Casus Andersa Breivika. Analiza wyselekcjonowanych wymiarów

Spektakularny casus Andersa Breivika wywołał, i wywołuje daleko idące reperkusje społeczne. W artykule analizowano dochodząc drogą Metody Ugruntowanej (Konecki K.T., 2018, Classic Grounded Theory–The Latest Version: Interpretation of Classic Grounded Theory as a Meta-Theory for Research , „Symbolic Interaction”, 41, s. 547–564), dzięki której z ogromnej ilości materiału i możliwych zmiennych, udało się „wydestylować” cztery podstawowe wymiarów jako konstytutywne i jednocześnie, jak można było stwierdzićpóźniej - wspólne dla wielu innych przypadków, które miały miejsce przed zamachem 22/7 i po nim. Wymiarami tymi są: dysfunkcjonalne relacje społeczne w dzieciństwie, narcyzm,uzależnienie od Internetu i status incela oraz doświadczanie wstydu. Wszystkie te wymiary występują wspólnie i w ekstremalnym nasileniu. Dzięki temu uzyskano rodzaj matrycy konceptualnej pozwalającej na przyjęcie swoistego approach w analizach podobnych przypadków. Matryca ta umożliwia też zrozumienie toksycznych źródeł osadzonych we współczesnej cywilizacji okcydentu.

Adapting to Constraints - A Study of Green Star New Zealand's Effects on Decision Making using Classic Grounded Theory

<p>Over the last 25 years building rating systems have been developed to quantify and promote sustainable development in the construction industry. Many countries have now developed their own rating system and some systems have been adapted for international use. The different outcomes and results from their use have been under much scrutiny from developers, clients, industry, and academics. Concerns such as increased cost, points buying, and discrepancies between the rated design and completed projects have been identified. In order to better understand why these concerns occur, the Green Star New Zealand rating system – adapted from Green Star Australia – was studied to quantify its effects on rated projects. The overall aim of this thesis was to investigate the effects of Green Star New Zealand on the decision making process. Specifically, the way in which this system affects the decision making processes during the design of a rated building was investigated to provide insight into reasons why these different outcomes may occur. This was undertaken through a classic grounded theory study during which professionals experienced in the use of Green Star were interviewed, and the data collected from the interviews was inductively analysed to generate conceptual theory and concepts. The interview data and discussion with the participants identified that decision making is affected largely through the different constraints and conditions encountered when using Green Star and how they are adapted to. These are applied to decision making through a number of different ways, being directly or indirectly related to Green Star, something decided on with or without prior experience, or internal or external to the design team. The analysis identified several categories which explained processes and behaviours resulting from the use of Green Star. These are ‘managing Green Star requirements’, ‘credit targeting’, ‘working with unknowns’, ‘disconnection of knowledge’, and ‘balancing project requirements’. It is these categories that caused adaptation to emerge as the primary process of resolving constraints, with ‘adapting to constraints’ emerging as the core variable.</p>

Adapting to Constraints - A Study of Green Star New Zealand's Effects on Decision Making using Classic Grounded Theory

<p>Over the last 25 years building rating systems have been developed to quantify and promote sustainable development in the construction industry. Many countries have now developed their own rating system and some systems have been adapted for international use. The different outcomes and results from their use have been under much scrutiny from developers, clients, industry, and academics. Concerns such as increased cost, points buying, and discrepancies between the rated design and completed projects have been identified. In order to better understand why these concerns occur, the Green Star New Zealand rating system – adapted from Green Star Australia – was studied to quantify its effects on rated projects. The overall aim of this thesis was to investigate the effects of Green Star New Zealand on the decision making process. Specifically, the way in which this system affects the decision making processes during the design of a rated building was investigated to provide insight into reasons why these different outcomes may occur. This was undertaken through a classic grounded theory study during which professionals experienced in the use of Green Star were interviewed, and the data collected from the interviews was inductively analysed to generate conceptual theory and concepts. The interview data and discussion with the participants identified that decision making is affected largely through the different constraints and conditions encountered when using Green Star and how they are adapted to. These are applied to decision making through a number of different ways, being directly or indirectly related to Green Star, something decided on with or without prior experience, or internal or external to the design team. The analysis identified several categories which explained processes and behaviours resulting from the use of Green Star. These are ‘managing Green Star requirements’, ‘credit targeting’, ‘working with unknowns’, ‘disconnection of knowledge’, and ‘balancing project requirements’. It is these categories that caused adaptation to emerge as the primary process of resolving constraints, with ‘adapting to constraints’ emerging as the core variable.</p>

‘Believe in me, and I will too’: a study of how teachers’ expectations instilled confidence in Grade 10 students

Teacher expectation research has continued to establish an association between what teachers expect of their students and what students accomplish academically. These expectations affect students when they are communicated by teachers through differential treatment in the class, but no qualitative research has sought adolescent students’ points of view about how they experience teacher expectation effects. This paper presents new research findings that explain how Grade 10 students experienced their teachers’ expectations in ways that they reflected impacted their academic outcomes. Classic grounded theory methods were used to develop this new knowledge, which has implications for how teachers are educated for, and practice, interacting with secondary school students. The findings are grounded in data from more than 100 interviews with students and 175 classroom observations in three Western Australian metropolitan public secondary schools. Students’ voices are projected, explaining how their teachers convey high academic expectations through classroom interactions that instil confidence in students. The discussion invokes a connection to Bandura’s Social Cognitive Theory and its enduring tenants of self-efficacy beliefs and mastery learning experiences.

The feasibility of artificial intelligence performing as CEO: the vizier-shah theory

Purpose This paper aims to examine the feasibility of artificial intelligence (AI) performing as chief executive officer (CEO) in organizations. Design/methodology/approach The authors followed an explorative research design – classic grounded theory methodology. The authors conducted face-to-face interviews with 27 participants that were selected according to theoretical sampling. The sample consisted of academics from the fields of AI, philosophy and management; experts and artists performing in the field of AI and professionals from the business world. Findings As a result of the grounded theory process “The Vizier-Shah Theory” emerged. The theory consisted of five theoretical categories: narrow AI, hard problems, debates, solutions and AI-CEO. The category “AI as a CEO” introduces four futuristic AI-CEO models. Originality/value This study introduces an original theory that explains the evolution process of narrow AI to AI-CEO. The theory handles the issue from an interdisciplinary perspective by following an exploratory research design – classic grounded theory and provides insights for future research.

Using Grounded Theory to Investigate Evidence Use by Course Leaders in Small-Specialist UK HEIs

The study of evidence-based course leadership in higher education focusses on twodifferent areas of practice: higher education course leadership, and evidence-basedpractice. Course leadership is an understudied area of research, with few publicationsdiscussing the role of the course leader in higher education. Although evidence-basedpractice is an area of ever evolving research in many disciplines, there is a distinct lackof research on whether course leaders in higher education apply evidence-based practicemethods in their professional practice. This lack of a pre-existing theory points theresearcher towards classic grounded theory to investigate and generate a new theory oncourse leaders’ experiences. Since leadership, and therefore course leadership, is aninherent complex social process, selection of classic grounded theory as a researchmethodology seems a logical choice. Classic grounded theory has been successfullyused to investigate phenomena in education and in evidence-based practice. Groundedtheory therefore is an appropriate selection for research in education and highereducation settings for areas of research where no theory currently exists. Moreover,grounded theories regarding experiences and perceptions of evidence-based practicehave been published in various contexts demonstrating that it is an appropriate methodfor investigating course leaders’ experiences with evidence-based practice.

An Application of the “Amplifying Casual Looping” Model to Manor House Management

This chapter attempts to explain the main strategies adopted by the hosts of manor houses when they engage in lodging activities. The present research draws on 53 non-structured interviews made to owners/hosts of housing tourism facilities (HT). The methodological approach used is classic grounded theory (CGT). CGT encompasses a set of strict research procedures leading to concepts which explain what is going on in the HT substantive area. Within this context, the authors reveal a theoretical code, designated as ‘amplifying casual looping', which the authors believe has the merit of effectively conceptualizing the substantive codes generated by us. This causal model broadens in both directions: positive (virtuous circle) and negative (vicious circle).

Sense and Sensibility in Housing Tourism

This text aims to discuss the motivations of housing tourism (TH) guests and the strategies used by hosts to meet their specific needs. The methodology used in data collection and analysis was classic grounded theory (CGT). The data were collected through 53 interviews undertaken with owners of HT units in Portugal. This chapter argues that HT customers are divided mainly into two types: ‘sensitive' and ‘insensitive' guests. The sensitive guest has cultural concerns, favours the role of the host in valuing the accommodation, and identifies with the values conveyed by the house. Likewise, he is aware of the differentiation of this category in relation to mass accommodation when he books it. The guest who is insensitive to the hospitality exploration modality (HEM) requires the formalisation of the accommodation option, prefers autonomy over customisation, and demands facilities typical of mass tourism (as they are incompatible with the functionality of the house).