scholarly journals Tensions and Challenges in Architectural Practice

2021 ◽  
Author(s):  
◽  
Claire Warnock
Keyword(s):  
Qualitative Research ◽  
Theoretical Research ◽  
Structured Interviews ◽  
Creative Processes ◽  
Architectural Practice ◽  
The United Kingdom ◽  
Qualitative Research Methodology ◽  
Key Issues ◽  
The Impact ◽  
Changing Role

<p>This thesis builds on existing research which examines the impact of architectural culture and the changing role of the profession, recognising that there is a need for drastic change in the way in which the architect’s role is comprehended. The thesis follows a qualitative research methodology, considering key issues emerging from theoretical research, advancing understanding of these issues through in-depth semi-structured interviews with architects working in both New Zealand and the United Kingdom. The thesis begins with a review of current literature to situate the study within a theoretical framework and to direct the content of the qualitative research. What is made evident through this section, is the increasing gap between the image of the architect and the actuality of architectural practice. Next, the thesis reports on the qualitative research undertaken, the data collected and the results of the analysis. Architects were asked to describe their experiences of the tensions and challenges affecting their role and to comment on how they negotiate these through how they work. The results of the research shows that the architects interviewed are less invested in the image of the architect than the creative processes involved in delivering a project, and that a focus on image obscures the significance of this process. The study concludes that the creative processes inherent in the architect’s vocation support innovative and adaptive working; thus, architects are equipped with the skills to evolve their role from within, to become facilitators to the requirements of the changing context.</p>

scholarly journals Tensions and Challenges in Architectural Practice

2021 ◽  
Author(s):  
◽  
Claire Warnock
Keyword(s):  
Qualitative Research ◽  
Theoretical Research ◽  
Structured Interviews ◽  
Creative Processes ◽  
Architectural Practice ◽  
The United Kingdom ◽  
Qualitative Research Methodology ◽  
Key Issues ◽  
The Impact ◽  
Changing Role

<p>This thesis builds on existing research which examines the impact of architectural culture and the changing role of the profession, recognising that there is a need for drastic change in the way in which the architect’s role is comprehended. The thesis follows a qualitative research methodology, considering key issues emerging from theoretical research, advancing understanding of these issues through in-depth semi-structured interviews with architects working in both New Zealand and the United Kingdom. The thesis begins with a review of current literature to situate the study within a theoretical framework and to direct the content of the qualitative research. What is made evident through this section, is the increasing gap between the image of the architect and the actuality of architectural practice. Next, the thesis reports on the qualitative research undertaken, the data collected and the results of the analysis. Architects were asked to describe their experiences of the tensions and challenges affecting their role and to comment on how they negotiate these through how they work. The results of the research shows that the architects interviewed are less invested in the image of the architect than the creative processes involved in delivering a project, and that a focus on image obscures the significance of this process. The study concludes that the creative processes inherent in the architect’s vocation support innovative and adaptive working; thus, architects are equipped with the skills to evolve their role from within, to become facilitators to the requirements of the changing context.</p>

FOSTERING STUDENTS’ EXPERIENCES IN ENGLISH WRITING WITH MICROBLOGGING IN TWITTER

2019 ◽  
Vol 13 (2) ◽  
pp. 113
Author(s):  
Pham Thi Thu Hien
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Research Design ◽  
Research Methodology ◽  
Learning Tools ◽  
Structured Interviews ◽  
English Writing ◽  
Qualitative Research Methodology

Twitter and Microblogging are two separate entities but completes each other. Both of them can be used as language learning tools and their potential has been proved by several scholars. This study tries to examine students’ experiences in integrating microblogging with twitter. It is also study about the beneficial roles of microblogging with Twitter in language learning, its relation to writing, and its appropriateness in language learning. This study employs a qualitative research methodology, and case study as its research design. Semi-structured interviews and questionnaires were employed in this study to find out about participants' views about microblogging and Twitter. From this study, it can be concluded that the participants of the study underwent various experiences during the implementation of microblogging with Twitter. They also felt that microblogging with Twitter at some point advantages them to systematically arrange their ideas, and allows them to choose appropriate diction of their ideas. They also stated that Twitter can be an appropriate means in language learning, especially in English writing<em>.</em>

37. Sentencing

2017 ◽  
Author(s):  
Andrew Ashworth ◽  
Julian V. Roberts
Keyword(s):  
Media Coverage ◽  
Sentencing Guidelines ◽  
Race And Gender ◽  
The United Kingdom ◽  
Political Criticism ◽  
Key Issues ◽  
And Gender ◽  
The Uk ◽  
The Impact

Sentencing represents the apex of the criminal process and is the most public stage of the criminal justice system. Controversial sentences attract widespread media coverage, intense public interest, and much public and political criticism. This chapter explores sentencing in the United Kingdom, and draws some conclusions with relevance to other common law jurisdictions. Sentencing has changed greatly in recent years, notably through the introduction of sentencing guidelines in England and Wales, and more recently, Scotland. However, there are still doubts about the fairness and consistency of sentencing practice, not least in the use of imprisonment. Among the key issues to be examined in this chapter are the tendency towards net-widening, the effects of race and gender, the impact of pleading guilty, the use of indeterminate sentences, the rise of mandatory sentences, and the role of the victim in the sentencing process. The chapter begins by outlining the methods by which cases come before the courts for sentencing. It then summarizes the specific sentences available to courts and examines current sentencing patterns, before turning to a more detailed exploration of sentencing guidelines, and of the key issues identified above. The chapter addresses two critical questions: What is sentencing (namely who exerts the power to punish)? Does sentencing in the UK measure up to appropriate standards of fairness and consistency?

scholarly journals Exploring the effects of long-term anti-social behaviour victimisation

2020 ◽  
pp. 026975802096197
Author(s):  
Vicky Heap
Keyword(s):  
Qualitative Research ◽  
Social Behaviour ◽  
Empirical Work ◽  
Criminal Behaviour ◽  
Structured Interviews ◽  
Different Types ◽  
The Impact ◽  
Mental And Physical Health ◽  
Insight Into

Despite victimological interest in the impacts of different types of criminal victimisation, there is little empirical work that examines the effects of sub-criminal behaviour on victims. This article begins to redress the balance by reporting the findings from a qualitative research project in England that investigated the effects of long-term anti-social behaviour victimisation. Semi-structured interviews explored victims’ accounts of the long-term anti-social behaviour they experienced and the resultant effects it had on their lives. The research uncovered that victims experience a range of mental and physical health effects as well as behavioural changes and has provided the first in-depth insight into the impact of this type of victimisation. The findings suggest the cumulative harms associated with anti-social behaviour need to be better acknowledged, understood and addressed, with greater support made available to victims.

A transcultural study of hoarding disorder: Insights from the United Kingdom, Spain, Japan, and Brazil

2018 ◽  
Vol 55 (2) ◽  
pp. 261-285 ◽  
Author(s):  
Ashley E. Nordsletten ◽  
Lorena Fernández de la Cruz ◽  
Elena Aluco ◽  
Pino Alonso ◽  
Clara López-Solà ◽  
...  
Keyword(s):  
Diagnostic Criteria ◽  
Self Report ◽  
Structured Interviews ◽  
Hoarding Disorder ◽  
Fine Grained ◽  
Cultural Aspects ◽  
Patient Demographics ◽  
Dsm 5 ◽  
The United Kingdom ◽  
The Impact

Though problematic hoarding is believed to be a universal human behavior, investigations of clinically-defined hoarding disorder (HD) have been confined almost exclusively to Western countries. The current investigation sought to describe and directly compare the features of individuals meeting diagnostic criteria for HD across four distinct cultural settings. Participants were 82 individuals meeting DSM-5 diagnostic criteria for HD, recruited and assessed by trained clinicians at one of four project sites: London, Barcelona, Fukuoka, and Rio de Janeiro. A series of semi-structured interviews and self-report scales were administered, including assessments of socio-demographic characteristics, psychiatric comorbidity, and severity of hoarding and related features. Results indicate that the severity and core features of HD, as well as the cognitions and behaviors commonly associated with this condition, are largely stable across cultures. However, some differences in patient demographics—in particular age, marital status, and clinical expression—as well as comorbid psychiatric features also emerged. These findings confirm that HD, as defined in DSM-5, exists and presents with similar phenomenology across the studied cultures. Future, more fine-grained, research will be needed to study the features of the disorder in additional cultures (e.g., non-industrialized nations) and to evaluate the impact of these cultural aspects on the design of interventions for the disorder.

The journey to radiographer advanced practice: a methodological reflection on the use of interpretative phenomenological analysis to explore perceptions and experiences

2019 ◽  
Vol 19 (2) ◽  
pp. 116-121 ◽  
Author(s):  
Lynn M. Cuthbertson
Keyword(s):  
Qualitative Research ◽  
Interpretative Phenomenological Analysis ◽  
Phase 1 ◽  
Phenomenological Analysis ◽  
Advanced Practice ◽  
Structured Interviews ◽  
Two Phase ◽  
Oncology Research ◽  
The Impact ◽  
Methodological Reflection

AbstractIntroduction:This paper is a methodological reflection on the use of interpretative phenomenological analysis (IPA) utilised in the context of a qualitative research project that explored perceptions and experiences of the journey to radiographer advanced practice.Methods and materials:A two-phase qualitative research explored the perceptions and experiences. Phase 1 reviewed reflective diaries (n = 12) kept during the educational phase of the practitioner journeys. Phase 2 included one-to-one, semi-structured interviews (n = 6) which were recorded, transcribed verbatim and reviewed using the IPA six-stage thematic analysis for practitioners embedded in the advanced practice role.Findings:Key themes arising from reflective diary analysis informed the interview content; and following interview transcription, data immersion and IPA, 12 emergent sub-themes generated 3 superordinate themes.Discussion:Theoretical perspectives and application of the methodology are discussed. The phenomenological and interpretative qualities of IPA have the potential to provide unique and valuable insights into lived experiences of individuals. It is hoped that this researchers’ reflections are transferrable for those interested in employing a qualitative methodology for radiotherapy and oncology research.Conclusion:Therapeutic radiographers work within rapidly changing environments from technological, treatment and care perspectives. With continued development and change, the impact of research utilising an IPA methodology may allow exploration of perceptions and experiences from a range of key stakeholders with the potential to increase the research base.

scholarly journals The impact of coaching on the emotional and social intelligence competencies of leaders

2017 ◽  
Vol 20 (1) ◽  
Author(s):  
Marlene Dippenaar ◽  
Pieter Schaap
Keyword(s):  
Qualitative Research ◽  
Emotional Intelligence ◽  
Financial Services ◽  
Research Method ◽  
Social Intelligence ◽  
Statistical Significance ◽  
Control Group ◽  
Structured Interviews ◽  
Coaching Intervention ◽  
The Impact

Background: The development of the emotional intelligence of leaders has become an exceptionally popular enterprise. However, the empirical research conducted by practitioners to date does not provide convincing evidence of the effectiveness of emotional intelligence development interventions. Robust and informative research on the effectiveness of coaching to develop the emotional intelligence of leaders is lacking.Aim: The purpose of this study was to determine, describe and evaluate the impact of a theoretically substantiated coaching intervention on the emotional and social intelligence competencies of leaders in a financial services company.Setting: The setting of the study is a financial services company in South Africa.Methods: A mixed method approach using a quantitative and qualitative research design was considered appropriate. The quantitative research method consisted of a quasi-experimental design using a non-equivalent pre- and post test control group to measure the impact of the coaching intervention on a sample of 30 leaders. The Bar-On EQ-i scale was selected as a reliable and valid measure of emotional and social intelligence competencies. Wilcoxon’s statistic was calculated to determine the statistical significance of score differences between the experimental (N = 30) and control (N = 30) groups. The qualitative research method was comprised of semi-structured interviews with six of the leaders and their supervisors.Results: The statistical results indicated that coaching significantly impacted the emotional and social intelligence competencies of leaders in terms of their overall emotional quotient (EQ), intrapersonal competency, interpersonal skills, stress management, self-regard and empathy. The semi-structured interviews provided rich descriptive themes and evaluations that corroborated the quantitative findings.Conclusion: This research provided convincing empirical evidence of the positive impact of a long-term, spaced and goal-focused coaching intervention on the emotional and social intelligence competencies of leaders in a financial services institution. The finding suggests that a theoretically well substantiated coaching intervention and a robust empirical study can be effective in demonstrating the impact of coaching on the emotional and social intelligence competencies of leaders. However, the implications of the limitations pointed out in this study could have influenced the findings, and future research aimed at improving relevant research models should take these into account.

scholarly journals The impact of leadership on the professional development of teachers in complementary schools

2020 ◽  
Vol 34 (4) ◽  
pp. 141-148
Author(s):  
Ana Souza ◽  
Linet Arthur
Keyword(s):  
Professional Development ◽  
Leadership Style ◽  
Teaching Assistants ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Social Unit ◽  
The United Kingdom ◽  
Professional Development Of Teachers ◽  
Group Interviews ◽  
The Impact

Leadership in complementary schools is an under-researched area. This article aims to address this gap in the literature by reporting on a study which focused on Brazilian complementary schools in the United Kingdom. Distributed leadership was initially adopted as a theoretical framework to analyse the relationship between leadership style and professional development provision. The data were collected via an online questionnaire and individual semi-structured interviews with leaders, as well as focus group interviews with teachers and teaching assistants. We report here on one of the schools and argue that the contextual constraints in which it operates led to high levels of collaboration between leaders, teachers and teaching assistants. Consequently, a Community of Practice (CoP) has developed. We discuss the benefits this CoP brings to the school and suggest that conscious efforts be made to cultivate this social unit of learning to ensure the professional development of teachers in complementary schools.

scholarly journals Portals between worlds: A study of the experiences of children aged 7–11 years from primary schools in Wales making music outdoors

2018 ◽  
Vol 40 (1) ◽  
pp. 50-66 ◽  
Author(s):  
Dylan Adams ◽  
Gary Beauchamp
Keyword(s):  
Primary Schools ◽  
School Setting ◽  
Structured Interviews ◽  
Educational Value ◽  
Reflective Dialogue ◽  
The United Kingdom ◽  
Music Making ◽  
Tentative Model ◽  
Outdoor Environments ◽  
The Impact

There has been increasing interest in the educational value of outdoor learning around the world and in the United Kingdom. This is reflected in the statutory curricula of each country. At present, however, there has been little research into the potential of music-making in the outdoors. This study investigated how changing the physical location of learners’ music-making to outdoor environments impacted on children aged 7–11 years. Seven classes of children and their teachers, from six different primary schools, created music for a ceremonial performance in various outdoor locations in Wales. These activities were video-recorded and after their musical performances, the children were interviewed using video-stimulated reflective dialogue (VSRD) in semi-structured interviews. Their teachers also took part in semi-structured interviews, but without the use of VSRD. The resultant iterative analysis of data revealed four overlapping and interwoven themes: freedom, emotion, senses and agency. In addition, the interviews revealed that the combination of the setting (including the ritual structure of the activity), the move from the school setting and the four themes (emotion, senses, freedom, agency) contribute to create a ‘vortex’ effect, potentially drawing the children into a state of liminality and peak experience, before achieving a state of calm focus. All of these factors are summed up in a tentative model of the impact of music-making outdoors with children aged 7–11 years.

scholarly journals Questioning Inclusion: The Education of Roma/Traveller Students and Young People in Europe and England — A Critical Examination

2009 ◽  
Vol 4 (3) ◽  
pp. 262-275 ◽  
Author(s):  
Spyros Themelis
Keyword(s):  
United Kingdom ◽  
Young People ◽  
Social Exclusion ◽  
Formal Education ◽  
Critical Examination ◽  
Children And Young People ◽  
The United Kingdom ◽  
Key Issues ◽  
Political Economic ◽  
The Impact

This article deals with issues pertinent to the ‘inclusion’ of Roma/Traveller children and young people in Europe and, in particular, England. It discusses some key issues that pertain to the inclusion of Roma/Traveller groups in society and it critically presents some key policies that have been advanced to tackle educational and social exclusion of these groups. The aim in this article is to explore the impact these approaches have had thus far and to unravel some of the contradictions, inconsistencies and tensions that permeate them. The critical examination of such approaches is principally located within the context of the United Kingdom, but relevant policies and initiatives that have been introduced by supra-national European organisations are also discussed in order to inform the reader about the wider context in relation to the issues many Roma/Traveller groups face. Inclusion does not operate in a vacuum. It is argued that a set of structural and ideological factors that impact on inclusion need to be identified and linked to a renewed and enriched inclusion approach. In fighting exclusion, holistic and sustained approaches are necessary, which cut across social, political, economic and cultural domains and extend well beyond the formal education of one group (the Roma/Travellers).

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