Multiple Case Studies About Robotics in Compulsory Education

Programming is fundamental to the development of computational thinking, one of the essential skills for the 21st century. Tangible programming can be a powerful ally of this process from an early age, especially if it supports STEM tasks areas and inclusion. These are the pillars of the TangIn project, under which four qualitative case studies were developed with the aim of to evaluate the lesson plans designed within the scope of the project and the potential of its implementation for the development of the mentioned dimensions. The statistical and content analysis which the questionnaires applied to 43 teachers from Portugal, Spain, Bulgaria, and Latvia were submitted to conclude that students were always very committed and motivated during activities and developed specific and transversal skills related to STEM, including the ability to program and value colleagues, what contributed to its inclusion, regardless of sex and socio-economic conditions.

From Alba to Aotearoa: Profiling New Zealand's Scots Migrants, 1840-1920

<p><b>While New Zealand has been described as more Scottish than any other country beyond Scotland, and Scots consistently made up nearly 20 per cent of the immigrant population of New Zealand to 1920, as a group New Zealand's Scots migrants have remained relatively blurred. The distinctive national backgrounds of New Zealand's British migrants have seldom been recognised in general histories or in specialist studies of migration to the country, migrants having tended to be categorised as 'British' and 'Non-British', leading to what Akenson aptly described as the 'lumpingof all white settlers into a spurious unity.' This thesis, conceived as part of a larger research project investigating the experiences and contributions of Scots in New Zealand, seeks to establish key characteristics of the Scottish migrants arriving between 1840 and 1920. Five core questions are addressed: 'from where in Scotland did they come?', 'who came?', 'when?', 'in what numbers?', and 'where did they settle?'.</b></p> <p>While previous studies have suggested partial answers to some of these questions, the present research offers a more full and detailed profile of New Zealand's Scots migrants than has previously been available. Critically, it takes the earlier findings further. Though the investigation has been based primarily upon statistical analysis ofa genealogically-sourced database of 6,612 migrants, quantitative analysis has beensupplemented by qualitative case studies. Comparison with a second set of data derived from death certificates has enabled a testing of the validity of genealogical data as a source for migration studies. In addition to the five central questions around which the thesis is structured, the study also addresses issues of internal migration within Scotland, emigration to otherdestinations prior to arrival in New Zealand, individual and generational occupationalmobility, chain and cluster migration among Shetland migrants, and return migration.</p>

From Alba to Aotearoa: Profiling New Zealand's Scots Migrants, 1840-1920

<p><b>While New Zealand has been described as more Scottish than any other country beyond Scotland, and Scots consistently made up nearly 20 per cent of the immigrant population of New Zealand to 1920, as a group New Zealand's Scots migrants have remained relatively blurred. The distinctive national backgrounds of New Zealand's British migrants have seldom been recognised in general histories or in specialist studies of migration to the country, migrants having tended to be categorised as 'British' and 'Non-British', leading to what Akenson aptly described as the 'lumpingof all white settlers into a spurious unity.' This thesis, conceived as part of a larger research project investigating the experiences and contributions of Scots in New Zealand, seeks to establish key characteristics of the Scottish migrants arriving between 1840 and 1920. Five core questions are addressed: 'from where in Scotland did they come?', 'who came?', 'when?', 'in what numbers?', and 'where did they settle?'.</b></p> <p>While previous studies have suggested partial answers to some of these questions, the present research offers a more full and detailed profile of New Zealand's Scots migrants than has previously been available. Critically, it takes the earlier findings further. Though the investigation has been based primarily upon statistical analysis ofa genealogically-sourced database of 6,612 migrants, quantitative analysis has beensupplemented by qualitative case studies. Comparison with a second set of data derived from death certificates has enabled a testing of the validity of genealogical data as a source for migration studies. In addition to the five central questions around which the thesis is structured, the study also addresses issues of internal migration within Scotland, emigration to otherdestinations prior to arrival in New Zealand, individual and generational occupationalmobility, chain and cluster migration among Shetland migrants, and return migration.</p>

Works councils and the digitalisation of manufacturing: Opportunity or threat for their power position?

In the course of the so-called ‘digital transformation’, the digitalisation of manufacturing is on the agenda in many companies. Are works councils, as an important form of workplace representation of employees’ interests, prepared to bring employees’ interests into company digitalisation processes, and does this affect their own position of power? To answer these questions, four in-depth qualitative case studies of works councils from German industrial companies are conducted. The results show that works councils can rely on important resources in the bargaining of digitalisation processes. Through the combination of resource use with other factors, such as the perception of digitalisation and the (un)willingness of management to involve works councils, three different constellations can be identified under which dealing with digitalisation represents an opportunity or a threat for works councils.

Bringing all clients into the system – Professional digital discretion to enhance inclusion when services are automated

The increasing use of automated systems for decision-making and decision support in public administration is forming new practices and challenging public values since public services must be impartially accessible and designed for everyone. New robotistic process automation (RPA) systems are generally designed based on back-office structures. This requires clients to submit relevant data correctly in order for these services to function. However, not all potential or intended users of these services have the competence and the capacity to submit accurate data in the correct way. Front-line case workers at public agencies play critical roles in supporting those who have problems using the services due to the aforementioned accessibility requirements and thereby work in bridging digital divides. This article analyses strategies used by front-line case workers to complement RPA and improve the inclusion of all clients in the services. It builds on qualitative case studies at two Swedish authorities, including in-depth interviews and observations. The study shows that the discretion of the front-line case workers is limited by the RPA systems, and they also have limited discretion to support clients in their use of the digital services. Instead, they develop strategies in line with more service- and socially-oriented values; duty-oriented values are integrated into the RPA. The analysis shows the importance of forming new support structures for inclusion when public services are automated to maintain the core public values of inclusion and democratic legitimacy.

Imposed volunteering: Gender and caring responsibilities during the COVID-19 lockdown

This article contributes to the sociology of care-relational justice by identifying, conceptualising and unpacking ‘imposed volunteering’ as a mechanism that shapes societal caring arrangements. Contemporary societies allocate care work disproportionately to women, ethnic minorities and working-class citizens, which exacerbates social inequalities. Distribution of caring responsibilities is a political question but often not recognised as such, because it is deeply immersed in everyday routines. Our study uses the context of the COVID-19 pandemic to dissect the distribution mechanisms that became unusually palpable when the lockdown of public welfare provision in Denmark relocated some forms of care work from professionals to volunteers. With the term imposed volunteering, we conceptualise the feeling of being coerced into taking on new caring responsibilities, which some women – and men – experienced during the lockdown. Drawing on a national, representative survey, we document that, compared to men, women carried out significantly more voluntary care work and organised voluntary work through informal personal networks rather than through formal civil society organisations to a significantly higher degree. We unpack the experience of imposed volunteering as it unfolded during the lockdown through qualitative case studies, and clarify how relational and institutional factors, such as gendered expectations and the sense of personal obligation, imposed volunteering. Our study illuminates the importance of public care, reciprocal caring relationships and care for carers, and demonstrates why the mobilisation of care work volunteers must take gendered implications into account if it is to be consistent with democratic commitments to justice, equality and freedom for all.

SOCIAL INEQUALITY IN TEACHERS REVIEWED BASED ON DIFFERENCES IN TEACHER EMPLOYMENT STATUS IN DKI JAKARTA

This study discusses the social gaps in teachers reviewed from differences in teacher staffing status in DKI Jakarta. The status of existing teachers is; Civil Servant Teachers (PNS), Individual Employment Contract Teachers (KKI), and School Honorer Teachers. The research aims to see how gaps occur in teachers with different staffing statuses. The study used the concept of material disparity and Dahrendorf's authority to look at gaps in teachers. Previous studies of teacher inequality have been limited to policy gaps in teachers and teacher welfare gaps. This study shows that differences in teacher staffing status can lead to material and authority gaps occurring in teachers. This study uses qualitative case studies with informants of civil servant teachers, KKI teachers, and school honorer teachers in DKI Jakarta as research subjects.

Covid-19: the place for women in pandemic response in the EU

Women have been disproportionately penalized by the pandemic undermining or reverting recent equality progress rendering the mainstreaming of gender parity crucial for an inclusive recovery. The European Union provides a well-defined case to assess the saliency and cross-country heterogeneity of gender mainstreaming in the recovery. Its commonly financed recovery plan Next Generation EU (NGEU) embodies gender equality among its priorities, on the basis of which Member State drafted National Recovery and Resilience Plans (NRRPs). Our analysis exploits the NRRPs for a cross-country comparison of the saliency of gender through a mixed-method assessment complementing automated text analysis of the NRRPs with qualitative case studies. Findings show limited saliency of gender parity within national recovery investment and reform strategies, with substantial geographical differences favouring more gender-equal countries. Results highlight (heterogeneously) limited prioritization of gender equality across the EU risking widening gaps as a legacy of Covid-19.

TEACHERS STRATEGIES IN ONLINE LEARNING DURING COVID PANDEMIC

New online teaching strategies had posed many challenges for teachers. It was not easy to be applied, because teachers were still learning E-learning. They encountered some challenges during the implementation. Therefore, teachers used various strategies in online learning to achieve the learning objectives. This research aimed to investigate strategies that teachers used and challenges that they encountered when they were teaching English during online learning. The research design used in this study was qualitative case studies. The research subjects were three English teachers who were teaching at public junior high schools in Tabanan District. The data were collected by using observations and interviews. The data analysis technique used was descriptive qualitative. The results showed that: strategies used by teachers were online chat only and mixing online chat with video conferencing, they were: Google form, Google Meet, quizzes, and video. Google meet was found to be rarely used for online learning because most teachers only used online chat, they were: Google form, quizzes, and video . Teachers found some challenges, they were: internet connection, unresponsive students, and problems with the operation of the equipment at the beginning of the pandemic.

599RCT of Harti Hauora Tamariki: a holistic family-centred programme for child health and equity

Background In Aotearoa NZ, preventable paediatric admissions and readmissions with diseases of poverty are common, particularly for Māori (Indigenous) children. In response, the Harti Hauora Tamariki (HHT) was developed. This is a multilevel programme of: culturally safe engagement; comprehensive high-quality screening; standardised evidence-based protocols for addressing need(s) and navigation. Methodological innovations are required for a RCT of HHT effectiveness within the context of whānau (family) wellbeing. Methods Approximately 980 children admitted to paediatrics at Waikato Hospital were randomised (with whānau) to HHT or usual care. Measures of effectiveness include: level of unmet need identified; impact of HHT on meeting needs; qualitative assessment of HHT support for health outcomes and whānau satisfaction with care. The primary quantitative endpoint is relative readmission risk. Results Qualitative case studies demonstrate the importance of engagement and the high-trust environment of HHT enabling whānau to reveal needs. Needs are common. Many needs identified (such as food insecurity, lack of resources) are not recognised through standard hospital care. HHT adaptations were required. Quantitative outcome analyses are underway. Conclusions The whole health system has responsibility and ability to improve whānau health promotion, prevention, and wellbeing support. HHT provides a model for action. RCT assessment of HHT needed to be whānau-centred and flexible to match programme evolution and provide evidence for effectiveness. Key messages A family-centred holistic screening programme, with culturally-safe engagement, improves inpatient care and enhances determinants of health. Indigenous leadership and commitment to Indigenous wellbeing and equity facilitates effective programme improvement, within an adaptable RCT framework.