scholarly journals Etnická identita Uruguayců

2021 ◽  
Vol 2021 (1) ◽  
pp. 19-47
Author(s):  
Anna Josková ◽  
Keyword(s):  
Field Research ◽  
Structured Interviews ◽  
Focus Group Interviews ◽  
Theoretical Concepts ◽  
Cultural Elements ◽  
Group Interviews ◽  
Long Term Observation ◽  
Homogeneous Culture ◽  
Practical Recommendations

This paper examines Uruguayan society, which, despite its multiethnic origins, has developed a homogeneous culture. The main objective is to define the main cultural elements and describe the attributes of the Uruguayan ethnicity. Based on the analysis of socio-cultural specificities, the thesis provides practical recommendations to facilitate good relations with the Uruguayan nation. These may be particularly useful for business people, potential international students, travelers or other visitors to Uruguay, and others interested in learning about the local people and their culture. The theoretical section explains basic concepts related to identity, ethnicity and nation, and also introduces theoretical concepts and approaches to these ambiguous phenomena. The practical part contains interpreted data from field research conducted by the author in Uruguay in 2018. The research is based on qualitative research methods and consists of two focus group interviews with Uruguayans, four semi-structured interviews with recent immigrants, and long-term observation. The significance of the research is all the more valuable because the findings presented are unique in the field of this previously uncovered topic.

scholarly journals Voices We Forget—Danish Students Experience of Returning to School Following Parental Bereavement

2016 ◽  
Vol 78 (1) ◽  
pp. 24-42 ◽  
Author(s):  
Martin Lytje
Keyword(s):  
Focus Group ◽  
Data Collection ◽  
Return To School ◽  
Parental Bereavement ◽  
Focus Group Interviews ◽  
Academic Challenges ◽  
Two Phases ◽  
Group Interviews ◽  
Returning To School

This study explores how Danish students experience returning to school following parental bereavement. Eighteen focus group interviews with 39 participants aged 9 to 17 years were conducted. All participants had experienced the loss of a primary caregiver. Data collection was divided into two phases. In Phase I, 22 participants from four grief groups were interviewed 4 times over the course of a year. During Phase II, confirmatory focus groups were undertaken with the 17 participants. This article explores findings related to the four themes of initial school response, long-term support, challenges within the class, and academic challenges. The study found that (a) students struggle to reconnect with classmates following the return to school and often feel alone, (b) schools fail to have guidelines in place for what they are allowed to do if becoming sad the class, and (c) schools seem to forget their loss as time passes.

Perspectives of Adolescents With Disabilities on Summer Employment and Community Experiences

2010 ◽  
Vol 45 (3) ◽  
pp. 157-170 ◽  
Author(s):  
Audrey A. Trainor ◽  
Erik W. Carter ◽  
Beth Swedeen ◽  
Laura Owens ◽  
Odessa Cole ◽  
...  
Keyword(s):  
Community Involvement ◽  
Focus Group Interviews ◽  
High Expectations ◽  
School Year ◽  
Opportune Time ◽  
Low Expectations ◽  
Academic School ◽  
Group Interviews ◽  
Summer Experiences

Although summer represents an opportune time for adolescents to garner employment and community experiences that may further long-term transition goals, little is known about the expectations and needs of adolescents with disabilities during this break in the academic school year. In this article, the authors explore adolescents’ perceptions about summer employment and community involvement, adult guidance, and factors that facilitate or hinder access to these experiences. They conducted focus group interviews of 16 adolescents with cognitive, emotional/behavioral, and learning disabilities from two distinct communities. Although participants held high expectations for maintaining summer jobs, they pursued work and community experiences independently and with varied success. Despite articulating low expectations for adult guidance, participants expressed a desire and/or need for mentorship or other more indirect support. By drawing on the perspectives of the adolescents themselves, the authors address (a) the value of summer as a vehicle for transition education and (b) the implications for helping teenagers secure fulfilling summer experiences.

PEMANSUHAN UJIAN PENILAIAN SEKOLAH RENDAH DAN PELAKSANAAN PENTAKSIRAN BILIK DARJAH: SATU TINJAUAN DALAM KALANGAN GURU BESAR

2021 ◽  
Vol 4 (2) ◽  
pp. 80-89
Author(s):  
Kalai Selvan Arumugham ◽  
Joohari Ariffin
Keyword(s):  
Classroom Assessment ◽  
Early Stage ◽  
School Achievement ◽  
Deep Understanding ◽  
Summative Assessment ◽  
Structured Interviews ◽  
Focus Group Interviews ◽  
Curriculum Changes ◽  
Group Interviews ◽  
Professional Judgement

Abstract: The abolition of Primary School Achievement Test (UPSR) has triggered various reactions among educators. Although this agenda has been informed since the introduction of the new curriculum in 2011, educators and parents did not fully accept this. This research was conducted to explore and understand in-depth the views of school headmasters on the abolition of the UPSR and obtain their views on the implementation of Classroom Assessment (PBD). At the early stage the researchers conducted a survey to get an initial picture of their reactions to the issues and subsequently, the issue was explored in depth using qualitative methods. Focus group interviews conducted online to explore their perspectives on the abolition of UPSR and the implementation of PBD, which is now taking over the place of UPSR completely. However, with semi-structured interviews that were conducted,  the data were distributed based on the themes that had been identified. Most school headmasters disagree with the abolition of the USPR as they do not fully understand the implementation of PBD. Among the aspects that they still lack understanding are the curriculum changes, professional judgement, quality assurance, and formative and summative assessment methods. Policymakers must ensure that a deep understanding can be formed among school headmasters to ensure that the implementation of PBD can be strengthened and fully understood. It is also suggested that further research be conducted to measure the acceptance among teachers on this issue. Keywords: UPSR abolition, Classroom assessment, Understanding towards PBD     Abstrak: Pemansuhan Ujian Penilaian Sekolah Rendah (UPSR) telah mencetuskan pelbagai reaksi dalam kalangan warga pendidik. Walaupun perkara ini merupakan suatu agenda yang telah dimaklumkan sejak pengenalan kurikulum baharu pada tahun 2011, namun warga pendidik dan ibu bapa masih belum boleh menerima perkara ini sepenuhnya. Penyelidikan ini dijalankan untuk meneroka dan memahami secara mendalam tentang pandangan guru besar tentang pemansuhan UPSR ini serta mendapatkan pandangan mereka tentang pelaksanaan Pentaksiran Bilik Darjah (PBD). Pada peringkat awal para penyelidik telah menjalankan satu tinjauan untuk mendapatkan gambaran awal reaksi mereka terhadap isu ini dan seterusnya isu mengupas secara mendalam dengan menggunakan kaedah kualitatif. Temu bual kumpulan berfokus telah dijalankan secara atas talian untuk meneroka perspektif mereka terhadap isu pemansuhan UPSR dan pelaksanaan PBD yang kini mengambil alih tempat UPSR sepenuhnya. Melalui temu bual separa struktur yang telah dijalankan, data-data telah diagihkan berdasarkan tema-tema yang telah dikenal pasti. Sebahagian besar guru besar sekolah kurang bersetuju dengan pemansuhan UPSR ini memandangkan mereka kurang memahami sepenuhnya tentang pelaksanaan PBD. Antara aspek yang mereka masih kurang faham adalah dari segi perubahan kurikulum, pertimbangan profesional, penjaminan kualiti dan kaedah pentaksiran formatif dan sumatif. Pihak penggubal dasar haruslah memastikan pemahaman yang mendalam dapat dibentuk dalam kalangan guru besar sekolah untuk memastikan pelaksanaan PBD dapat dimantapkan dan difahami sepenuhnya. Dicadangkan juga agar kajian lanjut dijalankan untuk mengukur penerimaan dalam kalangan guru-guru terhadap isu tersebut. Kata kunci: Pemansuhan  UPSR, Pentaksiran bilik darjah, Pemahaman tentang PBD

scholarly journals Unpacking differences in psychological contracts of organizational and self-initiated expatriates

2017 ◽  
Vol 5 (1) ◽  
pp. 93-108 ◽  
Author(s):  
Kate Yue Zhang ◽  
Bart Rienties
Keyword(s):  
Focus Group ◽  
Psychological Contract ◽  
Psychological Contracts ◽  
Focus Group Interviews ◽  
Cultural Training ◽  
Content Type ◽  
Group Interviews ◽  
Practical Implications

Purpose Global staffing has remained a main focus within the field of international human resource management (IHRM) since the 1970s. However, research in the psychological contract (PC) of expatriates is limited. The purpose of this paper is to explore the differences in PC breach and violation for organisational expatriates and self-initiated expatriates (SIEs). Design/methodology/approach A survey questionnaire was developed covering 52 organisational expatriates and 119 SIEs from 35 countries/regions working in China. Four follow-up focus group interviews including four organisational expatriates and 12 SIEs were conducted to further explain the findings of the survey. Findings The findings indicate that organisational expatriates experience significantly lower levels of PC breach and violation than SIEs. Three broad thematic areas arose from the triangulation of focus group interviews, including uncertainties in functioning of contracts, differences in job securities and career development opportunities, and cultural differences. Practical implications Employers should give a comprehensive orientation and cultural training to meet the needs of SIEs. Moreover, long-term career advancement paths should also be provided to SIEs to alleviate their vulnerability and insecurities working abroad. Originality/value The study contributes to the scholarship of self-initiated expatriation and PCs and give implications to IHRM strategies.

Measuring social performance: reconciling the tension between commercial and social logics

2018 ◽  
Vol 45 (1) ◽  
pp. 205-222 ◽  
Author(s):  
A.K. Siti-Nabiha ◽  
Zubir Azhar ◽  
Salmi Mohd Isa ◽  
A.Z. Siti-Nazariah
Keyword(s):  
Performance Appraisal ◽  
Social Performance ◽  
Institutional Logics ◽  
Structured Interviews ◽  
Focus Group Interviews ◽  
Target Groups ◽  
Content Type ◽  
Competing Demands ◽  
Group Interviews ◽  
Social Logics

Purpose The purpose of this paper is to explore the implementation of microfinance programs in three Malaysian development finance institutions (DFIs). Its main concerns revolve around how these DFIs measure and manage their social performance and how they reconcile their competing social and commercial objectives which are driven by particular logics. Design/methodology/approach This paper analyzes the ways in which the DFIs selected for this study measure and manage their social performance. The data were acquired from two sessions of focus group interviews, a series of semi-structured interviews, and extensive reviews of documentaries. The institutional logics perspective is used to explore the interplay between social and commercial logics in shaping the view and use of social performance measures in the three studied DFIs. Findings Although these DFIs have consistently offered formal microfinance programs to designated target groups, their ultimate focus has been on measuring financial as opposed to social performance. Hence, performance appraisal is mainly aligned with the breadth of outreach, rather than its depth. Nevertheless, there appear to be conflicts between the need to accommodate both breadth and depth, due to the competing demands of the two objectives. The rivalry between these two competing demands, which represents the interplay between social and commercial logics, is resolved through reconciliation, that is, by making one objective compatible with the other. Originality/value This paper examines the ways in which the DFIs in the study measure and manage their social performance, a topic that is, currently, not widely explored. This study contributes to advancing the knowledge on the link between institutional logics and organizational practices, particularly in understanding the extent to which the Malaysian DFIs assign importance to social performance when designing and offering microfinance programs.

scholarly journals Saberes e fazeres na formação do professor de história: o processo de ensino-aprendizagem através das ações do PIBID em uma escola pública de Montes Claros/MG / Know and do in the formation of the history teacher: the teaching-learning process through the actions of PIBID in a public school in Montes Claros/MG

2019 ◽  
Vol 3 (8) ◽  
pp. 113
Author(s):  
Leonara Lacerda Delfino
Keyword(s):  
Participant Observation ◽  
Field Research ◽  
Learning Spaces ◽  
Focus Group Interviews ◽  
Teaching Knowledge ◽  
Collective Work ◽  
History Teacher ◽  
Group Interviews ◽  
Teaching Learning ◽  
The University

O artigo tem por objetivo problematizar as potencialidades do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) do curso de licenciatura em História quanto às suas possibilidades de elaborar espaços de ensino-aprendizagem significativos à experiência dos sujeitos profissionais em formação. Nesse sentido, compreendo o programa como lugar estratégico para a construção e mobilização de saberes múltiplos e diversos em sala de aula, além de permitir o intercâmbio entre universidade e espaço escolar e viabilizar práticas metodológicas com o uso de linguagens plurais e não convencionais enquanto recursos didáticos. Para averiguar os saberes docentes em formação e acionados durante as intervenções, analisei o conjunto de subprojetos e relatórios confeccionados pelos pibidianos, além de desenvolver o método da observação participante e da realização de entrevistas em grupo focal. A pesquisa de campo se discorreu durante as reuniões e trabalhos coletivos com os acadêmicos, professores coordenadores e supervisores, realizados tanto na escola escolhida para a intervenção, como nos encontros periódicos feitos na universidade.***The purpose of this article is to analyze the potential of the Institutional Program of the Initiation to Teaching Grant of the degree course in History regarding its possibilities of elaborating teaching-learning spaces that are significant to the experience of the professional subjects in training. In this sense, I understand the program as a strategic place for the construction and mobilization of multiple and diverse knowledge in the classroom, besides allowing the interchange between university and school space and to make feasible methodological practices with the use of plural and non-conventional languages as didactic resources. In order to ascertain the teaching knowledge in training and during the interventions, I analyzed the set of subprojects and reports made by the pibidianos, as well as developing the method of participant observation and the conduction of focus group interviews. Field research was discussed during meetings and collective work with academics, coordinating teachers and supervisors, both at the school chosen for the intervention, as well as at the periodic meetings held at the university.

scholarly journals Assessing the poverty impact of internal resettlement programs on the ethnic minorities in Lao PDR

2021 ◽  
Author(s):  
◽  
Souphalack Bounpadith
Keyword(s):  
Rural Areas ◽  
Poverty Reduction ◽  
Lao Pdr ◽  
Poor People ◽  
Structured Interviews ◽  
Focus Group Interviews ◽  
The Government ◽  
Group Interviews ◽  
And Migration ◽  
Resettlement Programs

<p>This research assesses how poverty-based resettlement programs make a contribution to poverty reduction and controlling migration of ethnic people in rural Laos. In 2009, the government of Laos launched new resettlement programs in six northern provinces. The programs aimed to improve the accessibility to land of people who were remaining poor in some rural areas. Primarily, poor people were required to resettle in a village where land could be available for them.  I investigated two resettlement sites in Thathome district, Xiangkhoang province. I applied a qualitative approach to examine the poverty experiences of settlers. In particular, I focused on identifying the causes and impacts of poverty-based resettlement programs on ethnic migrants. Semi-structured interviews were used to gather responses from migrants, government officers and host villagers. Two focus group interviews were organized with migrant participants who came from different locations.  The findings revealed that poverty-based resettlement programs did not directly address the core causes of poverty and migration of poor people in rural Laos. Conversely, the improper planning and implementation of programs were responsible for poverty that happened in the resettlement sites. The programs were carried out while the local government was hampered by insufficient funds. There was little support and assistance provided to settlers during the transitional periods. As a result, settlers faced worse hardship than they had in their original villages. Poverty-based resettlement programs instead of reducing poverty had created a situation whereby there was a greater potential for poor people to become trapped in continued poverty.</p>

scholarly journals Spanish and Swedish teachers’ perspective of teaching STEM and robotics in preschool – results from the botSTEM project

2022 ◽  
Author(s):  
Marie Fridberg ◽  
Andreas Redfors ◽  
Ileana M. Greca ◽  
Eva M. García Terceño
Keyword(s):  
Self Efficacy ◽  
Preschool Teachers ◽  
Focus Group Interviews ◽  
Teaching Activities ◽  
Old Spanish ◽  
Science Technology ◽  
Children’S Agency ◽  
Group Interviews ◽  
And Robotics

AbstractThis article describes outcomes from the Erasmus + project botSTEM, involving a theoretical framework for Science, Technology, Engineering & Technology (STEM) and robotics and teaching activities for preschool teachers and teachers educating children 4–8 years old. Spanish and Swedish preschool teachers’ self-efficacy and views of teaching STEM and robotics are presented, using a mixed methodology based on a questionnaire and focus group interviews. The 3-year long project has improved the preschool teachers’ self-efficacy in STEM and robotics teaching, as described in a questionnaire answered by the preschool teachers after the project. Possibilities in STEM and robotics teaching experienced by them include an increase in children’s agency, knowledge and interest, and the obstacles are mainly structural or technical. Robotics teaching also supports children with special needs when interacting with peers. The results from the botSTEM project point to the benefit of supported long-term professional development for STEM and robotics teaching in preschools.

Challenges Facing the Effective Functioning of Ward Committees as a Mechanism to Promote Local Democracy in the Former Tlokwe Local Municipality (TLM)

Politeia ◽  
2018 ◽  
Vol 37 (1) ◽  
Author(s):  
Melvin Diedericks ◽  
Sello Seitlholo
Keyword(s):  
South Africa ◽  
Focus Group ◽  
Expert Knowledge ◽  
Local Governance ◽  
Local Democracy ◽  
Structured Interviews ◽  
Focus Group Interviews ◽  
Effective Functioning ◽  
Local Municipality ◽  
Group Interviews

This article investigates the challenges facing the effective functioning of ward committees as a mechanism to promote local democracy in the former Tlokwe Local Municipality’s (TLM) area of jurisdiction. Ward committees in South Africa (SA) were specifically established to strengthen the participation of communities in local governance. A qualitative research design was used to collect and analyse data for purposes of achieving the objectives of this study. This involved a literature review designed to contextualise effective ward committee functioning in a developing South Africa. Semi-structured interviews were held with senior officials from TLM. Officials were selected based upon their expert knowledge with regard to the facilitation of public participation and for being responsible for effective ward committee functioning within TLM. Focus group interviews were also held with at least four ward committees operating within the boundaries of the municipality. The purpose of using focus group interviews in this study was to identify specific operational challenges as experienced by the ward committees, including how these challenges affected the fulfilment of their responsibilities. Significant findings include that communication was a critical aspect to address challenges, and that a lack of resources was hampering ward committees in functioning more effectively in the area.

Employment Relations System in the SMEs Sector: A Study on the Hospitality Sector

2017 ◽  
Vol 3 (02) ◽  
Author(s):  
Abhishek Mishra ◽  
Partha Sarkar
Keyword(s):  
Focus Group ◽  
Special Reference ◽  
Questionnaire Survey ◽  
Employment Relations ◽  
Structured Interviews ◽  
Focus Group Interviews ◽  
Hospitality Sector ◽  
Group Interviews

The present paper highlights certain aspects of employment relations in the SME sector in India with special reference to the hospitality sector. Based on the inputs obtained from the different stakeholders through structured interviews, the authors have analysed the ‘actors’, ‘context’ and the ‘processes’ in the perspective of employment relations system in the hospitality SME sector. Moreover, questionnaire survey and focus group interviews have been conducted with a group of employees with a view to recognise and analyse the relevant issues in a better way. The study has been carried out in select hotels in Varanasi. The unique aspects of the different ‘actors’ of employment relations in the Indian hospitality SME sector have been examined. The paper also highlights the relevance of ‘context’ in the employment relations system. Finally, the authors have developed a model on employment relations system in the hospitality SMEs sector.

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