Academic literature on the topic 'FOCUSED GROUP METHODOLOGY'
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Journal articles on the topic "FOCUSED GROUP METHODOLOGY"
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Chen, Yanyu, Yi-Chieh Lin, Miao-Sui Hsu, and Yi-Hsin Lin. "Group- and individual-focused transformational leadership." Chinese Management Studies 14, no. 1 (July 8, 2019): 15–27. http://dx.doi.org/10.1108/cms-11-2017-0330.
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Purpose The purpose of this paper is to build a new transformational leadership typology by demonstrating high/low degrees of group- and individual-focused transformational leader behaviors – authentic type (high-high), group-oriented type (high-low) and individual-oriented type (low-high) – and to predict that the three types relate differently to follower responses (intention to sacrifice, cognitive trust of supervisor and affective liking). Design/methodology/approach This study uses an experimental scenario to generate the maximum levels of between-group variance among the three types. A total of 182 mainland Chinese full-time employees participated in the experiment. Findings Followers’ intention to sacrifice is equally high under the authentic, group-oriented and individual-oriented types of leadership. In addition, followers’ cognitive trust of supervisor is equally high under the authentic and group-oriented types and the lowest under the individual-oriented type. Finally, followers’ affective liking is equally high under the authentic and individual-oriented types and the lowest for the group-oriented type. Originality/value A new transformational leadership typology that combines high and low degrees of group- and individual-focused behaviors is established. Based on this typology, this study shows how the three types distinctively affect followers’ reactions, including intention to sacrifice, cognitive trust of supervisor and affective liking.
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Zhu, Xiumei, and Mingxu Bao. "Substitutes or complements? Individual-focused and group-focused transformational leadership in different organizational structures in new firms." Leadership & Organization Development Journal 38, no. 5 (July 3, 2017): 699–718. http://dx.doi.org/10.1108/lodj-04-2016-0097.
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Purpose The significant performance implications of individual-focused and group-focused transformational leadership have been documented for established firms, but the issue of whether they are complementary or substitutive still remains a puzzle, and whether their relationship differs in new firms remains unanswered. The purpose of this paper is to investigate the relationship between individual-focused and group-focused transformational leadership in different organizational structures in new firms. Design/methodology/approach The study draws on survey data of 209 questionnaires from 63 teams in 63 new firms in China. Findings The results suggest that individual-focused and group-focused transformational leadership are substitutive when the organizational structure is mechanistic, and are complementary when the structure is organic. Originality/value The study contributes to the debate on the relationship between individual-focused and group-focused transformational leadership by comparing organizational structure characteristics and offering a comprehensive understanding of the issue.
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Prokofyeva, Nataly, and Marina Uhanova. "METHODOLOGY OF GROUP WORK ORGANISATION FOR STUDENT LEARNING PERFORMANCE IMPROVEMENT." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 2 (June 15, 2017): 133. http://dx.doi.org/10.17770/etr2017vol2.2558.
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The article describes the methodology of learning programming for students of various engineering disciplines. The course "Algorithmization and Programming of Solutions" is taught to all first-year students of the Faculty of Computer Science and Information Technology in Riga Technical University and provides the basic knowledge of the principles of computational process algorithmization and software creation technology using Java programming language. There are 8 laboratory assignments in the course, where students have to develop a software programme and 2 group work assignments, where the student has to develop some algorithms to solve a given problem, write a programme, evaluate the speed of developed algorithms and prepare a presentation on the results of their research. The article describes the main principles of efficient student group work organisation that lets to increase their interest and motivate them to participate in the course in a responsible way. This paper is focused on research on how group work influences student learning performance.
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Pranka, Maruta. "The walk-and-talk methodology – researching place and people." SHS Web of Conferences 85 (2020): 03007. http://dx.doi.org/10.1051/shsconf/20208503007.
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The article focuses on walk-and-talk interviews, which are yet a little-used research method in Latvia. The term is used in the social sciences and humanities and is an appropriate method for gathering data in order to determine the relationship of an individual or a social group with a specific place. The method in a pilot project was used to listen to life experiences in Tūja, a village along the Baltic coast in Latvia. The study focused on social change in Tūja and the influence of the economic and political changes of the 1990s on the living conditions and lifestyle of the local inhabitants. The pilot project was conducted by the researchers from the Institute of Philosophy and Sociology of University of Latvia.
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Nielsen, Kristina Tomra, Karen la Cour, Jeanette Reffstrup Christensen, Marc Sampedro Pilegaard, Cecilie von Bülow, Åse Brandt, Hanne Peoples, Hans Jonsson, and Eva Ejlersen Wæhrens. "Lessons learned about occupation-focused and occupation-based interventions: A synthesis using group concept mapping methodology." Scandinavian Journal of Occupational Therapy 27, no. 7 (January 20, 2019): 481–92. http://dx.doi.org/10.1080/11038128.2018.1561940.
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Chopra, Vineet. "Focused ethnography: a new tool to study diagnostic errors?" Diagnosis 7, no. 3 (August 27, 2020): 211–14. http://dx.doi.org/10.1515/dx-2020-0009.
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AbstractWhile much attention has been given to quantifying errors in diagnosis, how best to study the process of diagnosis is less clear. Focused ethnography as a methodology is particularly valuable for studying healthcare processes because it examines specific questions, situations or problems among a smaller group of individuals. In this paper, we review this approach and illustrate how we applied it to study diagnostic errors in hospitalized patients.
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Multan, Ewa, and Marzena Wójcik‐Augustyniak. "Research Methodology of Entrepreneurship and Innovativeness of Higher Education Institutions." Kwartalnik Ekonomistów i Menedżerów 42, no. 4 (October 1, 2016): 83–98. http://dx.doi.org/10.5604/01.3001.0009.5493.
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The article presents the issues of entrepreneurship and innovativeness of universities in the context of the analysis of the European Union guidelines and determining the competitive position of the university with the use of the strategic group maps. The aim of the article is to present different variants of strategic group maps, called by the authors 1D, 2D and 3D maps, which enable the identification of the competitive situation in the sector of higher education in Poland. The study focused on two sets of criteria of differentiation of the universities’ strategies, which are entrepreneurship and innovativeness. The research problem was formulated in the form of the following questions: whether the described methods of 1D, 2D and 3D maps may be applied to the analysis of competition in the sector of higher education institutions in Poland, in relation to entrepreneurship and innovativeness.
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Ferrazzi, Priscilla, Shirley Tagalik, Peter Christie, Joe Karetak, Kukik Baker, and Louis Angalik. "Aajiiqatigiingniq: An Inuit Consensus Methodology in Qualitative Health Research." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691989479. http://dx.doi.org/10.1177/1609406919894796.
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Indigenous knowledge and approaches to health research have historically been marginalized by Western traditions. Efforts to overcome this marginalization by recognizing Indigenous methodologies as a distinctive form of inquiry are gathering momentum. Health research that seeks to establish levels of agreement about disputed or conceptually unclear subjects frequently relies on consensus methods. Aajiiqatigiingniq is a principle of cultural knowledge and a consensus decision-making approach among Inuit in the Canadian Arctic. We used group meetings and individual interviews involving Inuit elders and other senior community members in Arviat, Nunavut, to explore and describe aajiiqatigiingniq as an appropriate and ethical methodology in qualitative health research. Findings reveal a systematic but apparently informal approach focused on sustained individual and community well-being. Consensus is achieved through the successive addition of group members, respectful communication, mainly narrative discourse, subjective personal engagement, and an unhurried meeting style. While previous research has used Western consensus methods to embed Inuit knowledge in health research, this study provides a first descriptive account of a wholly Inuit consensus methodology.
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O'Donnell, Ed, and Joseph J. Schultz. "The Influence of Business-Process-Focused Audit Support Software on Analytical Procedures Judgments." AUDITING: A Journal of Practice & Theory 22, no. 2 (September 1, 2003): 265–79. http://dx.doi.org/10.2308/aud.2003.22.2.265.
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Some large public accounting firms that emphasize the business risk audit methodology revised their audit support software to organize audit evidence around business process rather than transaction cycle. These business-process-focused (BPF) systems present client information grouped by value chain activities, while firms that use traditional transaction-cycle-focused (TCF) audit support software might group client information primarily by account classification. Our study examines whether the presentation differences between BPF and TCF audit support software influence auditors' risk judgment during planning-phase analytical procedures. In a field experiment, experienced audit seniors performed analytical procedures on case materials containing a variety of seeded risk factors. One group completed the exercise using software organized around the BPF while the other group used software organized around the TCF. Participants who used the BPF system identified more of the seeded risk conditions and assessed misstatement risk at higher levels than did their counterparts who used the TCF system. These findings provide the experimental evidence that audit support software organized around business processes can influence decision performance while conducting planning-phase analytical procedures.
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Han, Mee Lan, Byung Il Kwak, and Huy Kang Kim. "CBR-Based Decision Support Methodology for Cybercrime Investigation: Focused on the Data-Driven Website Defacement Analysis." Security and Communication Networks 2019 (December 20, 2019): 1–21. http://dx.doi.org/10.1155/2019/1901548.
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Criminal profiling is a useful technique to identify the most plausible suspects based on the evidence discovered at the crime scene. Similar to offline criminal profiling, in-depth profiling for cybercrime investigation is useful in analysing cyberattacks and for speculating on the identities of the criminals. Every cybercrime committed by the same hacker or hacking group has unique traits such as attack purpose, attack methods, and target. These unique traits are revealed in the evidence of cybercrime; in some cases, these unique traits are well hidden in the evidence such that it cannot be easily perceived. Therefore, a complete analysis of several factors concerning cybercrime can provide an investigator with concrete evidence to attribute the attacks and narrow down the scope of the criminal data and grasp the criminals in the end. We herein propose a decision support methodology based on the case-based reasoning (CBR) for cybercrime investigation. This study focuses on the massive data-driven analysis of website defacement. Our primary aim in this study is to demonstrate the practicality of the proposed methodology as a proof of concept. The assessment of website defacement was performed through the similarity measure and the clustering processing in the reasoning engine based on the CBR. Our results show that the proposed methodology that focuses on the investigation enables a better understanding and interpretation of website defacement and assists in inferring the hacker’s behavioural traits from the available evidence concerning website defacement. The results of the case studies demonstrate that our proposed methodology is beneficial for understanding the behaviour and motivation of the hacker and that our proposed data-driven analytic methodology can be utilized as a decision support system for cybercrime investigation.
Dissertations / Theses on the topic "FOCUSED GROUP METHODOLOGY"
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Thakur, Seema. "The validity of situational interview ratings as a function of channel of communication." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1271.
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Erb, Michele. "Identification of Training Needs: A Focus Group Interview/Q-Sort Methodology." TopSCHOLAR®, 1987. https://digitalcommons.wku.edu/theses/2313.
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In light of research that suggests that formal needs analysis leads to efficient and productive training programs, managers and a sampling of non-management employees from a mid-size manufacturing company participated in a needs assessment to determine future training needs for the company's mangers. The information was collected through focus group interviews and a Q-sort technique was developed to categorize the issues raised in the interviews. The categories of training issues and related concerns identified as a result of the focus group interview process were compared to a list of training topics generated by managers through an informal survey prior to the needs assessment. The comparison indicated that the training issues generated by managers in the informal survey were not congruent with the issues identified as a result of the needs assessment process. Comparisons were made between the major issues addressed by various departments, management levels, and functional groups. These comparisons indicated that some concerns were identified by all departments, management levels, and functional areas and could be defined as organizational concerns while other concerns were identified by specific departments, management levels, or functional areas.
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Rajab, Aziza A. "A methodology for developing a nursing education minimum dataset." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001412.
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Waight, Mary. "Exploring conceptions of mental health : the use of focus group methodology to develop new knowledge of emotional development in people with learning disabilities." Thesis, University of West London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496027.
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Alriksson, Stina. "Environmental preferences among steel stakeholders." Doctoral thesis, Linnéuniversitetet, Institutionen för biologi och miljö (BOM), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28310.
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Emissions of carbon dioxide, dioxins, nitrogen oxides and particulate matter as well as use of non-renewable resources and energy are some important sustainability challenges for the Swedish steel industry. Much effort has been made, mainly by technical solutions, which to a high degree have decreased the emissions during the last 30 years. Technical solutions however will not be sufficient to reach sustainable development, stakeholder involvement is also necessary. Stakeholder theory states that stakeholder involvement must include a dialog between the stakeholders involved and the operation. The first step in this process is to identify which key issues the stakeholders find most important and then the organisation needs to start interact with its stakeholders. This thesis deals with such issues. Stakeholder preferences for environmental issues were assessed with conjoint analysis, Q-methodology and focus group discussions. The theory of planned behaviour was used to assess how attitudes were connected to background factors and a potential pro-environmental behaviour. Five studies have been carried out in the framework of this thesis. The studies include: a literature review, method evaluation, evaluation of environmental objectives in stakeholder groups, screening of relevant factors, evaluation of steel environmental characteristics, identification of barriers to the introduction of new materials and the impact of worry and risk perception on strategic environmental decisions. It can be concluded that the methods applied in the studies work well in eliciting preferences. It has been possible to show how different stakeholder groups as well as individuals prioritise environmental objectives and sustainability issues. Since individuals within a stakeholder group vary considerably in preferences, the results from this thesis show the importance of illustrating results on an individual level instead of the traditional group level. Also, a method has been tested where the results were brought back to the respondents in order to stimulate discussions between different stakeholder groups.
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Crowe, Peter. "The design of dialogue." Click here to access this resource online, 2008. http://hdl.handle.net/10292/401.
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With the first commitment of the Kyoto Protocol commencing in 2008, many signatory governments have identified bio fuels as a favoured response to the problem of fulfilling their countries' pledges to reduce total greenhouse gas emissions to 1990 levels. Despite the tendency for pressure over climate change to expedite the commercialisation process, detailed evaluation of the claimed benefits, likely efficacy or environmental impact of bio fuels in New Zealand in the form of the Bio fuels Sales Obligation policy (BSO): a mandate place on the Oil Companies to supply a percentage of bio fuel. Systems thinking propound the notion of complex interrelatedness: a pivotal concept in our current understanding of the cumulative effects of greenhouse gas emissions and their relationship to climate change. It also recognizes that the multiple ways in which different stakeholders perceive a contentious question are an integral feature of any problematical situation. By applying systems concepts to qualitative research, Soft Systems Methodology (SSM) is therefore particularly suitable for the analysis of multiple stakeholder discourse in this situation. The present study employs SSM to examine stakeholder opinion through the construction of conceptual models in the form of rich pictures and root definitions. The researcher invited diverse stakeholders to ‘see what they were thinking’ and reflect upon the beliefs and assumptions that informed their views with respect to New Zealand bio fuels development. With reference to official documentation arising from the policy development process and through a series of interviews and a focus group, the research examines perceptions of the consultation process on bio fuels development and its contribution to informed decision-making. The study data indicates that the scope of enquiry tended to be restricted by early presuppositions regarding the consultation process and its desired outcomes, which consequently shifted the focus of consultation the enquiry from an assessment of the desirability of bio fuels to an appraisal of the feasibility of government policy. However inadvertently, communication was distorted. The research examines the basic assumptions that shaped the discourse and enabled already established opinions to prevail. Furthermore, the thesis explores how using SSM to surface tacit assumptions and challenge proposed models of intervention can help improve the reflexivity of discourse and decision-making. By ensuring open communication remains at the centre of discourse, SSM could provide a means of establishing productive conditions for learning and co-creative dialogue. Consequently the study has important implications for how the ‘health’ of public discourse in New Zealand might be sustained when addressing other similarly complex issues.
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Paynter, Michael L. "Exploring a School Culture and Climate Where Students Can Flourish| Using Focus Group Methodology to Capture Key Stakeholder Perceptions About School Culture and Climate in an Alternative Education High School." Thesis, San Jose State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635374.
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This study was a qualitative action research project that involved focus groups of key stakeholders at an alternative education high school including: students, teaching staff, classified staff, supervisors, families, and collaborative partners. A semi-structured interview guide was used to discover their perceptions of a school culture and climate where students FLOURISH. The word FLOURISH is used in this research to describe the optimal experience of thriving and growing as well as an acronym that contains the elements that a literature review found to be important for such environments serving the most vulnerable student populations. This type of research is especially important in light of the recent transformation to educational planning and finance in California called LCFF (Local Control Funding Formula) and its creation of the Local Control Accountability Plans (LCAPs) with their mandate for stakeholder input. Finally, and most importantly, emerging research shows schools that improve their culture and climate can counter the “school to prison pipeline” effect so often experienced by vulnerable youth in the alternative education system. Both systematic analysis and a constructivist approach were used in coding and memoing to track the presence of existing themes from the literature review and to capture new ones emerging from the transcripts. Leadership, systems, equity and implementation implications were explored as secondary questions. Findings included the generation of a new model, coined The 5Rs Cycle – Resources, Regulation, Relationships, Relevance & Rigor, which captured the essential elements found in the literature review along with the myriad themes produced by the focus groups.
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Ferro, Ãtalo RÃmulo de Holanda. "A inclusÃo do ensino de mÃsica nos currÃculos escolares do CRAJUBAR: contribuiÃÃes do estÃgio supervisionado do curso de licenciatura em mÃsica da UFC - campus Cariri." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10341.
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Este trabalho dissertativo teve o seu desenvolvimento no Programa de PÃs-GraduaÃÃo em EducaÃÃo Brasileira da FACED â Faculdade de EducaÃÃo da Universidade Federal do Cearà na linha de pesquisa EducaÃÃo, CurrÃculo e Ensino e no eixo temÃtico Ensino de MÃsica. A presente pesquisa realizou uma anÃlise de como as experiÃncias vivenciadas pela seleÃÃo de alunos do Curso de Licenciatura em MÃsica da UFC â Cariri que realizam o EstÃgio Curricular Supervisionado, contribuem no processo de inclusÃo do ensino de mÃsica nos currÃculos escolares do CRAJUBAR. Todo o processo de investigaÃÃo foi focado nas aÃÃes teÃricas e prÃticas dos estudantes do curso de mÃsica envolvidos diretamente com o EstÃgio Curricular Supervisionado nas escolas. Como procedimento metodolÃgico, utilizei a tÃcnica de pesquisa social qualitativa de Grupo Focal que à uma forma de metodologia integrativa onde se permite o debate democrÃtico das experiÃncias adquiridas pelos alunos durante a realizaÃÃo do estÃgio em educaÃÃo musical. A partir dos resultados desta pesquisa elaborei algumas consideraÃÃes com o intuito de contribuir à articulaÃÃo harmoniosa entre a formaÃÃo de professores competentes por parte da universidade e o processo de inclusÃo do ensino de mÃsica nas escolas da regiÃo.This dissertation work had its development in the Post-Graduate Education Brazilian FACED - Faculty of Education of the Federal University of Cearà in the search line Education, Curriculum and Teaching and thematic Music Education. This research conducted an analysis of how the experiences of students by selecting the Bachelor of Music from UFC - Cariri who perform the Supervised contribute in the process of inclusion of music education in school curricula of Crajubar. The whole process of research was focused on the theoretical and practical actions of students of music directly involved Supervised schools. As methodological procedure, used the technique of qualitative social research Focus Group as a form of integrative methodologic that allows democratic debate of the experiences gained by students in supervised training in music education. From the results of this research have elaborated some recommendations with the aim of contributing to the harmonious relationship between the formation of competent teachers by the university and the process of inclusion of music education in the schools of the region.
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Vogt, Bettina. "Just assessment in school : - a context-sensitive comparative study of pupils' conceptions in Sweden and Germany." Doctoral thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68985.
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This thesis examines pupils’ justice conceptions regarding educational assessment. Due to the context-dependency of norms and values as well as of assessment, the study compares the justice conceptions of pupils in two different’socio-educational’ contexts: Sweden and Germany. The main interest of the study is to understand and to reconstruct pupils’ own relevance structures and what just assessment means from a pupils’ point of view. Here, the study aims to reach beyond the level of mere description by providing theoretical conceptualisations of pupils’ justice conceptions regarding assessment. Thus, the study´s methodological foundation is characterised by a combination of a context-sensitive comparative approach on the one hand, and on the other hand a pragmatist Grounded Theory approach. Data were mainly generated through focus group interviews with pupils attending the last year of the lower secondary level in the Swedish comprehensive school as well as in different school types in the German school system. In total, the sample consists of 95 pupils, who were interviewed in 21 focus group interviews. In addition, other sources of data were included, such as regulations and guidelines that supported a context-sensitive analysis of pupils’ conceptions. The theoretical conceptualisation that explains pupils’ justice conceptions is ‘meta-assessment’. ‘Meta-assessment’ refers to pupils’ evaluation of the assessment they experience in terms of justice and represents the shared, abductively derived and overlying analytical category regarding pupils’ conceptions. Pupils’ ‘meta-assessment’ is based on normative justice conceptions as well as on justice conceptions that are related to pupils’ situation and context-bound experiences with assessment. The first ones are about the ethico-moral character of pupils’ justice conceptions. The second shed light on the contextual conditions and consequences of the logics and practices underlying educational assessment as experienced by pupils on an everyday basis. This implies that just assessment from a pupils’ perspective needs to be understood in its wider contextual embedment; and in relation to teaching and learning in order to understand the complex interrelations of what just assessment ‘is’, and ‘should be’ from the perspective of those, who are mainly affected by it.
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Lujara, Suzan. "Development of E-learning Content and Delivery for Self Learning Environment : Case of Selected Rural Secondary Schools in Tanzania." Doctoral thesis, Karlskrona : Blekinge Institute of Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00478.
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The effective use of Information and Communications Technology (ICT) in devel-oping countries like Tanzania is crucial in order to overcome the challenges that are faced countrywide in many sectors, and to reduce the digital divide and improve the economy. ICT is becoming more and more integrated in societies worldwide, its effects are clearly seen in people’s lives as well as on countries’ economy as it opens doors for new opportunities and change the attitude of people towards learning. Secondary schools in Tanzania are facing many problems which hamper students’ learning. This in turn affects their performance in the National examinations hence reducing the growth of a learned society. This research specifically addresses the prob- lem of lack of learning and teaching materials by using ICT tools for the development and delivery of e-Learning content. The research focused on two secondary schools, namely, the Wali-Ul-Asr Seminary and Kibaha Secondary School as pilot schools in Kibaha district Pwani region. The research used courseware engineering methodology which integrated instructional design and software engineering. The research was also inspired by the concepts of participatory action research, Mode 2 knowledge production and triple helix, which incorporated stakeholders’ participation throughout the research. The main stakeholders are researchers, students, teachers, head teachers, and Ministry of Education and Vocational Training officials. This is an applied type of research addressing a practical problem in society. The out- come is a pilot package of e-Learning material comprised of sample chapters of Mathematics form III at the pilot site. Blended mode of delivery has been considered using Compact Disc/Digital Versatile Disc Read Only Memory, the Tanzania Secondary Schools e-Learning (TanSS-L) System, a customized Moodle platform and by using face to face learning.
Books on the topic "FOCUSED GROUP METHODOLOGY"
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Racioppi, Filomena. Indagini alternative focalizzate nel quadro del micro-approccio per la ricerca demografica, l'uso dei focus groups. [Rome]: Gruppo nazionale di ricerca, 1992.
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Developing questions for focus groups. Thousand Oaks, Ca: SAGE, 1998.
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Latess, Joseph D. Focus-group research for school improvement: What are they thinking? Lanham: Rowman & Littlefield Education, 2008.
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1947-, Schumm Jeanne Shay, and Sinagub Jane M, eds. Focus group interviews in education and psychology. Thousand Oaks: Sage Publications, 1996.
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L, Morgan David, ed. Successful focus groups: Advancing the state of the art. Newbury Park, Calif: Sage Publications, 1993.
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Morgan, David L. Focus groups as qualitative research / David L. Morgan. 2nd ed. Thousand Oaks, Calif: Sage Publications, 1997.
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N, Shamdasani Prem, ed. Focus groups: Theory and practice. Newbury Park, Calif: Sage Publications, 1990.
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Belanovskiĭ, S. A. Metodika i tekhnika fokusirovannogo intervʹi͡u︡: Uchebno-metodicheskoe posobie. Moskva: "Nauka", 1993.
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Addiction Research Foundation (Ont.), ed. Gender issues in addictions research: The report of the Task Group on Gender-Focused Research. Toronto: Addiction Research Foundation, 1994.
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Phan, Tương Thị. Guide for the use of focus groups in health research. North Parrammatta, N.S.W: Transcultural Mental Health Centre, 1996.
Find full textBook chapters on the topic "FOCUSED GROUP METHODOLOGY"
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Khan, Niaz Ahmed, and Shireen Abedin. "Focus Group Discussion." In Principles of Social Research Methodology, 377–87. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5441-2_26.
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Prior, Matthew T. "Interviews and Focus Groups." In The Palgrave Handbook of Applied Linguistics Research Methodology, 225–48. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59900-1_11.
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Georgiades, Stavros. "Methodology." In Organization Management – Dynamic Creative Team Coordination, 21–29. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37509-6_3.
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AbstractBeing interested in elaborating theory on coordination in creative group work, the author conducted an inductive qualitative study using grounded theory approaches. Inductive qualitative research is appropriate when the research question focuses on developing theory, especially theory about process. The author thus conducted two case studies, allowing for an in-depth qualitative investigation of the coordination process.
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Brydan, Rashad, and Fawzi Ikraiam. "Online Effectiveness of Hybrid Blended and Flipped Learning Approaches During COVID-19 Virus in Libya." In Future Trends in Education Post COVID-19, 339–50. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1927-7_26.
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AbstractThe aim of this paper is to provide an insight into hybrid online teaching and flipped learning during COVID-19 pandemic in Libya in pursuit of improving Libyan university students’ knowledge and skills as an alternative instrument to continue their studies. However, this brought about some challenges, for both lecturers and students, while teaching undergraduate courses using hybrid blended online lecturing in the context of flipped learning in different subjects and university programs. Using questionnaires and focused group data analyses helped the authors to discover the opportunities ahead to promote further development of online teaching and flipped learning in Libya. The result proved the need for information and communication technology (ICT) skills for students and staff members, considering the hybrid blended online teaching and flipped learning experience and involvement. This was achieved according to four indicators: students’ learning experience, students’ academic performance, students’ final achievements and educators’ observations. In conclusion, the study proposes a new online teaching model, called Learn, Believe and Achieve. More studies are still needed to help improving this new teaching methodology in Libya.
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Ullán de la Rosa, Francisco Javier, and Hugo García Andreu. "Roma Population in the Spanish Education System: Identifying Explanatory Frameworks and Research Gaps." In Social and Economic Vulnerability of Roma People, 201–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_13.
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AbstractThis chapter makes a literature review based on the Grant and Booth qualitative systematic methodology of the studies about the educational situation of the Roma in Spain, with an wider, extended scope that allows to compare the findings with those conducted on other countries’ Roma populations. Studies on the Roma educational situation in Spain are hindered by the lack of official, periodical statistics, having to rely on sample-based surveys and ethnographic studies. In spite of the inaccuracy of the studies all of them show, as a general picture, a staggering educational gap between the Roma and the rest of society which is common to all Western countries. Most of the studies on Roma education have concentrated in this negative aspect. Numerous theoretical frameworks have been developed to explain this staggering education gap. All them acknowledge the phenomenon as a multidimensional one but for heuristic purposes they can be ordered along an endogenous/exogenous factors continuum depending on how much they stress the weight of factors stemming from characteristics of the Roma ethnic group itself or, on the contrary, of the majority non-Roma society. The literature review has also identified an emergent critical current that sees this studies focused on educational underachievement as a sharing a common essentialist bias that helps to reinforce the stigmatization of Roma and have turned to focus, instead, on the study of academic success among the Roma. Although this emerging field is very promising, our review has identify several significant research gaps in this regard: a lack of longitudinal studies, a lack of studies on the Roma upper and middle classes and a lack of studies on Roma students in post-compulsory education, particularly the university level. This article encourages researchers to fill this gaps with the conviction that the knowledge obtained can help combat the negative stereotypes and the self-fulfilling prophecy effect that approaches focused on Roma underachievement may have.
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Rawlins, Jonty, and Felix Kanungwe Kalaba. "Adaptation to Climate Change: Opportunities and Challenges from Zambia." In African Handbook of Climate Change Adaptation, 2025–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-45106-6_167.
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AbstractContext appropriate adaptation interventions and strategies that respond directly to localized climate change stressors, hazards, and vulnerabilities are critical for the sustainable development of countries like Zambia. This chapter examines both localized and systemic climate change risk pathways and barriers to adaptation action in Zambia.A three-staged methodology was applied, combining content analysis, focus group discussions, and expert interviews. Livelihood diversification was identified as the central adaptation option across Zambia, despite little empirical research detailing possible risks of diversification. The dominant adaptation discourse is focused specifically on diversifying within agriculture-based livelihoods. However, as all agricultural activities are impacted by climate change, diversification also needs to be explored in value-added or alternative sectors. With this, a weak policy framework and enabling environment are exacerbating cycles of poverty that underpin climate change vulnerability in Zambia. Moreover, maladaptation risks of existing diversification interventions are high as generic approaches often do not provide suitable options to complex and localized risk profiles.To implement a sustainable transition toward climate resilient and compatible development in Zambia, the authors recommend that a systematic livelihood diversification strategy should be rolled out and future research programs designed to support this. Specifically, this necessitates a system-wide analysis of pre-identified livelihood diversification pathways that can be adapted to different scenarios given the current and future climate uncertainties at local scales. The approach should focus on harnessing the positive feedback loops for systematic change to build resilience, while minimizing the dominant risk pathways and eliminating persistent barriers that enable positive feedback loops driving vulnerability to climate change. Thorough stakeholder engagement and incremental development of diversification options, incentives, penalties, and other governance and/or policy mechanisms will be needed to support these processes.
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Macnaghten, Phil. "Focus Groups as Anticipatory Methodology: A Contribution from Science and Technology Studies Towards Socially Resilient Governance." In A New Era in Focus Group Research, 343–63. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-58614-8_16.
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Knodel, John, Anthony Pramualratana, and Napaporn Havanon. "Focus Group Research on Fertility Decline in Thailand: Methodology and Findings." In Micro-Approaches to Demographic Research, 41–55. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003428039-5.
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Espinosa, Nieves, Nicholas Dodd, and Alejandro Villanueva. "Translating LCA Evidence into Performance-Based Policy Criteria for the Photovoltaic Product Group." In Towards a Sustainable Future - Life Cycle Management, 241–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77127-0_22.
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AbstractLife cycle assessment has the potential to generate valuable information and knowledge for policy makers, as insights can be gained by applying LCA to the development of policy criteria. This potential has been used in the development of a number of EU policy instruments aimed at photovoltaic products, i.e. Ecodesign, Energy Labelling, the EU Ecolabel and Green Public Procurement. They are the regulatory and voluntary policy instruments for sustainable production and consumption at the European Commission. Each instrument has different market objectives; e.g. Ecodesign sets mandatory minimum requirements for products entering the EU market, while the EU Ecolabel is a voluntary instrument to differentiate the most sustainable choices. An eight-step approach based on the Ecodesign methodology including a systematic LCA review has been used with a focus on the information needs of the policy instruments and an interpretation of the results per component/substance. Through the identification of hotspots at the component level and at life cycle stages, it has been possible to translate them into criteria.
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Oliveira Neto, Artur Maciel de. "The work of the translator/interpreter of libras and the constitution of the professional: between meanings and meanings of the interpretive act." In METHODOLOGY FOCUSED ON THE AREA OF INTERDISCIPLINARITY- V1. Seven Editora, 2023. http://dx.doi.org/10.56238/methofocusinterv1-026.
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In this text, we present the results of a research on the professional qualification of the deaf in the world of work in Rio Grande do Norte, which supported the elaboration of the master's thesis entitled: The professional qualification of the deaf in the labor market: A Libras (L1) as a facilitating instrument in the teaching-learning process. We aimed to indicate the main difficulties of the interpreters of pounds in the interpretations in formations offered to the deaf. Five groups of subjects participated in the macro investigation: (G1), deaf with higher education, who are working in public and/or private offices. (G2), deaf people who have only Basic Education and who are working in public and/or private offices. (G3), deaf people with higher education, who are not inserted in the formal labour market. (G4), listeners (employers and co-workers) who have some kind of relationship with deaf employees. (G5), translators and interpreters of Libras, who work in the process of interpretation of the formations. In this article we will present the results only of group 5. To perform this work, we adopted descriptive explanatory research, with a quantitative focus. In data collection, we used closed questionnaires directed to each group of participants, whose answers were analyzed through the SPSS v.23 program. Based on the results of the research, we can conclude that there are some difficulties in performing the interpretive act, such as not havingaccess to the content that will be interpreted in advance and not having anyone to reserve.
Conference papers on the topic "FOCUSED GROUP METHODOLOGY"
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Gramatikova, Teodora. "METHODOLOGY FOR ONLINE BEGINNERS’ GYMNASTICS TRAINING." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/09.
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ABSTRACT The pandemic set a huge challenge to the work of coaches, as the circumstances required to have trainings at home and in an online learning environment for which there were no ready and custom-made materials. This led to our study, which is focused on structuring a methodology for online rhythmic gymnastics training for beginners. The study developed in two stages: during the first stage we created a questionnaire, we organized and filmed the new methodology with a total of 48 exercises, conducted an initial stage of testing a control and an experimental group, trained the parents of our participants to use the ZOOM platform; the online trainings were held for 3 months. The experimental group was trained in accordance with the methodology proposed, following a certain algorithm. The exercises of the methodology were demonstrated to the children with photos and videos, and the demonstrators were dressed and made up with costumes of famous characters from various fairy tales or children’s entertainment shows. The control group was trained using the methodology of their lead coach, in which the exercises were included in combinations, without prior study, and did not follow a specific training algorithm. After that experiment, during the second stage of the study, a final testing was made to evaluate the results, run a statistical processing, analyze the results and complete the project. The results from the analyses show that the methodology used in this algorithm and with the proposed photos and videos is well mastered by the beginner gymnasts. The difference in growth in both groups in the initial testing is minimal. In the final testing, the increase between the average values of the two groups increased significantly in favour of the increased maximum results in the experimental group. During the experiment, no children lost their interest in the conducted training as observed in the control group.
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Sugimoto, Yoichi, Masao Arakawa, and Masahiko Ishimaru. "A Study on Methodology to Make Team: Methodology — Phase II." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67050.
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Improvement in labor productivity is a common problem in each country. In particular, in Japan where the productive age population is decreasing, it is necessary to steadily advance efforts for the improvement at various sites throughout the entire society. In doing so, in order to make it prevail over broad areas, it is necessary to consider that on-site holding resources can be utilized, that it can be easily introduced, and that it will surely be effective. Therefore, we have focused on improving the way of collaboration from an angle of “person’s personality”. Specifically, we have aimed to build a methodology, for a “team” that is a collaborative form widely introduced and utilized at companies and educational sites, which enhances the effectiveness of team activities. As for the overall structure of the methodology, we have designed it with a three-layer structure in order to clarify separation from other intellectual properties and consideration to ethical aspects. That is, the designed methodology comprises the following three phases. Phase I: a team formation methodology; Phase II: a team management methodology; and Phase III: a team development support methodology. Study results of Phase I were presented at the 26th Design Engineering and System Division Lecture by the Japan Society of Mechanical Engineers (JSME). In this study, we have used the methodology of Phase I to devise, as a method included in Phase II, three Rules for creating a team environment that makes it easy for “introverted” persons in Jungian psychology to express their opinions. Then, we have conducted parallel group randomized trials comparing an intervention group with a control group, analyzed the results by an analysis method such as Data Envelopment Analysis (DEA), and verified the effectiveness of the devised method. As a result, the findings have revealed that teams in which the team management was carried out according to the devised method tends to be more effective and prone to excellent effectiveness.
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Wilson, Jani. "Rōpū Whānau: A whakawhiti kōrero research methodology." In LINK 2022. Tuwhera Open Access, 2022. http://dx.doi.org/10.24135/link2022.v3i1.181.
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Kapahaka is not simply the song and dance of Aotearoa’s Indigenous people. Deeply steeped in mātauranga Māori, kapahaka is a way of simultaneously exemplifying Māori histories, the present, and the future; meanwhile it is a community-focused cultural practice, methodology, and pedagogy. Contemporary kapahaka – both competitive and for entertainment – fosters, develops, validates, and celebrates the Māori world, the language, and our ‘ways’: arguably the fundamental building blocks of Māori ‘popular culture’. The research project Kia Rite! Kapahaka for Screens, from which this presentation is a tiny proportion, will focus on the influence and impact of screen production on the art’s ebbs and flows, and the conflicts between maintaining ‘traditions’ and exploring innovation in and towards the future. Over the last century, the kapahaka art-form has evolved exponentially, and as the wider project will explore, in large part as a response to the advancement of screen technologies. An important strand in Kia Rite! will investigate the kapahaka audience. It employs a refined iteration of Rōpū Whānau, a focus group methodology where closely linked relations will be asked to respond to archival through to contemporary kapahaka footage as a generational screen audience study. Exploring responses to screened kapahaka in this way revisits a whakawhiti kōrero-based audience study method designed to reflect and embody the fundamental whakataukī ‘he aha te kai o ngā rangatira? He kōrero’ (what is the food of chiefs? It is talk.) Rōpū Whānau was developed to move beyond the ‘safety in numbers’ focus group methodology to more of a ‘safety within the whānau’ format. By inviting participants from the same family, a duty to protect the under 18s and inherently control researcher behaviours provides an extra layer of a kind of ‘Māori ethics’. This critical presentation brings forward the fundamental elements of Rōpū Whānau and unpacks how it has been used in various research projects in the past. This is to plot the way forward for Indigenous community-led research methodologies, and encourages the consideration of Indigenous research approaches.
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Rodriguez, Gabriela, and Bogdan Pavel. "A Rational Methodology for Detailed Pipeline Transient Hydraulic Analysis." In 2012 9th International Pipeline Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/ipc2012-90684.
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Pressure waves in pipelines develop any time there is a change in fluid velocity. If the change in velocity is large enough, the magnitude of a travelling pressure wave can exceed the Maximum Operating Pressure (MOP) of the piping. It is a violation of the Canadian and US regulations for petroleum pipelines (Canada – CSA Z662 4.18 and United States – ASME B31.4) to operate a pipeline at pressures in excess of 110% MOP even for short periods of time. In order to meet standards and regulations, transient analyses are undertaken to verify whether the pipeline MOP profile is susceptible to overpressures and to recommend solutions for such cases. This paper presents the results of a working group on developing a standard for the suite of transient scenarios and methodology to be used for detailed transient hydraulic analysis. The work consisted of reviewing and analyzing historical transient studies and, abnormal operating conditions / overpressure events recorded by Control Centre; as well as, incorporating new learning from operational lines. Methodology standardization focused on four areas: selection of inputs, model scope and criticality of pipeline sections, pipeline initial state, and worst-case upset scenarios. As a result, this paper describes the most prudent approach for each area or step of a pipeline transient analysis; including the evaluation of mitigation options if required. Finally, the use of this methodology is illustrated on a crude oil pipeline.
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Lubāne, Inga, and Sandra Beatrice Sebre. "True, Partly False, and False Testimony of Child Witnesses: An Assessment of Credibility." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.04.
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The credibility of child witness testimonies is an important and controversial issue in forensic psychology. Children from an early age can testify in legal proceedings, while children are able to give false testimony for a variety of reasons. Research to date has focused on examining the differences between true and falsified children’s testimony, but little is known about assessing the credibility of testimony that is partly true but partly falsified. This paper presents a small sample quasi experimental study that explained the differences between true, partly falsified, and completely falsified children’s stories, and clarified the methodology for conducting a broader study. Study questions: what are the differences in credibility scores between true, partly falsified, and falsified children’s stories in this group of children; how do children understand the instruction to create a partly falsified story? Nine children aged 11 years (n = 9) participated in the study, three children in each study group. The children were interviewed about a real, partially falsified or completely contrived event, as well as taking the WISC-4 sub-test “Vocabulary”. The content of the narrative was assessed using the Criteria Based Content Analysis (CBCA). Results: CBCA averages did not differ between true-story and partly falsified story groups, while there were more children with higher CBCA scores in the true-story group than in the partly falsified story group. The CBCA averages were lower in the contrived story group compared to the first two groups. The children had difficulty spontaneously producing a false story during the interview. An association was found between CBCA scores and children’s level of verbal ability. The trends observed in the study group should be tested in a larger study with a larger number of participants.
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Kashbrasiev, Rinas, and Anatoly Stepin. "Regional Analysis of Russian Foreign Trade for Promoting International Cooperation and Import Substitution." In International Conference on Eurasian Economies. Eurasian Economists Association, 2015. http://dx.doi.org/10.36880/c06.01181.
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This research is a continuation of the comprehensive study of foreign economic activity of the Russian Federation, conducted by the authors over the past several years. The article is devoted to the typology of Russian regions on import statistics, taking into account their sectoral characteristics. At the same time the main direction of the article is focused on solving problems of rationalization of import substitution, which became urgent after the geopolitical fallout of 2014.
The methodology presented in this study is the author's uniquely designed method of typology of regions based on import statistics. The method includes a combination of integrated assessments of homogeneity/heterogeneity of regional import’s structure by seven commodity groupings used in Russian state statistics, and the graphical visualization of their results.
The results of the typology are the following: the identification of several groups of regions, unequal in size, but relatively homogeneous in imported goods. The most representative group includes regions with predominant expenditures on imports of machine-building products (57 of 82 regions of the Russian Federation). This group of regions and the machine-building sector of the national economy were the basis for recommendations on the development of international cooperation and import substitution. Other groups of imports were not left without analysis.
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Kačerová, Ilona, Marek Bures, Jana Kleinová, Filip Rybnikár, and Pavel Vránek. "Evaluation of local muscular load on the forearm in industry." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001664.
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The paper is focused on influence of the upper limb position on the forearm iEMG activity. The paper describes the methodology of measurement and assessment of local muscle load in production workers with a detailed focus on the influence of the position of the upper limbs and the loads handled, because ergonomics affects not only the productivity of workers, but also their health. The paper contains the results of measurements on a group of 180 research participants aged 20-65 years. To understand the links between these activities, it was necessary to implement experimental measurements in laboratory conditions where probands performed controlled movements with different weights. The experimental results were then statistically evaluated and verified to determine the specific conclusions of the paper. It is a continuation of research that has already been described in the paper "Influence of the upper limb position on the forearm EMG activity – Preliminary Results".
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Teixeira de Melo, Ana, and Rita Campos. "Facilitating Scientific Events Guided by Complex Thinking: A Case Study of an Online Inter/Transdisciplinary Advanced Training School." In InSITE 2022: Informing Science + IT Education Conferences InSITE 2022. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4927.
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Aim/Purpose: This paper aims to illustrate, through an exploratory ideographic case study, how a Complex Thinking framework can inform the design of scientific events and the facilitation of scientific Inter and Transdisciplinary groups towards positive emergent outcomes, both at the level of the functioning of the group and the collective complexity of their thinking. Moreover, it aims to show how the choice of facilitation strategies can contribute to positive emergent outcomes in the context of a fully online event, with its inherent constraints. Finally, this study aims to conduct an exploratory qualitative evaluation of the participants’ experiences during School, with a focus on the processes and how they relate to the aims of the School and the goals of the facilitation. Background: Science needs to embrace modes of knowing capable of generating more complex (differentiated, integrated, recursively organized, emergent), ecologically fit, and creative responses, to meet the complexity of the world’s challenges. New formats and strategies are required that attend to the facilitation of Inter and Transdisciplinary scientific events and meetings, towards creative and complex outcomes. A Complex Thinking framework provides suggestions for the facilitation of Inter and Transdisciplinary meetings and events through targeting key properties which may lead to the emergence of complex and creative outcomes. Methodology: We adopt an ideographic case study approach to illustrate how a complex systems approach, in particular a Complex Thinking framework, grounded in an enactive view of cognition, guided the design choices and the facilitation strategies of an online Inter and Transdisciplinary Advanced Training School (Winter School). We aim to illustrate how the facilitation strategies were selected and used to promote deep and creative interactions within the constraints of an online environment. We adopt an exploratory qualitative approach to investigate the participants’ reports of their experiences of the School, in light of the principles and goals that guided its design and facilitation. Contribution: This paper opens a new area of theoretical and applied research, under the scope of a Complex Thinking framework, focused on the facilitation of Inter and Transdisciplinarity at scientific events, meetings, and discussions towards complex and creative outcomes. Findings: The results of the exploratory qualitative analysis of the participants’ experiences regarding the event suggest a critical role of its methodology in fostering rich, deep, and constructive interactions, in leading to the emergence of a collective group experience, to the integration of ideas, and in facilitating transformative personal experiences, under the effects of the emergent group processes. It suggests that the strategies employed were successful, anticipating and overcoming the particular constraints of an online event. Recommendations for Practitioners: This case study suggests that a Complex Thinking framework can fruitfully guide the design of facilitation strategies and activities for scientific events and meetings, activating a number of key relational processes that contribute to or boost the emergence of positive group experiences and the production and integration of novel ideas. Recommendations for Researchers : This study calls for action-oriented and applied research focused on the developmental evaluation of innovations, regarding the facilitation of scientific creativity and integration, within the scope of a Complex Thinking approach. Impact on Society: This paper calls for new modes of organization and formats of scientific activities, suggesting that Inter and Transdisciplinary events and meetings may benefit from intentional management and facilitation of interactions between participants to produce transformative impacts. It demonstrates the importance of the organizational principles used to plan and run events that engage multiple and various societal agents, from academics to practitioners and social activists, towards enhancing their richness and relevance to complex real-world challenges. Future Research: This study highlights the need for process-focused systematic case study research using complex systems-informed designs to explore how and which facilitation strategies may promote which (interaction of) properties of Complex Thinking and associated processes and how, and under which conditions, these lead to more complex and creative outcomes.
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Attia, Farouk, and Ibrahim Elsamahy. "Effectiveness of Utilizing Computer Assisted Instruction in Teaching CAD to Engineering Students." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60579.
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This paper presents the results of an experimental study to investigate and evaluate the effectiveness of utilizing computer-assisted instruction (CAI) as a stand-alone educational tool to teach computer-aided drafting (CAD) in engineering and technology programs. While the literature is rich with research in the field of evaluating CAI as a supplementary educational tool [11], a very limited number of publications dealt with evaluating CAI as a stand-alone system [7, 16, 9]. Also, none of the published studies focused on engineering or engineering technology education utilizing CAD systems. In this way, the present study serves as benchmark in devising a system to evaluate the effectiveness of CAI modules as a stand-alone instructional tool in engineering and technology education. In the present study, the students’ cognitive performance was measured in an entry-level CAD course. The participating students were divided into two groups: 1) the Primary Experimental group, which received only the CAI module as their sole source of instruction. This group was strictly involved in self-learning, self-paced instruction with minimum interaction with the instructors or lab assistants during the length of the study. 2) The Control group, which received only conventional instruction (lectures, handouts, textbook, and lab workbook) with all the necessary support from the instructors and lab assistants. A pilot study was conducted to pre-test the measuring instrument and the grading procedures as well as the methodology of assigning the students into groups. It was concluded one semester prior to the start of the main experiment. The main study was conducted over a period of three regular semesters with a new set of two groups of students selected for each semester. At the end of each experiment, the students were given a test (the measuring instrument) that was identical for both groups. The test results were tabulated and analyzed statistically. Statistical analysis of the data collected indicated that the group of students who received conventional instruction performed better than those receiving only computer-assisted instruction (CAI). Since several factors could have contributed to these findings, a major significance of the current study is that it demonstrates the necessity to conduct similar studies at different institutions in order to evaluate the effectiveness of CAI technology as it becomes more prevalent in engineering education programs [13].
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Alfonso-Solar, David, Carlos Vargas-Salgado, Carla Montagud, and José Miguel Corberán. "Improvement of transversal professional skills through cooperative work and group dynamics in the UPV Master's Degree in Energy Technologies for Sustainable Development (MUTEDS)." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10134.
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This article presents an updating of the structure, methodology and evaluation results after 4 years of teaching (courses 2015-2016, 2016-2017, 2017-18 and 2018-19) of a subject entitled Applied energy technology - Project course belonging to MUTEDS (Master's Degree in Energy Technology for Sustainable Development) at the Universitat Politècnica de València). The presented subject is mainly focused on improvement of professional skills as multidisciplinary teamwork and leadership, lifelong learning, competitiveness, planning and managing of time and effective communication in English. To work these competences students have to do, in 8 sessions, the exercise of creating a company (including name and logo) where there are 4 -6 students randomly selected and with different roles, this company evaluates technical-economical-environmental feasibility of an energy project (related with energy efficiency and renewable sources in and specific location) during 8 technical session (in which roles change in each session), and present the project proposal in a public competitive event where the students vote the best work according to their point of view. In parallel, competences and academic quality of the reports are evaluated by the professors.
Reports on the topic "FOCUSED GROUP METHODOLOGY"
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Linares, Ana Maria, Eliane Clevy, Federico Fraga, Michelle Infanzón, Lucero Vargas, Maria Camila Villarraga, Juana de Catheu, Gabriel Presciuttini, Melanie Putic, and Andreia Barcellos. Approach Paper: Evaluation of IDB's Grant Facility for Haiti. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003268.
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This document defines the approach of the Office of Evaluation and Oversight (OVE) to evaluate the Grant Facility (GRF) for Haiti. It outlines the evaluation's objectives, scope, evaluation questions, and methodology that OVE will apply to conduct the evaluation. OVE included this corporate evaluation in its 2020-2021 work program at the IDB and IDB Invest Boards' request. It focuses on the ten years of Inter-American Development Bank (IDB) Group activity in Haiti using GRF resources, from January 1st, 2011--the start of IDB's formal commitment to transfer US$200 million per year to the GRF earmarked for Haiti-- to December 31st, 2020.
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Woodruffe, Paul. Suburban Interventions: Understanding the Values of Place and Belonging Through Collaboration. Unitec ePress, May 2012. http://dx.doi.org/10.34074/ocds.12012.
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How can a socially defined project facilitate meaningful knowledge transfer between community, corporate and institution? In order to address this question, this paper focuses on an ongoing live project in suburban Auckland New Zealand begun in 2010, undertaken by a post-graduate student and researcher collective. The collective currently creates subtle interventions sited within local cyberspace, and through this current project will employ impermanent and small-scale design to advocate for a series of neglected and disputed sites. It explores the impact and value the presence of artists and designers working within local communities can have, and “champions the role of the artist in the development of the public realm, and their intuitive response to spaces, places, people and wildlife” (Wood 2009, p.26). The significance of this project is that it promotes a collaborative and multidisciplinary methodology that works with community groups to advocate to corporate entities for a wider social and environmental awareness of specific sites. This paper aims to explain the processes and findings of the project to date through both its successes and failures. It also proposes the possibility of the methodology being transferred to undergraduate and post-graduate study as a tool to promote multi-disciplined collaborate project briefs that focus on community well being.
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Woodruffe, Paul. Suburban Interventions: Understanding the Values of Place and Belonging Through Collaboration. Unitec ePress, May 2012. http://dx.doi.org/10.34074/ocds.12012.
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How can a socially defined project facilitate meaningful knowledge transfer between community, corporate, and institution? In order to address this question, this paper focuses on an ongoing live project in suburban Auckland New Zealand began in 2010, undertaken by a post-graduate student and researcher collective. The collective currently creates subtle interventions sited within local cyberspace, and through this current project will employ impermanent and small-scale design to advocate for a series of neglected and disputed sites. It explores the impact and value the presence of artists and designers working within local communities can have, and “champions the role of the artist in the development of the public realm, and their intuitive response to spaces, places, people and wildlife” (Wood 2009, p.26). The significance of this project is that it promotes a collaborative and multidisciplinary methodology that works with community groups to advocate to corporate entities for a wider social and environmental awareness of specific sites. This paper aims to explain the processes and findings of the project to date through both its successes and failures. It also proposes the possibility of the methodology being transferred to undergraduate and post-graduate study as a tool to promote multi-disciplined collaborate project briefs that focus on community well being.
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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.
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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Stark, Sasha, Heather Wardle, and Isabel Burdett. Examining lottery play and risk among young people in Great Britain. GREO, April 2021. http://dx.doi.org/10.33684/2021.002.
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Purpose & Significance: Despite the popularity of lottery and scratchcards and some evidence of gambling problems among players, limited research focuses on the risks of lottery and scratchcard play and predictors of problems, especially among young people. The purpose of this project is to examine whether lottery and scratchcard participation is related to gambling problems among 16-24 year olds in Great Britain and whether general and mental health and gambling behaviours explain this relationship. Methodology: Samples of 16-24 year olds were pooled from the 2012, 2015, and 2016 Gambling in England and Scotland: Combined Data from the Health Survey for England and the Scottish Health Survey (n=3,454). Bivariate analyses and Firth method logistic regression were used to examine the relationship between past-year lottery and scratchcard participation and gambling problems, assessing the attenuating role of mental wellbeing, mental health disorders, self-assessed general health, and playing other games in past year. Results: There is a significant association between scratchcard play and gambling problems. The association somewhat attenuated but remained significant after taking into account wellbeing, mental health disorders, general health, and engagement in other gambling activities. Findings also show that gambling problems are further predicted by age (20-24 years), gender (male), lower wellbeing, and playing any other gambling games. Implications: Results are valuable for informing youth-focused education, decisions around the legal age for National Lottery products, and the development of safer gambling initiatives for high risk groups and behaviours, such as scratchcard play.
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Mehra, Rashee, Vineetha Nalla, and Nidhi Sohane. Empowering Women to Improve Awareness and Access to Tenure, Infrastructure and Finance in Informal Settlements : Learning Study of the Zamini Adhikar Abhiyaan. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/ewiaat06.2023.
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SEWA launched the Zamini Adhikar Abhiyaan (ZAA) for the economic empowerment of women workers in informal settlements through awareness generation, infrastructure provisioning, land tenure security, and provisioning for housing finance. The pilot project was implemented in six settlements in Delhi and Patna with varying jurisdictional, demographic, and socio-economic contexts. The three-year period was marked by disruptions such as the COVID-19 pandemic, lockdowns, floods, and other socio-political disturbances. Consequently, SEWA adapted its strategies to overcome these challenges. This study examines SEWA’s methodology and strategies using a mixed methods approach, including a review of SEWA literature and field engagement through interviews and focus group discussions with SEWA staff, agewans, elected representatives, and community members. The study analyses the pilot project across, first, capacity building process, community mobilization and stakeholder participation; second, quality of infrastructure services, tenure, and housing finance as perceived by residents; and third, challenges, evolution and readjustment of strategies. Drawing lessons from these, the learning study suggests a way forward for the future expansion of the Zamini Adhikar Abhiyaan programme
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González, Javier, Dante Castillo-Canales, Monserrat Creamer, and Magali Ramos Jarrin. Misalignments and Incoherencies within Ecuador's Education System: How Well Are Key Actors and Public Efforts Aligned towards Better Learning Outcomes? Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/137.
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This study aims to identify the main critical misalignments and inconsistencies nested in the Ecuadorian education system, which inhibit and limit its capacity to transform efforts, resources, and reforms into better learning outcomes for all students. To do so, it uses an innovative methodology developed by the RISE (Research on Improving Systems of Education) programme based on a 'Systems Thinking' perspective. This approach allows the analysis of key actors, their incentives, and interactions, to assess the overall alignment of the system and the existence of barriers that might prevent the system transitioning towards better learning outcomes. This study is based mainly on qualitative methods and information collected in the field through interviews, focus groups and surveys held in the first semester of 2022 in three cities in Ecuador: Quito, Tena, and Guayaquil. In total, more than 50 stakeholders from different regions and levels of the education system actively participated in this effort, targeted towards the identification and discussion of the inconsistencies and critical issues described in this study. The report has five sections that offer a detailed account of the implementation of the RISE diagnostic framework in the Ecuadorian educational system.
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Collyer, Michael, and Laura Hammond. Migrants on the margins final report. Royal Geographical Society (with IBG), January 2022. http://dx.doi.org/10.55203/jtld8758.
Full textAbstract:
Migrants on the margins was a five-year collaborative field research project that investigated the movement of migrants into and around four of the world’s most pressured cities: Colombo in Sri Lanka, Dhaka in Bangladesh, Harare in Zimbabwe and Hargeisa in Somaliland. Supported by the Society, the research team adopted a comparative approach to look at the opportunities available to migrants in order to better understand their experiences and vulnerabilities. Research in the four cities engaged with both newly arrived and well-established residents of 13 neighbourhoods, and involved focus groups, surveys, walk along interviews, oral histories, Q methodology, and GIS and participatory community mapping workshops. The key findings from the project have shed light on the incredible challenges of living in the neighbourhoods studied as well as the significant levels of population mobility, or churn, within these communities. The research also highlights the impact of clear gender differences in men’s and women’s roles in communities, as well as the effect of evictions and tenure security on residents, and how people can easily become ‘trapped’ within these neighbourhoods. Results from the research are continuing to influence policy within the four cities, and the research team have worked to support local policy makers and municipalities to improve the situations that migrants find themselves in.
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Burniske, Jessica, Dustin Lewis, and Naz Modirzadeh. Suppressing Foreign Terrorist Fighters and Supporting Principled Humanitarian Action: A Provisional Framework for Analyzing State Practice. Harvard Law School Program on International Law and Armed Conflict, October 2015. http://dx.doi.org/10.54813/nrmd2833.
Full textAbstract:
In 2014, reports suggested that a surge of foreign jihadists were participating in armed conflicts in Syria, Iraq, and elsewhere. The United Nations Security Council responded by imposing in Resolution 2178 (2014) an array of obligations on member states to counter the threat posed by “foreign terrorist fighters” (FTFs). In the intervening year, those states have taken a range of actions — though at various speeds and with varying levels of commitment — to implement the FTF obligations imposed by the Council. Meanwhile, many states continue to fund and otherwise throw their support behind life-saving humanitarian relief for civilians in armed conflicts around the world — including conflicts involving terrorists. Yet, in recent years, members of the humanitarian community have been increasingly aware of the real, perceived, and potential impacts of counterterrorism laws on humanitarian action. Part of their interest stems from the fact that certain counterterrorism laws may, intentionally or unintentionally, adversely affect principled humanitarian action, especially in regions where terrorist groups control territory (and thus access to civilians, too). The effects of these laws may be widespread — ranging from heightened due diligence requirements on humanitarian organizations to restrictions on travel, from greater government scrutiny of national and regional staff of humanitarian organizations to decreased access to financial services and funding. Against that backdrop, this briefing report has two aims: first, to provide a primer on the most salient issues at the intersection of counterterrorism measures and humanitarian aid and assistance, with a focus on the ascendant FTF framing. And second, to put forward, for critical feedback and assessment, a provisional methodology for evaluating the following question: is it feasible to subject two key contemporary wartime concerns — the fight against FTFs and supporting humanitarian aid and assistance for civilians in terrorist-controlled territories — to meaningful empirical analysis?
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Vail, Kylin, Bret Lizundia, David Welch, and Evan Reis. Earthquake Damage Workshop (PEER-CEA Project). Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, November 2020. http://dx.doi.org/10.55461/plbd5536.
Full textAbstract:
This report is one of a series of reports documenting the methods and findings of a multi-year, multi-disciplinary project coordinated by the Pacific Earthquake Engineering Research Center (PEER and funded by the California Earthquake Authority (CEA). The overall project is titled “Quantifying the Performance of Retrofit of Cripple Walls and Sill Anchorage in Single-Family Wood-Frame Buildings,” henceforth referred to as the “PEER–CEA Project.” The overall objective of the PEER–CEA Project is to provide scientifically based information (e.g., testing, analysis, and resulting loss models) that measure and assess the effectiveness of seismic retrofit to reduce the risk of damage and associated losses (repair costs) of wood-frame houses with cripple wall and sill anchorage deficiencies as well as retrofitted conditions that address those deficiencies. Tasks that support and inform the loss-modeling effort are: (1) collecting and summarizing existing information and results of previous research on the performance of wood-frame houses; (2) identifying construction features to characterize alternative variants of wood-frame houses; (3) characterizing earthquake hazard and ground motions at representative sites in California; (4) developing cyclic loading protocols and conducting laboratory tests of cripple wall panels, wood-frame wall subassemblies, and sill anchorages to measure and document their response (strength and stiffness) under cyclic loading; and (5) the computer modeling, simulations, and the development of loss models as informed by a workshop with claims adjustors. This report is a product of Working Group 6 (WG6): Interaction with Claims Adjustors & Catastrophe Modelers and focuses on a damage workshop effort undertaken to provide repair estimates of representative damaged single-family wood-frame case study buildings to compare the differences in costs between houses with and without retrofits to cripple walls and sill anchorage. At the request of the CEA, 11 experienced claims adjustors from insurance companies volunteered to provide the estimates. Electronic cost estimation files for each case study building were developed by the PEER–CEA Project Team using the Verisk Xactware Xactimate X1 platform and provided to the claims adjustors to complete their estimates. These adjustor estimates served as the baseline for comparison against the FEMA P-58 [FEMA 2012] methodology used on the project for loss estimation. The term “damage workshop effort” is used to emphasize that the scope of work included not just a successful workshop meeting, but the broader development of a damage description package describing case studies and associated Xactimate descriptions before the workshop meeting and revisions after it, two rounds of estimates and survey question responses by adjustors, interpretation and clarification of the estimates for consistency, and synthesizing of estimate findings and survey responses into conclusions and recommendations. Three building types were investigated, each with an unretrofitted and a retrofitted condition. These were then assessed at four levels of damage, resulting in a total of 24 potential scenarios. Because of similarities, only 17 scenarios needed unique Xactimate estimates. Each scenario was typically estimated by three to five adjustors, resulting in a final total of 74 different estimates.