scholarly journals Does "Terrorism" make sense?

2020 ◽  
Vol 3 (6) ◽  
pp. 394
Author(s):  
Ziad Fahed ◽  
Ramzi Merhej
Keyword(s):  
Focus Group ◽  
Political Violence ◽  
Conflict Transformation ◽  
Driving Factors ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Depth Interviews

This paper approaches political (de)radicalization from the conflict transformation lenses (Lederach, 2015) to analyze the data collected in a case study, which was conducted in Lebanon in 2017 and 2018. This study includes seven semi-structured in-depth interviews with seven ex-combatants and one set of focus group interviews with twenty ex-combatants. The analysis of the generated data aims to understand the radicalization and de-radicalization processes and to identify the driving factors of twenty-three ex-combatants. Besides the important role of various common driving factors that scholars, in general, reached a consensus about, the conflict transformation perspectives on (de)-radicalization uncovers two new mechanisms. The first one is the “I did not know – I did not trust” and the second one is “Normality of Violence”. These two mechanisms were fundamental driving factors in the (de)radicalization processes of the participants in this case study. Likewise, the results of this case study supported the opinion suggesting a minimal role of ideology in (de)radicalization processes and political violence.

scholarly journals Kva styrer og kva styrker samspelet mellom barnehagepersonalet og foreldra?

2019 ◽  
Vol 3 (4) ◽  
pp. 49-64
Author(s):  
Gunnhild Bergset
Keyword(s):  
Focus Group ◽  
Parental Involvement ◽  
Focus Group Interviews ◽  
Parent Group ◽  
Migrant Background ◽  
Daily Contact ◽  
Resource Perspective ◽  
Group Interviews ◽  
Depth Interviews ◽  
Insight Into

The purpose of this article is to present and discuss some of the challenges in communication and interaction between a kindergarten staff and a parent group of migrant background. Based on an interview study conducted in a kindergarten, the article works to provides insight into and understanding of the kindergarten staff’s experiences and reflections from their efforts to improve communication and interaction practices in daily contact with parents of migrant background. The staff completed a kindergarten-based project of the initiative of the principal, in which all employees implemented specific communication and interaction measures. Then, in-depth interviews were conducted with all staff, as well as two focus group interviews with the same group of informants. The study is based on a dynamic concept of culture and highlights the challenges of asymmetric communication and the possibilities of communicating and interacting based on a resource perspective. The findings show that a movement has taken place towards dialogue-based reciprocity in the staff`s attitudes towards communication and interaction with these parents. The article argues that connection between a trying-out of concrete, professionally grounded practice and pedagogical reflection constitutes the necessary basis for a shift from a problem orientation to a resource orientation in communication and interaction. One outcome of this resource perspective was that the kindergarten staff recognized the parent`s experiences and perceptions as valuable for achieving the parental involvement required by kindergarten`s social mandate.

“A Really Strong Bond”: Coaches in Women Athletes’ Experiences of Inclusion in Parasport

2020 ◽  
pp. 1-10
Author(s):  
Jessica J. Ferguson ◽  
Nancy L.I. Spencer
Keyword(s):  
Focus Group ◽  
Women Athletes ◽  
Critical Role ◽  
Qualitative Description ◽  
Ecological Approach ◽  
Focus Group Interviews ◽  
Strong Bond ◽  
Group Interviews ◽  
Specific Barriers

Women within parasport experience discrimination due to marginalization associated with gender and disability. In this study, the authors gain the insights of women parasport athletes about the affordances and constraints to inclusion with an emphasis on the role of coaches, using an ecological approach. Guided by qualitative description, the authors conducted individual and focus group interviews with ten women experiencing disability to explore their experiences and perspectives of inclusion in parasport. Two primary themes were identified: (a) within parasport and (b) beyond parasport, emphasizing the critical role of relationships with coaches and athletes to experiences of inclusion. The discussion highlights the multilevel influences and specific barriers that challenge inclusion, such as few numbers of women athletes, the need for coach expertise, and co-ed playing environments. In doing so, the authors also offer specific recommendations for coaching in women’s parasport.

scholarly journals Peran kader posyandu dalam memberdayakan masyarakat Bintan

2017 ◽  
Vol 33 (1) ◽  
pp. 13
Author(s):  
Fino Susanto ◽  
Mora Claramita ◽  
Sri Handayani
Keyword(s):  
Focus Group ◽  
Data Collection ◽  
Qualitative Method ◽  
Group Discussion ◽  
Sampling Technique ◽  
Case Study Design ◽  
The Social ◽  
Depth Interviews

Role of posyandu cadres in empowering the community of BintanPurposeThis study aimed to determine the role of posyandu cadres in empowering the community in Kawal village, Gunung Kijang district, Bintan regency.MethodsThis study used a qualitative method with a case study design and purposive sampling technique, with the cadres of posyandu. Data collection was done by in-depth interviews and focus group discussion (FGD), with triangulation of sources and methods.ResultsThe role of cadres are as a health motivator, with the extension officers of the health and medical services as well as cadres being able to identify the needs, barriers and help to coordinate in providing health services.ConclusionPosyandu cadres have high social spirit created by the combination of internal and external motivation, resources and potential as well as experience developing ability, with the social spirit capable of inspiring, activating, stimulating, mobilizing and motivating people. 

Using Project-Based Learning to Teach Sustainability Issues to Elementary Students

2014 ◽  
pp. 190-209
Author(s):  
Ingrid Weiland ◽  
Elisa Pokral ◽  
Kristin Cook
Keyword(s):  
Focus Group ◽  
Waste Management ◽  
Elementary Students ◽  
Fourth Grade ◽  
Project Based Learning ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Support Students ◽  
Grade Classroom

This chapter describes a project-based learning unit on sustainability that was implemented in a fourth grade classroom by an informal educator (the second author) employed by a local waste management district. Previous instruction by the informal educator consisted of one-hour lessons that were separate units lacking the project-based learning format and transition links. This chapter describes a mixed-method case study in which pre and posttest tests as well as focus group interviews assessed students' learning as a result of participating in a cohesive project-based learning unit designed by the authors. There was a statistically significant change (p<0.05) in students' pre to posttest scores, and focus group interviews indicated that students could elaborate much more deeply on their ideas about sustainability after the program. The authors conclude that project-based learning can support students' understandings of sustainability while providing an engaging and enriching format to informal educator programs.

ROLE OF SCHOOL MANAGEMENT IN THE PROCESS OF ADAPTING INCLUSIVE TEAMS AT SCHOOLS - ANALYSIS OF FOCUS GROUP INTERVIEWS

2018 ◽  
Author(s):  
Zuzana Lynch ◽  
Mariana Cabanová ◽  
Katarína Vančíková ◽  
Marian Trnka ◽  
Robert Sabo ◽  
...  
Keyword(s):  
Focus Group ◽  
School Management ◽  
Focus Group Interviews ◽  
Group Interviews

scholarly journals Interaction Between Significant Adult and Toddler in Russia and Vietnam

2019 ◽  
Vol 24 (6) ◽  
pp. 47-62
Author(s):  
I.N. Galasyuk ◽  
T.V. Shinina ◽  
A.A. Shvedovskaya ◽  
I.G. Morozova ◽  
E.V. Efremova ◽  
...  
Keyword(s):  
Early Childhood ◽  
Comparative Analysis ◽  
Pilot Study ◽  
Focus Group ◽  
Focus Group Interviews ◽  
Cultural Contexts ◽  
Neurocognitive Development ◽  
Child Interaction ◽  
Group Interviews

The article discusses the role of child interaction with a significant adult (parent, kindergarten teacher, caregiver) in child’s neurocognitive development within socio-cultural contexts of Russia and Vietnam.The article presents the results of a pilot study that included focus group interviews with kindergarten specialists from Russia and Vietnam.The pilot study sample consisted of 74 participants (72 women, 2 men), aged 32 to 54 years (M = 43.04; SD = 6.61).Of these, Russian participants (10 cities) — 42 people (40 women and 2 men) aged 32 to 50 (M = 40.19; SD = 6.28) and Vietnamese participants (1 city) — 32 people (32 women) aged 38 to 54 years (M = 46.67; SD = 5.12).The interviews followed the questionnaire developed by the authors.It consisted of 21 open-ended questions grouped in 3 blocks: Block 1.What characteristics and skills should be developed during early childhood? Where and how should these be developed? Block 2.How are children under 3 years of age developed? Block 3.Who is involved in the development of a child under 3 years of age? A comparative analysis of the responses of the Russian and Vietnamese kindergarten specialists revealed no significant differences between the groups, which suggests similarities in educational and developmental strategies of young children in a kindergarten environment.

scholarly journals EFL Students’ perceptions on Gender Stereotypes through their Narratives

2020 ◽  
Vol 21 ◽  
pp. 141-166
Author(s):  
Jhonatan Vásquez-Guarnizo ◽  
Maribel Chía-Ríos ◽  
Mairon Felipe Tobar-Gómez
Keyword(s):  
Focus Group ◽  
Gender Stereotypes ◽  
Public University ◽  
Foreign Languages ◽  
Focus Group Interviews ◽  
Efl Students ◽  
Field Notes ◽  
Group Interviews ◽  
Student's Perceptions

This article reports a case study conducted with twelve students from the Modern/Foreign Languages program at a public university in Colombia. It sought to unveil EFL Student’s perceptions on Gender Stereotypes through three different moments. At first, students expressed their thoughts after being exposed to a film. Then, their point of views were heard through the exposure of some before/now photographs; and lastly, they provided their insights through their own artwork. Data was gathered through focus group interviews, field notes and students’ artifacts. Findings showed that students’ perceptions on gender stereotypes differ from their past generations and the way they see their future have made their minds change over the time.

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