Write a critical comparison of two pieces of research Essay Example for Free

Write a critical comparison of two pieces of research Essay Rationale When choosing the two pieces of research to compare, I sought a topic that interested and was of relevance to me. According to Hammersley and Scarth (1993) the function of educational research is to inform policy-makers and practitioners and consequently to improve education (p.216). Subsequently the aim of this essay is not only to draw a critical comparison between the two pieces of research, but also to inform me, as a student teacher, on the findings of the role of teachers beliefs of gender in mathematics and so advise my future practice. In my last SE placement I found myself teaching a mixed year class of which boys made up two thirds of the pupils, this highlighted to me some of the gender issues that can manifest themselves in the primary classroom, I had previously not had experience of. The school had a policy on gender, which contained strategies for raising the achievement and interest of boys in lessons, particularly in literacy. When observing the male teacher conducting literacy and history lessons I found that many of the texts were tailored to the boys interests, such as information texts on robots or science fiction. In other classes I observed taught by female teachers, I did not see the use of any resources specifically targeted at boys. I found that because the class contained more boys than girls and had a male teacher, much of the talk and topics had a male theme. However, I did find that the boys were strongly motivated and that many of them responded in a very positive manner to a male role model, which can often be lacking at primary level. It was clear when I took over the teaching of the class I found it more difficult to develop a rapport with the boys than I had in my previous SE placement where the class teacher had been female. There has been research conducted on the effect of the gender of a teacher particularly in mathematics, but there are no conclusions to support my observations. Most teachers indicated that their gender does not necessarily influence their treatment of their own students, or the way that either male or female students related to them. There has been also been research conducted to examine the affect of teacher gender on pupils achievement in mathematics. Li (2001) quotes Sahas (1993) conclusions that whether a teacher is male or female does make a difference for student achievement, students with male teachers had better achievement in mathematics than those with female teachers (p.66). The experience within this class illustrated to me the distinction of boys and girls in primary education and how they respond to different stimuli, whether that be teachers, work, resources etc. As a mathematics specialist the fact that the topic investigates teachers gender-related beliefs within that subject is of particular interest to me. I have not had any experience of working with teachers who hold different beliefs about girls and boys achievement, but I have never held a discussion with a teacher about what they attribute their pupils success in mathematics to. The research papers provide an insight into teachers attributions and whether these are differentiated by gender. Any implications raised by the outcomes of this research will inform my future practice. Historical Context of Topic Over the last 25 years, there has been a variety of studies conducted to examine teachers beliefs about, or attributions of, causation of their students achievement successes and failures. Research conducted by Clark and Peterson (1986) found that a teachers causal attributions are important because perceptions of why his/her students succeed or fail in achievement situations has an impact on the teachers expectancies for students future achievement success. They also concluded that the sex of a student has not been shown to be a major factor affecting teachers attributions. However Fenema et al (1990) stated that a close reading of the literature shows that most studies dealing directly with teacher attributions have not included gender as a variable (p.57). There are some studies to show that researchers hold different beliefs about appropriate learning experiences for boys and girls. Stage et al (1985) reported that teachers do not have lower expectations for girls performance in mathematics than they do for boys performance, however teachers have been found to provide more encouragement for boys then for girls to learn mathematics. In 1998, the Scottish Executive for Education produced a Primary Schools Support Pack, which details gender issues in raising attainment. The document states that research evidence in attainment shows that in mathematics: boys have generally more positive, or sometimes more polarised, attitudes; boys have more confidence, are less dependent on teachers explanations, and devise their own methods and short cuts to solutions; girls tend to underestimate their abilities and are easily discouraged. Research carried out by Gorard et al (2001) on the patterns of differential attainment of boys and girls at school showed that in mathematics, girls have a small achievement gap over boys at level 2, but at level 3 to A levels, boys hold a small achievement gap over girls, which increases over time. Context According to Hammersley Scarth (1993) it is important to understand the context in which a report is produced (p.217). Fenema et al carried out their research in the United States of America in 1990. The subjects were 38 female 1st grade teachers from 24 elementary schools. Tiedemann carried out his research 10 years later in 2000 in a North German city. The subjects were 52 3rd and 4th grade teachers of which 5 were male. It is not clear from the research papers how they both chose their samples. However, it seems likely that both used a form of cluster sampling. Denscomb (1998) states that the logic behind cluster sampling is that, in reality it is possible to get a good sample by focussing on naturally occurring clusters of the particular area the researcher wishes to study and schools are a good example of a naturally occurring cluster. (p.14). Cluster sampling comes under the heading of probability sampling which is based on the idea that people or events that are chosen are done so because the researcher has an idea that these will be a representative cross-section of people in the population being studied. Denscomb (1998) adds that cluster sampling can save a great deal of time that would have been spent travelling to various research sites throughout the land. However, he states that one must remember the aim is to achieve a representative cluster and this could be obtained through random or stratified sampling (p.13). Fenema et al (1990) chose to study only female teachers; this may be because this is an accurate representation of the population, if there were little or no male 1st grade teachers. If they had particularly chosen to research female teachers attributions and beliefs this would have been stated somewhere in the research paper. Tiedemann however, had 5 male teachers within his sample of 52. It could be presumed that if a stratified approach was used, male teachers therefore, represent approximately 10% of teachers in the population he studied. Denscomb (1998) acknowledges that random sampling is likely to provide a representative cross-section of the whole, however he adds that stratified sampling has a significant advantage over random sampling in that the researcher can assert some control over the selection of the sample in order to assure that key people or factors are covered by it and are representative of how they are in the wider population (p.13). Purpose Fenema et al (1990) states that research had not investigated whether or not teachers hold different beliefs about girls, boys and mathematics. Therefore their study aimed to identify successful and unsuccessful mathematics students and the accuracy of their identification; teachers attributions of the causes of successes and failures of girls and boys and teachers beliefs about the characteristics of their best girl and boy mathematics students (p.56). They did not hypothesise about what they expected to find, but outlined a set of questions they wanted to answer. Tiedemann (2000) research title is very similar to that of Fenema et als (1990) and he quotes Fenema et als (1990) research in his review of the literature. His aim is not to re-test their findings, but to test for perceptual bias in teacher beliefs about gender in their teaching of mathematics at elementary schools (p.194). Tiedemann (2000) believes that it is still difficult to draw any conclusions with confidence. He is however working 10 years later and uses research conducted after Fenema et als (1990) to make a hypothesis of what he expects to find in relation to teachers attributions and beliefs. Bell (1999) identifies that it is useful to make statements about relations between variables as it provides a guide to the researcher as to how the original idea may be tested and they can attempt to find out whether it is so among the subjects in the sample (p.25). Cohen Manion (1994) agree that hypotheses and concepts play a crucial part in the scientific method, also known as positivism, defined as all genuine knowledge is based on sense experience and can only be advanced by means of observation or experiment. Positivism, however, has been challenged from many quarters (p.11), Cohen Manion (1994) quote Kierkegaards (1974) theory of existentialism saying that people should be freed from objectivity and having to discover general laws to explain human behaviour, but instead consider ones own relationship to the focus of the enquiry, which is the capacity for subjectivity (p.23). Tiedemann (2000) states an underlying assumption of his study, that there is no difference in gender achievements or teacher beliefs in mathematics. Cohen Manion (1994) criticise embarking on a study having pre-interpreted the world to be researched as the assumptions of the researcher can influence upon the results (p.25). Methods Both Fenema et al (1990) and Tiedemann (2000) used questionnaires to gather data. Fenema et al (1990) used two types of questionnaires, one being a structured individual interview the other a non-direct questionnaire, in their research. Denscomb (1998) states that a structured interview, which involves tight control over the format of the questions and answers, is similar to a questionnaire that is administered face to face. He adds that structured interviews lend themselves to the collection of quantitative data, which was the type of data Fenema et al (1990) did gather. There are issues to consider when deciding to conduct a questionnaire directly. Denscomb (1998) states that research shows when questioning people face-to-face informants respond differently depending on how they perceive the person asking the questions. In particular the informants answer may be tailored to match what they feel fits in with what the researcher expects from them or to what they perceive to be the researchers point of view (p.116). As already stated the researchers assumptions of the study can affect the outcome. For example in Fenema et als (1990) structured interview the teachers might not readily admit that the pupils lack of success is due to them not providing the support for the child even if it is their belief. In the case of Tiedemann (2000) his underlying assumption that there is no difference in gender achievements or teacher beliefs in mathematics could be perceived by the informant who modifies their response to this expectation. Cohen Manion (1994) cite Kitwoods (1977) critique of direct contact questionnaires; he states that there is a trade off between reliability and validity. If the researcher develops an atmosphere where the respondent feels at ease the more likely they are to disclose true information which is necessary to the validity, however reliability is enhanced by rationalisation, but when the interviewer becomes rational and calculating the less likely the situation will contain a human element and the more calculated the response is likely to be (p.282). Denscomb (1998) reflects on both types stating that questionnaires, which are conducted without direct contact, remove the impact of face-to-face interaction (p.88). Cohen Manion acknowledge the bias that can impact upon direct interaction, but it allows for greater depth than is the case with other methods of data collection (p.272). By Fenema et al (1990) using both types of questionnaires, they have experienced the advantages of both. Tiedemann (2000) used only the non-direct contact and therefore his study as Cohen Manion (1994) stated could lack greater depth and a human element. Fenema et al (1990) and Tiedemann (2000) employed similar styles of questionnaires to collect data about teachers attributions. Both used a non-direct questionnaire, which contained statements about the pupils that the teachers had to estimate on a scale. Fenema et als (1990) sex-role stereotype questionnaire was an adaptation of another researchers method of data collection. The 20 descriptors, concerning characteristics of the teachers best mathematics pupils, contained 2 opposing statements, the teachers responded from high agreement to the right phrase to high agreement with the left phrase. The structured interview and questionnaire used by Fenema et al (1990) and the questionnaire used by Tiedemann (2000) all contained closed questions where the answers are restricted to options supplied on the questionnaire. Denscomb (1998) acknowledges both the advantages and disadvantages of closed questions. He states that the structure of such a questionnaire provides the researcher with information which is of the same length and that can be easily compared, quantified and analysed. In the case of both research papers where the results were of a statistical nature, it would seem closed questions were the most suitable to use. Denscombe (1998) notes the disadvantages saying there is less scope for respondents to supply answers which reflect the exact facts of true feelings of a topic and as a result of this the respondents may become frustrated by not being able to express their views fully in a way that accounts for any sophistication, intricacy or even inconsistencies in their views (p.101). Fenema et als (1990) questionnaire overcomes some of the limitations of closed questions by allowing teachers to rank their agreement with the phrases from 1 to 5, enabling them to strongly agree with one phrase by marking 1 or 5, or to indicate a modification by marking 2, 3 or 4. Tiedemanns (2000) questionnaire similarly is structured to allow teachers to respond on a three-point scale of true, not true and partly true. However Bell (1999) cautions against the use of ambiguous words such a partly true, which may mean something different to each respondent (p.121). In Fenema et als (1990) attribution interview each teacher chose their 4 most successful mathematic students and 4 most un-successful students to attribute the cause of their success or failure. The paper does not state the criteria for how the students were classified as most or least successful, this information however is crucial to understand the teachers beliefs of what constitutes success or failure in mathematics, which is central to the research question. Tiedemann (2000) however states the criteria of a successful or failing mathematics student. He chose three bands of performance level that the students would fall into, 2 from the upper level, 2 from medial and 2 from the lower performance level. These bands were derived from performance grades attributed to the children in a similar way children in the UK are levelled from performance in QCA or SATs tests. One of Fenema et als (1990) objectives however was to discover how accurate the teachers were in selecting their most and least successful students. This was done by testing all 314 girls and 368 boys taught by the teachers and matching the results to the accuracy of the teachers choices. Therefore, it was important that the teachers chose the students as it gave a greater insight into whether they were able to identify their most and least successful students. However, it is important to note that there will always be the issue of whether the test results of the students are wholly valid. The test questions were read to the students by a trained tester. This immediately puts visual learners or children with poor memory at a disadvantage. According to Felder Silverman (2002) visual learners remember best what they see pictures, diagrams, flow charts, time lines, films, and demonstrations, verbal learners however get more out of words, spoken or written and therefore could have an advantage in this form of spoken test. Dyslexic students may also be put at a disadvantage from this style of test. These children, who are often able mathematicians, according to the British Dyslexia Association (2002) tend need more time when completing mathematical activities due to contributing factors such as poorer short-term memory and slower writing speeds. They can also have problems with auditory processing. Fenema et als (1990) test had a time limit, again putting some children at a disadvantage. Results Fenema et als (1990) and Tiedemanns (2000) results opposed each other in two particular aspects. Fenema et al (1990) concluded that in both the most and least able categories, teachers attributed girls success and failure to effort considerably more so than for boys. Tiedemann (2000) however found that teachers thought that girls profited less from additional effort than boys and had to exert relatively more effort to achieve the level of actual performance in mathematics. Under the category of ability, both research papers contrasted each other in their findings. Tiedemann (2000) states that teachers attributed failure in girls more to low ability, whereas Fenema et al (1990) found that boys success was attributed more to ability than girls success. When analysing the results obtained by both parties one must take into account the differences in their research methods and contexts. The researchers did not study children of the same age, in fact the children in Fenema et als (1990) research were 3 to 4 years younger than in Tiedemanns (2000). The research was conducted in differing countries and Fenema et als (1990) sample size (pupils) was double that of Tiedemanns (2000). Denscomb (1998) reflects on issues when using a sample of 300 or less (Tiedemanns (2000) being 312). He states that extra attention needs to be paid to the issue of how representative the sample is and caution is needed about the extent to which generalisations can be made on the basis of the research findings (p.24). Does this mean therefore that Tiedemanns results are less viable than Fenema et als (1990) due to his sample size? This would have to be investigated in relation to how representative his sample was. Fenema et al (1990) may have a larger sample but there is no information on how representative it is. Denscombe (1998) also states the smaller the sample the simpler the analysis should be, in the sense that the data should be subjected to fewer subdivisions (p.24). Tiedemann however divides his questionnaire in 6 categories containing 21 items; according to Denscomb (1998) this can dilute results (p.24). The issues of bias and validity in terms of Fenema et als (1990) interview should also be taken into account. As previously discussed these issues can affect results and more information on how the interview was conducted is needed before an analysis of its reliability can be conducted. To close, it is difficult to draw clear and unequivocal conclusions from both these sets of research, although Fenema et als (1990) study follows more of the advice for gaining reliable results, such as more than one method of data collection and a large enough sample size. Bell (1999) states that in the analysis, interpretation and presentation of data, care has to be taken not to claim more for results than is warranted. Li (2001) states that when studying all the literature, including both the research papers analysed here, on gender-related beliefs in teachers, the results are inconclusive. Bibliography Bell , J. (1999) Doing Your Research Project Bucks: OUP Cohen, L. Manion, L. (1994) Research Methods in Education London: Routledge Denscomb, M. (1998) The Good Research Guide Maidenhead: OUP Li, Q. (2001) Teachers beliefs and gender difference in mathematics: a review Educational Research Vol. 41 No. 1 pp. 63-76 The British Dyslexia Association (2002) Mathematics and Dyslexia http://www.bda-dyslexia.org.uk/main/information/education/e07maths 01/06/03 Tiedemann, J. (2000) Gender-Related Beliefs of Teachers in Elementary School Mathematics Educational Studies in Mathematics Vol. 43 pp. 191-207 Felder, R. M. Silverman, L. K. (2002) Learning Styles and Strategies http://www.ncsu.edu/felder-public/ILSdir/styles.htm 01/06/03 Fenema, E. Peterson, P. L. Carpenter, T. P. Lubinski, C. A. (1990) Teachers Attributions and Beliefs About Girls, Boys and Mathematics Educational Studies in Mathematics Vol. 21 pp. 55-69 Gorard, S. Rees, G. Salisbury, J. (2001) Investigating the Patterns of Differential Attainment of Boys and Girls at School Oxford Review of Education, Vol. 27 No. 3 pp. 411-428 Hammersley, M. Scarth, J. (1993) Beware of wise men bearing gifts: a case study in the misuse of educational research in Gomm, R. Woods, P. (ed) Educational Research in Action London: Chapman Ltd

Complex Systems Are Very Likely to Experience Accidents :: Challenger Accidents Accident Papers

Complex Systems Are Very Likely to Experience Accidents Many people in today’s industrial countries have experienced the frustration and inconvenience of having their car break down. That event, while troublesome, often does not pose any significant danger to people. It is a useful microcosm, however, because cars, like other complex systems, will almost certainly malfunction at some point during use. While we cannot prove the following assertion for sure, empirical data and observations strongly suggest that complex systems that are made of unreliable components will inevitably experience accidents so long as there exist flaws in the system that have no reliable safeguards. Numerous studies have investigated such a ‘Normal Accident Theory,’ and two notable cases very strongly indicate its validity: petroleum refinery accidents and the space shuttle Challenger, both of which will be discussed in this paper. Normal Accident Theory (NAT) is the label for a school of thought that considers accidents in complex systems to be inevitable. Two characteristics of complex systems that are very important to NAT are the interactive complexity of a system and a system’s coupling. Coupling is determined primarily by the time between processes in a system, the independent or dependent progression of such processes, and the number of different ways that a system’s goal can be achieved (Piccard, 1999). Systems are classified as ‘tightly coupled,’ meaning that the time between processes is small, the processes are highly interdependent, and there are few paths, if not one, to the goal; or ‘loosely coupled,’ which is the opposite. These characteristics are particularly useful for comparing different complex systems and evaluating them to determine which are at the highest risk for accidents. The results can then be used to minimize, but not elimina te, the possibility that an accident will occur. Sociologist Charles Perrow is generally credited with developing NAT. In order to understand the principles of NAT, several definitions that it uses are essential. An accident is defined as â€Å"an event that is unintended, unfortunate, damages people or objects, affects the functioning of the system of interest, and is non-trivial.† (Perrow, 1994) There are two types of accidents: component failure accidents, which â€Å"involve one or more component failures (part, unit, or subsystem) that are linked in an anticipated sequence,† and ‘normal accidents,’ or system accidents as they can be called (Perrow, 1994).

Citizenship During the Great War

At the onset of the First World War in 1914, England was experiencing a social transformation fueled by years of massive immigration from central Europe and changes prompted by industrial and technological developments. The availability of inexpensive immigrant labor and these developments produced a social environment that permitted a realignment of gender roles and the potential for a revolutionary shift in the role of women in British society.Nicoletta Gullace’s central premise is that there was an appetite for social change in prewar Britain and that cultural instability produced by the war allowed those social forces to coalesce, which Gullace details. Among these were the lingering humiliation resulting from scandals experienced during the Boer War of 1900, which left the British public with little desire to engage in further foreign conflict. The outbreak of the World War neutralized that bias, and horrific reports of German Army behavior reversed the sentiment.These re ports detailed the suffering endured in the populated areas of Belgium that were behind the German lines, creating an overwhelming sympathy for the victims of German abuse that transformed the British perception of the war role they needed to play. The War also produced new unprecedented internal social realities, including a million women going to work in British factories. British society was transformed by the ensuing changes and one of the least understood changes, according to Gullace, was the restructuring of the political and economic roles thereafter played by women.There were radical external forces affecting British society as well. Early in World War I, atrocity stories appeared accusing the Germans of inhumane brutality. These reports saturated the British media, fueled by alleged first hand accounts by private citizens, newspaper reports, novels, songs, and even official government investigations. The official Bryce Report concluded that the lurid tales of mutilations a nd sexual atrocities were in fact occurring. Bryce had relied upon media reports and their original sources as his primary source to reach his conclusions, which were discounted by later historians.Gullace refers to this â€Å"wartime imagery† as at once being â€Å"†¦sentimental and sexual, patriotic and pornographic, effective and subversive (p. 18). This imagery painted the German foes as, â€Å"One vast gang of Jack-the-Rippers,† guilty of sadism such as raping and mutilating naked women and bayoneting babies. Gullace illustrates the social influence of these stories as demonstrated by the 1915 play, â€Å"Rada,† which had a dramatic scene were the women of a household were being raped by German soldiers. A young daughter cries out, â€Å"Oh British! British come! Come quickly British! †Gullace also attributes the exaggerated atrocity stories to the media’s hunger to exploit public passions to sell newspapers, and the government’s compulsion to justify British involvement in another foreign war. Gullace describes the latter circumstance in terms of the pre-war British self-image. It had faltered during the 1900 Boer War when it was discovered that British soldiers had sexually abused imprisoned Boer women and the shame was still carried in the national conscience. Now, in 1914, Gullace posits, the atrocity stories permitted the British public to escape that stigma onto higher moral ground.Gullace also examines the cultural forces that produced the social phenomenon of British women asserting their patriotism at the expense of the men. It became fashionable and socially acceptable for British women to ostracize those men who they believed were avoiding their patriotic duty – which was to join the Army and fight. The sentiment received popular approval and was officially sanctioned. The â€Å"ideal† British man was characterized everywhere as â€Å"Tommy Adkins,† the popular term for a Brit ish soldier – who was brave, cheerful, and fair.Gullace cites this image as an outgrowth of the literary works of Rudyard Kipling during the Boer War, idealizing the British soldier. One poet characterized Tommy Adkins as the â€Å"†¦guardian of England’s honor, avenger of her dead, and protector of her children. † (p. 36) The image of Tommy Adkins seized the public’s fancy and deviation from soldierly and patriotic sacrifice was not tolerated. Gullace quotes one newspaper editor’s advice to a female reader who wanted to hold on to her man, as: â€Å"†¦there is much we can do at home.One of the things is to cheer our dear ones, – husbands, sweethearts, fathers, and brothers – and send them off to their calling with brave, noble hearts. † (p. 53) Perhaps the epitome of these passions can be best realized by The British Women’s Union appeal to its members to â€Å"GIVE YOUR SONS. † British women were in th e patriotic vanguard, something unique in British. history. The â€Å"White Feather Brigade† and â€Å"The Order of the White Feather† organized women to confront male shirkers and present them with the symbol of cowardice – the white feather.The white feather leagues didn’t last long, but they did presage the organization of feminists into what would emerge as the Suffragette Movement. One of Gullace’s central theses is that the role at home that women played in the war prepared and persuaded the British nation that women were due complete citizenship, and that meant Suffrage. Gullace describes this political acquisition as a â€Å"negotiated right,† and cites previous work by Susan Kingsley Kent, illustrating that until the revolutionary gender changes produced by the war, men and women had inhabited separate social spheres.Taking advantage of the war time opportunity, women had asserted themselves into a full share of patriotic responsibi lity, they would then subsequently leverage into an equal share of social power. Women’s rights to full citizenship aren’t conventionally linked to the events and consequences of World War I, but Nicoletta F. Gullace makes a persuasive and detailed case that the British ladies of that era successfully fought their own war that led directly to women's suffrage.

How to Plan a Traditional Chinese Wedding

While Chinese weddings have become infused with Western wedding traditions, most Chinese weddings maintain some traditional cultural elements. Do you want to know how to plan a traditional Chinese wedding? From the engagement to the ceremony, heres what you should know. 1. Plan the Perfect Engagement As in Western culture, before a wedding, there must first be an engagement. In the past, most Chinese families relied on arranged marriages, but today, the majority of couples find their own match and marry for love. However, some elements of a traditional Chinese  wedding engagement remain intact. For example, the grooms family will typically send a betrothal gift to the brides family, which typically includes food and cakes. These gifts help seal the engagement. In addition to betrothal gifts, both the bride and grooms family will consult a fortune teller whose role is to help the family determine if the couple is compatible for marriage. The fortune teller will use various things such as names, birth dates, and time of birth to analyze compatibility. If all goes well, the couple will set a date for their marriage. 2. Choose the Right Dress For many Chinese women, picking the perfect wedding gown actually means picking three dresses. The typical traditional dress is called a qipao, which has been worn in China since the 17th century. Most women will wear one red qipao, a white Western-style gown, and a third ball gown throughout the night. The dresses are changed throughout the reception after courses are served. Some brides will even opt for a fourth dress, which they wear as they are saying their goodbyes as guests depart the wedding. 3. Invite Guests Traditional  Chinese wedding invitations are typically red and placed within a red envelope. Unlike the red envelopes used to give gifts of money, wedding invitation envelopes are typically wider and longer. The text is usually written in gold, which is a symbol of wealth in Chinese culture. Like in Western culture, the invitation features important information about the celebration. However, invitations are sometimes only mailed or hand presented several weeks or days before the wedding, as opposed to many months. The double happiness character, shuÄ ngxÇ Ã‚  (é›™åâ€"Å") is often written somewhere on the invitation. 4. Choose Decor Decorations at a typical Chinese wedding are usually provided by the reception venue. The Chinese character for happiness is often hung upside down as a symbol for the arrival of happiness. In addition to Chinese symbols, decor may include lights, candles, and flowers similar to those youd find at a typical Western wedding. Venues will often have a stage where the bride and groom stand before the reception begins and while toasts are being made. Guests are not invited to the exchanging of vows, so the reception is the first time they see the couple.