage the use of AI in courses. On the other hand, the results display a drastic difference between professors who have a positive attitude and a negative attitude towards the use of AI, with only 4.7% of students who perceive their professors’ positive attitude towards the topic. This percentage indicates that some professors do acknowledge the advantages of ethical uses of AI, such as students using it for academic assistance. 

Possible reasons for these outcomes: 

  • There have been multiple cases in which students have plagiarized their work.
  • students becoming too dependent on the multiple variations of AI.
  • The discouragement of professors towards AI is that it may impact the student’s work ethic as they do not put in much effort due to the “easy way out,” which is using AI
  • AI can create falsification of the students’ understanding rather than their own gained knowledge.  Although AI is a developed software, there have been many cases where false or inaccurate information has been passed onto the students. 
 
 

Q.1 

Figure 1.1: Total Responses of GUQ students 

Figure 1.2: Total responses of non- GUQ students

Analysis: The data of responses was divided into two charts. In figure 1.1 indicates the responses of only GUQ students, with the majority of 118 students agreeing that most of the professors discourage the use of AI and think of it negatively. The minority 11 students oppose it, agreeing that most professors encourage the use of AI and think of it positively. Figure 1.2 shows the data of non-GUQ students with identical contrast results between the majority and minority groups. The majority of students, 55, agreed that most professors discourage the use of AI, while the minority of 11 students agreed that most professors encourage the use of AI. 

Q.2

Figure 2.1: GUQ response by class year

Figure 2.2: NON-GUQ data by class year

Q2) Analysis 

Figure 2.1 reveals the responses of GUQ students by class year. The data shows that the class of 2026 has accumulated the highest responses, with the majority agreeing that professors discourage the use of AI. The rest of the class years revealed a close balance between students who perceive professors’ attitudes as discouraging and encouraging towards AI. 

Figure 2.2 reveals the data responses of non-GUQ students’ responses to question 9 of the survey. The data indicates that it is evident in all year groups across education city that the majority perceive professors’ attitudes as discouraging toward the use of AI. Especially in the classes of 2026 and 2027, the majority of respondents agreed to find professors discouraging, while the students from the class of 2024 and 2025, the responses shared an equilibrium of students who felt discouraged and encouraged by their professor. This balance could be due to the number of responses from both of the class groups of 2024 and 2025 being a lot lesser compared to the number of responses from students in 2026 and 2027.

Q3) Not applicable to this question

Q4) Figure 4.1: The mean and median of GUQ data 

Figure 4.2: The mean and median of NON-GUG students 

Q5)

The first observation that can be made is that the number of GUQ students that have completed the survey is higher than that of the non-GUQ students. This is to be expected as the survey has come out of the Georgetown Qatar Campus. The most evident trend in the data is that most students – regardless of which university they attend- believe that their professors have a negative attitude towards the use of AI and that they would discourage its usage. This stance is especially shared amongst the class of 2026, as around 52.3% of the  GUQ students of that class year and 37.8% of the non-GUQ students of that year have agreed that their professors do not take the use of AI lightly. Another drastic difference between the results is that out of 309 Georgetown students, only 11 students believe that most of their professors encourage the use of AI and think of it positively. This is significant as it emphasizes the idea that the majority of professors hold a cautious or negative view towards the use of AI in the classroom, potentially impacting students’ attitudes and approaches toward technology integration in their academic work. This data suggests a need for further exploration and discussion on the role of AI in education to bridge the gap between student and faculty perspectives.

Q6)

The most noticeable distinction between this version of the survey and the version that was created by the Honour Council is that this version of the survey was also available to students who were not enrolled at GUQ institutions. Because of this, we were able to gain a more comprehensive understanding of the perspectives held by different universities on artificial intelligence and its application. Additionally, the updated version has a greater number of questions than the previous version. Because of this, we are able to obtain a more detailed analysis of the student’s experiences with artificial intelligence.  

Q7)

Based on our quantitative data, we believe that a follow-up question would be suitable to further understand student’s views of their professors’ attitudes toward the use of artificial intelligence. That is because the responses of the majority of both GUQ students and non-GUQ students indicate strong discouragement and negative perceptions of professors towards the use of artificial intelligence in the classroom. This follow-up question could provide more insight into the specific reasons behind these attitudes and potentially uncover any underlying issues that may be influencing them. The question we suggest is, ‘To what extent do you think your professors view AI as an opportunity or a threat’ on a five-point scale , with one strongly viewing AI as a threat and 5 strongly viewing AI as an opportunity. This question could help to understand better the reasons behind the negative perceptions towards AI in the classroom and potentially shed light on any concerns or fears that may be driving these attitudes. Gathering this data could be valuable in addressing any misconceptions and promoting a more positive view of AI among both students and professors.

Q8)

Our question focuses on the attitude of professors on the use of AI. Therefore, the suggestions will mainly be for creating a better environment in GUQ for the use of AI. Based on the fact that throughout every year (2024-2027) the most common response across both GUQ and non-GUQ responses was  “ most of them discourage the use of AI and think of it negatively”, this indicates that there has to be a better way to spread awareness on the use of AI distributed for professors and students.

  • Suggestion 1: workshops 

 GUQ should create workshops to help professors understand the advantages and the disadvantages of the use of AI by students. In addition to creating workshops for students to learn how to properly use AI without plagiarizing. 

  • Suggestion 2: incorporating the use of AI in assigments 

Professors should try including the use of AI as a requirement for some assignments. This could act as a good opportunity for professors to practice grading and creating assignments that include AI; this way they are able to distinguish between the correct use of AI and incorrect use in order to implement techniques to help students. Students are also given the opportunity to practice using AI correctly for assignments.  

Research task 2: Interview Podcast

Podcast 1

Interviews one:

Mrs Sara De Paula, economic and business teacher,

Conducted by Aisha Al Janahi

Interview two:

Ms. Sandra Stephen, Arts Teacher

Conducted by Masouma Al Haider

Data Analysis:

Meera Al Hashmi

Ghada Abdulla

Research Task 3: Ethnography Podcast

Souq Waqif an open-air museum.

Tasks:

  • Notetakers: all of us
    • Masouma and Aisha will create a template
      • Aisha – Animal Section
      • Masouma – Gold Souq
      • Meera – Textiles
      • Ghada – Spice Market
    • Editing:
      • Meera clear audio
      • Ghada transcribe
    • Descriptive piece – Ghada
    • Setting – Souq Waqif

Notes: Spice Market- Ghada:

  • Location: Souq Waqif, Spice Market
  • Time: After Iftar
  • Interactions:
    • Most of the interactions were between the shop employees and potential consumers that they could attract
    • Parents and their children – the parents tell the children about some of the spices and their uses
    • People who know one another would greet each other
    • People were also buying candies and chocolates for grangago
  • Environment:
    • Very comfortable,homey, nostalgic environment
  • Senses:
    • Dim lighting due to the hanged lights
    • Smell of multiple spices
    • Chatter of people
    • Laughter of people
    • Sounds of people bargaining
    • Smell of light rain
  • Background’s Influence:
    • As a qatari, it holds a lot of nostalgia
    • Memories of childhood

Textiles – Meera:

    • Location: souq waqif, textile department

    • Senses:

Observations: appearance:

  • The textile department in Souq Waqif is a narrow medival alleyway where compact markets from right to left are open to the people walking between them.
  • (window shopping, where you could shop without even having to enter the shop because of the compacted free space which the markets surround)
  • These markets displayed their vibrant fabrics all around their shops, from endless hanged patterns and embroidery covering the windows.
  • The textile department colored the souq with its rich fabrics.

Saw: observations

  • Smell: Hard to explain the sent of fabric Oud Very recognizable scent –
  • Heard: Bargaining deals Discussions, chats, maybe arguments (in a foreign language (most likely Urdu) Kids playing from a distance –
  • Behaviors: -Mostly, Older women shopped there -Most of the sellers and workers were from South Asia, and they seemed to have a really good experience (they had been working there for a long time) -One lady had been shopping in large quantities of fabrics (assuming it was Ramadan gifts)

Interactions:

  • I asked to look at silk fabrics for kaftans and was surprised to find out that they had a unique selection.
  • The sellers I worked with seemed to have a really good understanding of the culture. As soon as he saw me, he understood my preferenmces and unrolled textiles that were soft colors and modern patterns. On the contrary i saw the way he interacted with customers that looked older (she was wearing a niqab but i could tell she was more mature by the way she talked and sounded), he laid out for them more traditional bright cotton fabrics. They were mostly floral patterns.
  • While i was looking at the fabrics, the older lady wearing the niqab interfered to expresses her interest in one of the silk fabrics the worker laid out for me.
  • We started a conversation about jalabiya styles for Ramadan. she was really sweet.
  • She took me to another store next door and told me they had better quality fabrics for a lesser price!

Environment:

  • Because it is Ramadan, most sales were on traditional kaftans (jalabiyas). They were mainly displayed.
  • I noticed that a lot of the stores had displayed kids’ sizes jalabiya, so I asked one of the workers why was the kids’ sizes jalabiyas promoted the most. He said kid’s Jalabiya’s in Ramadan is the most popular.

 

Gold Souq – Masouma:

Location: Souq Waqif, Gold Souq

Time: After Maghrib Prayer

Behaviours:

  • Costumers / family Alot of excitement and eagerness, period before garanga3o, so its traditional for women to wear gold and on this holiday and celebrate the traditional aspects of the qatari culture. Also a bonding activity between older and younger generations.
  • Shop keepers and their customers Tense environment as customers tend to bargain in gold shops trying to find the best deals, it is not tense in a threatening way, rather it is customary for these shops and it has become the norm.
  • Between different shops Extremely competitive environment between the different shopkeepers as they are aiming to attract the largest number of customers, through their sales strategies and extensive gold displays

Interactions:

  • Very friendly environment with other clients as the qatari society is very small and familial, especially the older generation. The shop keepers have been in the souq of many years and have become familiar with the community, so there was little to no barriers. They understood their customers and my request immediately as they brought out pieces catered to my request, we were also able to speak in both english and arabic so there was no language barrier. Very easy going interactions all around.

Environment:

Bright and joyful! The period of ramadan thrives the gold souq market, the environment automatically feels more alive and vibrant as theres a larger number of customers and the place is decorated with traditional ramadan decorations and lights.

Senses:

Look

  • Extremely bright shops
  • Brightness of the gold reflecting on the shops
  • Shiny and prise like 
  • Older generations of Qatari women, abayas, batoola

Sound

  • Sounds of haggling and bargaining 
  • Sounds of the gold rattling while costumes try them 
  • Sounds of

Smell

  • Musky
  • Sandalwood
  • Old wooden smell, tradition and difficult to pin point

Background’s Influence:

FLASHBACKS

TIME CAPSULE

This souq takes me back in time, every sense of mine is heightened as every single element of the shops recalls a different childhood memory. It was extremely nostalgic and enjoyable, my familiarity with this location is what allowed me to emerse myself openly and interact with the location, there was no fear or worry about doing this ethnography test because I was excited to see this time capsule location from a new lens.

Bird Souq – Aisha:

Location: Souq waqif, “bird souq”

Time: 22/03/2024 After iftar and sundown.

Behaviours:

Children:

  • very excited and eager,
  • scared as well.
  • smiling,
  • laughing
  • frightened by the sound of quaking birds
  • hiding behind their mothers and fathers

Workers:

  • very eager and experienced
  • They were performing tricks with the birds by whistling a certain way to have them flip or flap their wigs.
  • ready to bargain with anyone for the price.
  • competing against each other by standing outside yelling out “the best price” or “half off”.

Parents: There are two types of parents,

  • the worried and tired ones
  • taking pictures.
  • running after their kids,
  • stumbling to get the perfect picture before the bird moved from their kid’s shoulders or pulled back their toddler from licking a turtle

Foreigners:

  • Amazemed
  • Curious
  • taking pictures of every single corner  

Interactions:

Customer and worker: In almost every single interaction, there was bargaining involved. I would hear “No no no that is too much your friend right there offered me half, I’m not stupid”.It almost seemed like a fight if not for the friendly farewells after. But that is only half or the time. There were a lot of people who did end up fighting with the seller, throwing their hands up and leaving angrily. However the minority would be the foreigners who had no idea how even to bargain, I bet the sellers love them.

Environment:

  • Light rain and wind
  • The place felt alive with the presence of animals and people.
  • There was also a special show performed by a parrot that flipped and flipped while everyone laughed. It felt like a circus

Senses (smell, ambiance, sounds):

Sounds:

  • the sound of the light patter of rain,
  • the crunch of stepping on bird food,
  • the bark of dogs vs the meadows of cats
  • The Chirping birds and talking parrots.
  • The sound of a seller announcing prices higher and higher in competing to other sellers.
  • The screams of kids
  • The laughter of kids
  • The TikTok sounds by teenagers

Smell:

  • Rain
  • feathers,
  • animals,
  • sweat,
  • sand
  • shisha
  • Evaporating water from fish tanks

– Our background’s influence on our notes:

The bird souq was a childhood staple, it was what we considered our unofficial petting zoo. It was truly a nostalgic place that brought back rushing memories.

    • Write-up:

      The setting that we decided to go with is Souq Waqif. Going to a place that has truly captured the essence of Qatari tradition was a great decision, as it is a place that holds a significant amount of nostalgia for all of us. It could also be described as an open-air museum. The sounds of chatter from numerous people from various backgrounds engulfed us as soon as we arrived in Souq Waqif. This was a beautiful moment to witness, as it highlighted the diversity and vibrancy of Qatar’s culture. The setting was filled with lights and bright colors as the souq was decorated for the holy month of Ramadan.

      Souq Waqif has many sections, and in order for us to be able to cover as much ground as possible, we split up and explored different areas individually; more specifically, we explored the spice market (Ghada), fabric shops (Meera), animal section (Aisha), and the gold souq (Masouma). We chose to focus on these specific sections as we agreed that each one of them brings about something special.

      Even though we were all in different sections, the environment surrounding us was quite similar. In all the sections, we felt a family-friendly atmosphere, with vendors eager to share their products and traditions with us. The vibrant colors, bustling crowds, and delicious smells made our experience at Souq Waqif during Ramadan truly unforgettable.

      The interactions in the different markets are also worth mentioning. This is because one shared interaction across all markets is the different bargaining tactics that the shop employees use in order to attract potential customers. We also witnessed many familial interactions, especially between the older and younger generations. The sense of community and togetherness was palpable as we observed families shopping together, laughing, and enjoying each other’s company. It was heartwarming to see the passing down of traditions and cultural knowledge from one generation to the next. The souq truly felt like a place where bonds were strengthened, and memories were made.

      The interactions between the older and younger generations are a perfect display of Qatari values. The respect and care shown between family members demonstrated the importance of heritage and connection in Qatari culture. As we navigated through the crowded lanes of the souq, we couldn’t help but feel a sense of warmth and belonging as we witnessed these familial interactions. A beautiful reminder of the close ties that families in Qatar share was the sharing of knowledge and traditions between generations. It was a truly enriching experience to witness such authentic moments of love and unity in the bustling marketplace.

      Souq Waqif is a place that is rich when it comes to senses, such as the things we could smell, hear, and see. The sound of chatter and laughter filled the air, blending with the aroma of spices and incense, creating a vibrant atmosphere that was both lively and welcoming. It was evident that the souq was not just a marketplace but a hub of community and culture where generations came together to connect and preserve their heritage.

      As Qataris, as soon as we walk into Souq Waqif, we get a sense of nostalgia. As it is a place that we would visit more regularly throughout our childhood, it holds a special place in our hearts. It also acts as a way to connect with our grandparents and learn about our cultural roots through the stories and traditions passed down to us. The souq serves as a living museum of Qatari heritage, where history and modernity seamlessly coexist, providing a unique experience for both locals and visitors alike.

      Podcast Episode Two: Open Air Museum:

      Hi guys!  Uh, so in the second episode of our podcast, we’re going to be discussing the ethnographic research task. And for our task, we decided as a group to visit Souq Waqif, as it represents an open-air museum. And we thought that it would give us the best opportunity to take into account multiple behaviours, interactions, and environments.

      So as the Souq is a big place, we decided to split up and go discover different sections. So Meera went and discovered Textile markets, Masouma went and discovered the soup markets, uh, Aisha went and discovered the animal section, and then I went and discovered the spice markets. Hi, this is Masouma, and I want to discuss how, before the ethnography research task, we created a template for criteria that we’re planning on each discovery in our intersection.

      So through the criteria, we had different elements such as time, behaviours, interactions, environment, senses, and even how our background influenced our research. We wanted to explore specific criteria because we wanted to have a direct comparison between all our elements. Between all sections and another thing is we had a time limit put on each of us when we entered our sections So before we started we all decided on having exactly one hour  of exploring that section.

      That way we would all have an equal amount, uh, of time to observe and, uh, research the area.  So now let’s walk you through the different departments. This is Mira. I’m going to be talking about the textile department and all the data I discovered.  So first, I want to share my excitement for this department because I recently discovered my love for fabrics.

      Since it’s Ramadan, me and my mother have been shopping for, uh, jalabiyah, which is the traditional clothing we usually wear in Ramadan. So I was really excited to discover the topic.  What I saw, uh, fabric markets are open to each other where, uh, it’s easy to window shop. So I remember walking through a mediaeval like, uh, alleyway and the shops were from left to right.

      Uh, they were open to each other. The doors were all open. The windows were open. And I noticed that, uh, They displayed their vibrant fabrics all around their shops, from endless hanged patterns and embroidery covering all around the walls and the windows. And it was very unique to see that the textile department coloured Suquagga for its rich fabrics.

      Uh, for the smells I smelled were mostly  the scent of fabric, which I can’t really explain. Do you girls know how to explain or do you have a sense of explanation of what fabric smells like? First, let’s all agree that it is Really? Strong. I don’t know how it is, but it’s really strongly. It’s kind of overwhelming.

      Silk, when I smell it, it’s kind of cold. I’m not sure how you guys. Yes. Like, it’s kind of cold. And, uh, well, then I smell cotton. It’s different. Cotton seems to have, like, a different grasp of, uh, the smell of its environment more than silk. So this is just my, how I smell it. And overall, the scent we, the scent I smelled was very recognizable, especially cause I’ve just been to a fabric store recently.

      I could recognize that this is a fabric store.  I heard a lot of chatters between the, uh, the workers and the sellers, and mostly a foreign language, which is  the most common language I heard was Urdu or Hindi. I could also hear, uh, kids playing from a distance since you can find like markets where they, they sold like.

      and toys. So you can, you could hear like kids playing in the background.  I realized that there were a lot of older women, or we could say older generation, shopping in the fabric stores. I couldn’t find a lot of people who were, or a lot of ladies that were my age, but, um, I could see very passionate, uh, older ladies very excited to buy fabrics, especially because of Ramadan.

      Uh, I saw most of the sellers and workers were from, uh, Like you mentioned from South Asia, they seem to have really good experience with the environment they worked in, in the sense where, uh, they knew the preferences of, of their, of their buyers. Core interactions, I had one, I had actually a very unique interaction when, with one customer and one seller.

      So I asked to look, look at silk fabrics for caftans, uh, and was surprised to find out that they had a unique selection. I always thought that they were. The souk had more traditional, uh, patterns and more traditional, uh, Qatari fabrics rather than silks from, from let’s say Japan and the The other, like, European countries that, that import, uh, fabrics, so I was very surprised to see their selection.

      Uh, the sellers I worked with seemed to have a very good understanding of the culture. As soon as he saw me, he understood my preferences and unrolled textiles that were soft colors and modern patterns. On the contrary, I saw the way he interacted with, with customers that looked older. Uh, for example, one lady.

      Uh, I could tell she was more mature by the way she talked and, uh, the way she interacted with the seller. He laid out for, for her more traditional bright color fabrics  that were mostly floral patterns, which is a very, um, jalapeos. The same market, when I was looking at my fabrics, the older lady wearing the niqab  interfered with me to express her interest in one of the silk fabrics.

      Since it was different than what she chose, she was very interested on my preference and asked me also to give her my opinion on some of the fabrics she chose. She was very sweet to even take me to another store next door and, uh, she told me that the store had more affordable selection, that, uh, she saw that it was more, that it was a better quality than others.

      Uh, and also she was very kind enough to give me her contact number if I had any questions regarding the fabric stores and, uh, and Souk Waqf, since she had really good experience and understanding of the Souk there, uh, and her name was kind of anonymous because she gave me the name Foufou, which I found was very funny, but also cute.

      So yeah, that’s my interaction with Lady Foufou. Do you think her name would have been Fatima? Fatima or something like that. That starts with F. Maybe because she’s old fashioned, maybe like an old fashioned name. I, I think it’s like, because she, we have in our culture, like, we’re very open with each other.

      So she saw me as someone,  not as the worst. I think she saw you as rude, don’t tell me. And in our culture, it’s, I want to express how we are very open with each other. Like, if I find someone I don’t know necessarily as family, but  it’s like I’m talking to my, to my aunt. So guys, and for anyone who’s listening to the podcast, they had really nice Jalabiyahs.

      I did not expect to find. Very trendy Jalabiyahs there, but if you’re looking for Jalabiyahs for Ramadan, go to the Suhoor.  Hi everyone, so I’m Masoum and I’m going to be covering the, my experience with the Gold Souq and the ethnography research that I had conducted there.  So I also visited the World Suk after Maghrib prayer.

      So here I instantly saw the crowds start to gather, especially as it was the area right before Gharanga’u. And Gharanga’u is one of the celebrations in Qatar. It’s a traditional celebration that occurred on the 15th day of Ramadan.  And before this period, many families, all generations of Qatari women, uh, go to the Suk and prepare these traditional, traditional celebrations and collect gold.

      It was very interesting to see, uh, and a very interesting time to explore the Gold Souk.  So, definitely the demographic was, uh, filled with, uh, older generation of Qatari women, but it was also very interesting to see how it intersected with newer generations as they’re coming to get new items of gold and the different tastes people had throughout the shops.

      And just by entering the gold shops, the brightness of the gold juxtaposed with the traditional elements in the souk and the shops, as most of the souks were wooden and old and very traditional. The gold reflected on them beautifully and it created this bright atmosphere and this very cheery, happy environment all around.

      Um, and I want to first discuss the senses that I was seeing around me.  So as I discussed, it was extremely bright and, uh,  It was very much like a time capsule. I think the Gold Took is one of the areas in Sukwakif that did not change at all from visiting it, uh, visiting it at a younger age till now. It has not changed one bit.

      The shops look exactly the same. Maybe the gold, uh, and the, maybe the gold, uh, materials have changed, but definitely it remains a time capsule that is applied for all other women.  And as for the sounds, I was constantly hearing sounds of haggling and bargaining all around the shops where these older women were trying to find the best and cheapest prices all around.

      But also it was so beautiful to hear that in contrast with the Like, rattling sounds of gold while customers were trying them on and testing them out.  It’s such a nostalgic sound, strangely, to hear people testing out gold and  just that sound of gold hitting other gold is just, uh,  something I cannot describe, but it’s such a particular part of our culture and tradition.

      Um, as for the smell, I think the Gold Souk has a very distinct, uh, smell than the rest of Souk Waqif. It’s a very musky, uh, area as, as it’s, it reflects on its customers, it’s a very, it’s mainly catered to older generations. And that musky sandalwood scent was all around.  As for the interactions, it was very interesting to see the different interactions between different demographics of people.

      So, for example, when I saw different customers interacting with each other, it was mainly this dynamic between older and younger generations of other women, and seeing how their different tastes and their arguments about which, uh, which, uh, which pieces of gold would be an investment, which is trendy, and seeing how everyone catered to their own, uh, opinion of what was valuable, uh, in the boat shops.

      So, as I discussed, the Gold Souk was definitely a time capsule. It took me back in time and every sense of mine was extremely heightened. From the smells, the looks, even the interactions with the shopkeepers. It was so apparent how the shopkeepers have become so familiar with the space and the Qatari community that they even started speaking, uh, Arabic back to me.

      And that was actually one of my favorite interactions was I was talking to them in English, uh, and trying to.  To work, like to work,  work towards what they were comfortable with, but for them, uh, speaking Arabic was one of the things that attracted most customers because they were so easy and there was no any, uh, there wasn’t any linguistic barriers.

      Hi everyone, I’m Ghada and now I’m going to talk about the spice market and some of the shops that sell other foods and candies and things like that. So first,  first of all, as we all know. We all went during Ramadan. So during that time, it’s usually more crowded, especially in the spice market because people are there to like, get some spices so that they can cook with it so that they can like, use them around the house.

      And especially as Masouma already mentioned, it was also a time close to Garinga’ou. So there are lots of families there with their children to buy candies. As one of the traditions that was carried out in Garinga’ou is that kids Give candy to one another. So some of the interactions that I witnessed was that was between the employees and the consumers and mostly, as my group members mentioned, they were mostly wargons.

      The employees and the consumers were having a bargain again, uh, about the prices. And some consumers were even saying that other shops sell them at lower price, because obviously this is a bargaining tactic. Uh, so some of the employees would also stand outside the shops and try to attract the consumers, just like come and maybe They have something that they.

      Didn’t think of.  And so there are lots of, it’s very family oriented. Most of the interactions I saw was between parents and children, especially with the candy stores, as they would look around like kids would get excited with the sweets and the chocolates and they like tell the parents that they want some.

      And then for the spices specifically, it’s mostly women of the older generation and some men even, uh, they’re there to check the spices. Some of them were opening up the bottles and spending, spending them. It’s, it’s.  These interactions and behaviors made it feel, made the setting feel comfortable, made it feel homey.

      And then, especially with like, our backgrounds, I feel like all of us as Qataris can agree that whenever we visit Souq Waqif, there’s this sense of nostalgia, of childhood, of  like, a connection with our grandparents and our great grandparents, because it’s someplace that  impacted them a lot and was a huge part of their lives.

      So, the senses and the environment around me, there were Dim lights between the shops because the spice markets are in the tiny alleyway and the tiny alleyways They were lit up using string lights, especially during Ramadan. That’s why they’re Most likely up. And then you can also smell multiple spices.

      You can hear the chatter of people. Obviously, the chatter sounds different. There’s Arabic, there’s English, there’s Urdu, there’s many, many languages. As people from many different backgrounds come to Souq Waqif, even some tourists, especially after the World Cup and the, there’s this, Souq Waqif has become this huge tourist attraction.

      So hi guys, this is Asha and I will be talking about the animal market in Souq Waqf, which is  initially known as the Bird Souq.  So the first thing that, um, I noticed when walking and transitioning from the kind of modern part that we were in and going into Souq Waqif and diving deep on my own, was of course, um, due to me having a really sensitive nose, the first thing I noticed was the smell right away.

      So the smell of feathers hit me as well as the fact that it was kind of raining. So the soft patter of rain and kind of the wet, and it was kind of disgusting,  um, the wet drops of the rain with feathers and, um, kind of disgusting.  And as well as the lingering smell of shisha, because we were walking  from the place that there was all of like these cafes, and I felt like the smell of shisha kind of just stuck with me and my abaya.

      So I was smelling it everywhere I go, which is really frustrating. After that, what caught my attention was the behaviors of everyone there. So firstly, I noticed that it was rich with all kinds of, like all ages of children and parents as well. The children were, uh, children were obviously very excited and eager, but some of them were scared and they were crying from the flapping.

      Uh, and then as for the parents, they were running after their children, most of them worried and, uh, others were taking pictures of their kids before the bird moved from their kid’s shoulder. And, um, I also met Asaab, a really interesting person.  weird behavior or like an interaction between  a parent and a child.

      There was this kid who was really close to a turtle  and I don’t know what the kid was doing to the turtle, but  it looked like it was drowning the turtle  and it tried to kiss the turtle or lick the turtle. I’m not sure,  but the parent was so mad, but taking pictures at the same time. So that was funny in my opinion.

      However, the behavior of the workers were very interesting, was very interesting. So for one, they were very eager and they were very experienced with the animals. Like they would do certain hand gestures for the birds to do a flip or whistle in a certain way for the birds to come down. So it was very interesting to see.

      However, what was.  Probably the most prominent thing I saw there was the interaction between workers versus other workers, like how sellers would kind of compete for their own shop and they would stand outside of their shop yelling the best price or half off, trying to gain the attention of people walking by,  which was interesting.

      As for interactions, it was mainly, um, Between customers and workers, and there is a lot of bargaining involved, and I think that’s what every market has in common, but I was shocked to see that even now when selling animals, there is a kind of bargaining involved, which I think is very What do you think are the ethical dilemmas of bargaining for animals lives?

      Well for, well for one, animals are not, is not, they’re not an inanimate object, they’re not a spice or a fabric,  they’re not gold, they’re something that has a soul, so how can you bargain for a less price if they’re an animal? So if they can, you’re taking them into their, your home, so there should be like a set price in my opinion.

      Thank you for your question. Philosophical question, yes, of course. So, and I would hear phrases like, No, no, that’s too much, my friend. I’m not taking that. Or offer your, uh, other, um, There was another seller who offered me half. I’m not stupid. And it almost seemed like a fight. But if not for the fair ones.

      Afterwards, they seemed so friendly after everything was kind of bought and sold. So the majority were really enjoying the interactions with the actual actual animals instead of just focusing on buying it. It was like a petting zoo or a zoo for the children. I want to also talk about a certain interaction that I went through, which is different because it wasn’t with an actual human being, it was with a bird.

      So there was this spirit. That was huge and it seemed like it was old, the parrot, but the parrot was talking and flipping and I was laughing and it was, I don’t know, raising his wing as if it was waving at me. So I had like a cute interaction with a bird and one of them flew on my shoulder. And, um, there was actually one incident where I almost dropped a rabbit, a pink rabbit,  and.

      A lot of, uh, many different interactions, which were interesting, especially since I was with animals. Finally, I would like to talk about my background influence on, uh, the souk, uh, the bird Souk was a childhood table. I think we can all agree upon that. It was what we considered our unofficial petting zoo.

      It was truly a nostalgic place that brought back rushing memories of me coming here as a kid, eager to buy any type of animal or take one home with me, whether it was a small little lizard or fish.  Um, and So it was an interesting experience. In conclusion, I think we can all wrap up by describing our experience in one word, which is nostalgic.

      So, uh, as we said, uh, Souq Waqif acts as an open air museum for us personally as, uh, Qataris, because it represents our culture in every different aspect, in every different market, from spices to gold to animals and to textiles. In the end, we can all agree that Suq al Ghuf will always remain a Permanent time capsule for all of us.

      And if anyone would like to ask about gold, textiles, animals, and even spices, you know who to come to. So thank you for listening. Bye.

Research Task 4: Discourse/Content Analysis

1- Preparation:

  • As a group, choose a text that is at least 6,000 words long. Suitable texts are speeches, research articles, book chapters, or substantial written works.
  • Use analytical tools like Voyant, ChatGPT, and/or Claude (free versions).

Speech – Nelson Mandela, An Ideal for Which I am Prepared to Die For

2- Quantitative Analysis:

Analyze the text using your preferred digital tools to (a) assess word frequencies, (b) generate word clouds, (c) identify collocates, and (d) conduct sentiment analysis.

3- Qualitative Analysis:

  • Examine the text for rhetorical strategies, motifs, themes, and imagery.

  • Critically analyze hidden power dynamics, scrutinizing the assumptions and categories employed by the author/speaker.

According to Nelson Mandela’s words in “My Lord, I am the First Accused,” a close examination of the speech highlights the use of several rhetorical strategies, motifs, themes and imagery. Mandela technique-wise appeals to ethos, pathos, and logos in the speeches for his credibility, emotions, and logic. The evocation of justice, freedom, equality, resistance, and human rights as a theme is often accompanied by the mental image of apartheid, imprisonment, struggle, resilience, and hope. Thorough scrutiny reveals the influence of power relations, what is the dispute between the exploited and the exploiter, what the law plays in supporting the power structure, and how power resists through the revolt. Critically analyzing presumptions and classifications, people will unveil a diversity of societal norms, facets of the dominant discourse, and complexities of identity, justice, and freedom within apartheid-era South Africa that will lead to a deepening understanding of Mandela’s discourse and the socio-political context within which it was delivered.

4- Analysis and Interpretation:

    •  Compare and contrast quantitative and qualitative findings to forge a comprehensive analysis.
    • Reflect on how integrating these methods enhances your interpretation/understanding of the text and discuss the strengths and weaknesses of each method on its own. How, if at all, are the weaknesses of each method overcome by mixing methods?

 

The combination of quantitative findings such as word count, which is 10,735, vocabulary density of 0.200, and readability index of 10.477 with qualitative analysis of this speech leads to a detailed analysis. The quantitative data reveal frequent words like “African,” “ANC,” “Africans,” and “political,” providing statistical insights into the speeches’ themes and language. On the contrary, qualitative analysis explores the speech’s persuasive elements, emotional effect, and underlying power play to surface more specific implications. This way, both methods are combined to explain the results of statistical trends with detailed linguistic and contextual analysis. Such an analysis helps to avoid the oversight of emotional resonance (quantitative) or subjectivity (qualitative). The integrative technique will guarantee a clear notion of Mandela’s message, using the quantitative as well as qualitative dimensions in his mighty rhetoric.

5- Epistemological and Ontological Reflection:

    • Consider the epistemological and ontological assumptions that underpin your analysis. How might they be related to your analysis/interpretation using mixed methods?

Epistemological assumptions: Mandela’s speech reflects that knowledge is socially constructed by highlighting black people’s historical context and their advocation to morality and political injustice. He advocates that in order to truly understand injustice, it is only necessary to examine social, political, and ethical factors. This perspective on knowledge as socially constructed is deeply epistemological for Mandela because it reveals his first-hand experiences in witnessing the discrimination and apartheid against black people because of the unethical political and social standing of white supremacy and their biased authorization of “knowledge” during that period. By bringing historical context, he also implies that the reality of apartheid is situated with the history of racism, colonialism, and resistance in South Africa. Nonetheless, Mandela’s conception of justice and freedom is shaped by his own experiences leading the anti-apartheid initiative. His epistemology emphasizes experiential knowledge obtained from lived experiences—like his interactions with other activists—as being crucial to comprehending apartheid’s reality and the liberation movement.

Ontological assumptions: Mandela’s speech implies an ontological assumption that social entities, such as justice, freedom, and oppression, have an objective reality that goes beyond individual perceptions. He addresses the inherent dignity and rights of all individuals, suggesting a belief in the existence of universal moral truths that form the foundation of his vision for a democratic South Africa. Moreover, Mandela’s ontological framework acknowledges the role of history in shaping the present reality. He references the long history of oppression and resistance in South Africa, suggesting an understanding of the past, present, and future interconnectedness in the struggle for justice and equality.

Research Task 5: Case Studies

Self-assessment rubric:

Justification Reflection:

Overall, this task has taught us to view grades in the shoes of educators instead of students. There are many factors that go into differentiating between the standard for each individual letter and between different ranging letters. Our group took into consideration the aspects that contributed the most to a fulfilling academic experience throughout this course.

Firstly, the presence of the students in class, posting weekly reflections on discussion posts, and within their own group. What makes a student lose a whole letter, in contrast to losing the value and standard of an individual letter, is, as we collectively agree, failure to meet the standards of being present. For instance, because the course assignments heavily rely on group dynamics, a student should attend group meetings in order to complete vital steps for each assignment, therefore contributing less. However, some things, such as not meeting the required word count in some reflections, may affect a grade from being a minus to a plus. This is because being present is inevitably important for retaining information.

Secondly, quality of work is where students are able to apply what they learned. As a group, we recognize that the course consists of five assignments that require using skills and information learned in class. Our professor has provided steps for every assignment. One thing that can affect a whole grade is failing to complete most of the steps, therefore lessening the quality of the work. It can also indicate that students are unable to make use of all that we learned in class in order to complete the steps. For example, in every assignment, we can recognize the incorporation of AI tools we learned about in class. In the case where a student fails to complete a step that requires the use of a specific AI tool, it could act as an indication that the student has not put in an effort to learn how to use it in class.

However, it is important to state that our criteria for grading revolve around setting standards that ensure effective learning as well as fairness for the students. This is because, as students, we believe that harsh and high standard grading can undermine the very concept of education as it can create a very discouraging and intimidating environment for each student. We, as students, believe that education should achieve effective learning through encouragement and providing a fair chance. For instance, a student may have learned a number of new skills, but because of harsh standards, the grade was not as high. This applies especially to courses that explore new and rising topics. Throughout the course scope and research methods for social science, we explored the rising phenomenon of AI and linked it to research. AI is a newly developed technological system; therefore, its incorporation into a course was definitely a foreign experience. This is why, when approaching grading for such courses, we believe that it is crucial to take into consideration that it may be a first-time experience for most students. To sum things up, the grades should express how well the student has learned throughout the semester.

In conclusion, this task was an interesting experience. However, some challenges we faced included focusing on and dwelling on small details that affect grades. As a group, we tried very hard to pay attention to detail in order to attempt to perfect our grading criteria. Although we found it to be quite frustrating at times, in the end, it was definitely a good exercise that we believe every student should experience at least once.