SWOT analysis on the potential growth of Football 5-a-side programme across the United States: an exploratory case study approach for athletes with visual impairment

2020 ◽  
pp. 1-15
Author(s):  
Y. S. Oh ◽  
S. G. Arthur-Banning ◽  
M. Domka
1999 ◽  
Vol 07 (04) ◽  
pp. 313-330
Author(s):  
CAROL A. FORBES ◽  
NIGEL M. HEALEY

This paper explores the phenomenon of barter exchanges, which have become widespread in the United States and provide small retailers and service companies with a means of trading goods or services directly with each other. Using a case study approach in the United States, the papers examines the mechanics of barter exchanges and the advantages and disadvantages to its users in the small business sector. It then considers the spread of barter exchanges to Europe and, using a questionnaire survey, identifies a range of obstacles to the successful transfer of this US model.


2021 ◽  
pp. 136754942098585
Author(s):  
Omar Al-Ghazzi

This article explores historical victimhood as a feature of contemporary populist discourse. It is about how populist leaders invoke meta-history to make self-victimising claims as a means for consolidating power. I argue that historical victimhood propagates a forked historical consciousness – a view of history as a series of junctures where good fought evil – that enables the projection of alleged victimhood into the past and the future, while the present is portrayed as a regenerating fateful choice between humiliation and a promised golden age. I focus on the cases of the United States and Turkey and examine two key speeches delivered by presidents Donald Trump and Recep Tayyip Erdoğan in 2017. My case-study approach aims to show how the same narrative form of historical victimhood, with its temporal logic and imaginary, latches on widely different contexts and political cultures with the effect of conflating the leader with the people, solidifying divisions in society, and threatening opponents.


2018 ◽  
Vol 11 (27) ◽  
pp. 329-344
Author(s):  
Nadine Bonda

Beginning in 2009, and with the passage of the American Recovery and Reinvestment Act of 2009, school districts across the United States began to be held to higher standards and their progress publicly reported.  Student achievement began to be measured by standardized testing and great efforts were being made to reduce the achievement gap. This paper is based on a five-year study of teacher evaluation in two urban districts in Massachusetts where improving teacher practice was seen as an important factor in raising student achievement. This research studied efforts to address those teachers who were identified as underperforming and were supported through individual improvement plans.  This paper used a case study approach to show what the practices of a sampling of these teachers looked like, teachers’ reactions to being rated unsatisfactory, and teachers’ reactions to the improvement planning process.


The purpose of this chapter is to provide a review of the research literature for works that are pushing the boundaries of smart cities in providing a glimpse of perspectives going forward. This chapter focuses on ambient explorations, microgrids and smartgrids, wise cities, and the quantum concept in shedding light on the evolving nature of the people-technologies-cities dynamic for more adaptive urban environments, characteristic of smart and responsive cities. Using an exploratory case study approach, solutions and recommendations are advanced. An analysis is provided of issues, controversies, and problems along with a discussion of the solutions and recommendations offered. Perspectives emerge for looking beyond and into the future of ambient urbanities in identifying potential directions for practitioners and researchers. This chapter makes a contribution to 1) the research literature for smart cities and future cities and 2) perspectives beyond ambient urbanities that encompass parallel and complementary potentials for smarter urbanities.


The purpose of this chapter is to explore urban visibilities and invisibilities, being attentive to the physical, digital, and ambient, giving rise to the need for further developing and extending spaces for theory. As such, this chapter seeks to shed light on the importance of elements pertaining to the visible, the invisible, and the ambient in urban environments informing theory for smart, responsive, and future cities. The research literature for urban theory in relation to urban visibilities and invisibilities is explored in this chapter in the context of smart and responsive cities. Using an exploratory case study approach, this chapter makes a contribution to 1) the research literature for urban theory in relation to smart and responsive cities, 2) the evolving of urban theory for smarter cities and regions, and 3) the evolving of theory through frameworks in support of the interweaving of spaces for invisibilities and visibilities as InVisibilities in a more aware environment, as in, ambient.


Author(s):  
Michel J. G. van Eeten ◽  
Emery Roe

From the outset, the book’s chief policy question has resolved around the problem of how to manage. As this was addressed in the preceding chapters, a new question arises: what are the implications for policies governing the meeting of the twofold management goal of restoring ecosystems while maintaining service reliability? This chapter provides our answer to that question by means of a new case study. It sums up the book’s argument and recasts ecosystem management and policy for ecologists, engineers, and other stakeholders. The best way to draw out the policy-relevant ramifications of our framework and the preceding management insights is to apply them to a different ecosystem. The case-study approach has served us well in contextualizing management recommendations without, we believe, compromising their more general application to ecosystem management. Our analysis of the major land-use planning controversy in the Netherlands underscores the wider applicability of this book’s arguments for both management and policy. What follows is put more briefly because it builds on the analysis of and recommendations for the Columbia River Basin, San Francisco Bay-Delta, and the Everglades. Why the Netherlands? There are human-dominated ecosystems substantially different from those found in the United States, many of which are more densely populated. They have nothing remotely like “wilderness,” but instead long histories of constructing and managing “nature.” The Netherlands is one such landscape. Not only is the landscape different, it is also important to note that the context for ecosystem management is set by different political, social, and cultural values. Sustainability is a much more dominant value in the European context than currently in the United States. Case-by-case management, while also appropriate for zones of conflict outside the United States, now has to deal with the fact that there is a tension between its call for case-specific indicators and the use of more general sustainability indicators in Europe. In die Netherlands, for example, sustainable housing projects are designed and assessed not only in terms of specific indicators but also in light of the “factor 20 increase in environmental efficiency” needed to achieve sustainability.


Author(s):  
Kate Vieira

This chapter tells the story of the research. It first lays out the research question: How do transnational families’ experiences with migration-driven literacy learning shift across their lifespans in relation to changing political borders, economic circumstances, and technologies? It then describes the field sites in which the question was addressed: Latvia, Brazil, and the United States. Next, it outlines the reasoning behind the author’s methodological choices. Specifically, it elaborates on the author’s use of a comparative case study approach to develop the book’s central concept, “migration-driven literacy learning.” In doing so, the chapter describes how the project entailed both “reasearching across lives” and “researching across continents.” Finally, it offers a brief overview of the rest of the book.


The purpose of this chapter is to explore how the invisible is being made visible in smart cities and regions. The research literature for urban approaches to making the invisible visible is explored in this chapter in the context of smart and responsive cities and regions, enabling the identification of opportunities for research and practice. Using an exploratory case study approach combined with an explanatory correlational design, this chapter reveals how people describe and assess their experience of cities as smart. An analysis of quantitative and qualitative data focusing on the constructs of heightening urban sensibilities and urbanizing sheds light on opportunities for both practice and research going forward. This chapter makes a contribution to 1) the research literature for urban approaches to the making of smarter and more responsive cities through making the invisible visible and 2) conceptual and practical thinking through formulation and operationalization of an emerging framework for making the invisible visible in urban spaces and regions.


2016 ◽  
Vol 32 (1) ◽  
pp. 36-46 ◽  
Author(s):  
Austin U. Gehret ◽  
Lisa B. Elliot ◽  
Jonathan H. C. MacDonald

An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included (1) How is active learning accomplished in synchronous, remote tutoring for chemistry and biochemistry with students who are D/HH? and (2) Why might active learning be important to include in synchronous, remote tutoring for this student population? Findings included that (a) students approached remote tutoring with the same questions and materials they brought to in-person tutoring and (b) the degree to which tutoring materials could be imbedded into a remote session influenced the session’s efficiency and the ability of students to actively participate in remote tutoring.


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