scholarly journals Human-Wildlife Conflicts in the Southern Yungas: What Role do Raptors Play for Local Settlers?

Animals ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. 1428
Author(s):  
Amira Salom ◽  
María Eugenia Suárez ◽  
Cecilia Andrea Destefano ◽  
Joaquín Cereghetti ◽  
Félix Hernán Vargas ◽  
...  
Keyword(s):  
Species Conservation ◽  
Domestic Animals ◽  
Social Characteristics ◽  
Natural Mortality ◽  
Peaceful Coexistence ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
Northwestern Argentina ◽  
Andean Condor ◽  
Human Wildlife Conflict

Wildlife persecution due to human-wildlife conflict has become a serious concern for biodiversity conservation, especially for many endangered species. In this context, conservation approaches need to consider the socio-ecological dimensions of each particular situation. The aim of this study was to evaluate the existence, extent and social characteristics of Human-Raptor Conflicts (HRC) in the Southern Yungas region in northwestern Argentina. We conducted 115 semi-structured interviews in 21 sites and analyzed attitudes and associations between sociodemographic variables and the existence of HRC. Forty percent of interviewees showed negative attitudes towards raptors, mainly with those species considered livestock predators rather than poultry predators. A total of 11 species were regarded as conflictive because of predation on domestic animals, of which Andean condors showed the highest conflict. The only socio-demographic factor affecting conflicts was livestock and poultry rearing, independently of age, gender and occupation of interviewees. The fact that only 8.7% of interviewees reported taking direct actions towards conflictive species indicates a relatively peaceful coexistence of people with raptors. Nevertheless, negative attitudes towards Andean condor together with their extreme susceptibility to any increase in non-natural mortality indicate the need of an integral conservation approach to tackle future threats for this species’ conservation in the area.

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

2016 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Halis Sakız
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Social Acceptance ◽  
School Administrators ◽  
Migrant Children ◽  
Eastern Region ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
School Cultures ◽  
Inclusive School

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures.  Keywords: Migrant children; inclusive school culture; qualitative research; Turkey 

scholarly journals Doctors’ maintenance of professional competence: a qualitative study informed by the theory of planned behaviour

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Anél Wiese ◽  
Emer Galvin ◽  
Janet O’Farrell ◽  
Jantze Cotter ◽  
Deirdre Bennett
Keyword(s):  
Qualitative Study ◽  
Theory Of Planned Behaviour ◽  
Professional Competence ◽  
Age Groups ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
Planned Behaviour ◽  
Targeted Interventions ◽  
Research Findings ◽  
Meaningful Engagement

Abstract Background Medical regulators worldwide have implemented programmes of maintenance of professional competence (MPC) to ensure that doctors, throughout their careers, are up to date and fit to practice. The introduction of MPC required doctors to adopt a range of new behaviours. Despite high enrolment rates on these programmes, it remains uncertain whether doctors engage in the process because they perceive benefits like improvements in their practice and professional development or if they solely meet the requirements to retain medical registration. In this study, we aimed to explore the relationship between doctors’ beliefs, intention and behaviour regarding MPC through the lens of the Theory of Planned Behaviour (TPB) to make explicit the factors that drive meaningful engagement with the process. Methods We conducted a qualitative study using semi-structured interviews. From a pool of 1258 potential participants, we purposively selected doctors from multiple specialities, age groups, and locations across Ireland. We used thematic analysis, and the TPB informed the analytic coding process. Results Forty-one doctors participated in the study. The data analysis revealed doctors’ intention and behaviour and the factors that shape their engagement with MPC. We found that attitudes and beliefs about the benefits and impact of MPC mediated the nature of doctors’ engagement with the process. Some participants perceived positive changes in practice and other gains from participating in MPC, which facilitated committed engagement with the process. Others believed MPC was unfair, unnecessary, and lacking any benefit, which negatively influenced their intention and behaviour, and that was demonstrated by formalistic engagement with the process. Although participants with positive and negative attitudes shared perceptions about barriers to participation, such perceptions did not over-ride strongly positive beliefs about the benefits of MPC. While the requirements of the regulator strongly motivated doctors to participate in MPC, beliefs about patient expectations appear to have had less impact on intention and behaviour. Conclusions The findings of this study broaden our understanding of the determinants of doctors’ intention and behaviour regarding MPC, which offers a basis for designing targeted interventions. While the barriers to engagement with MPC resonate with previous research findings, our findings challenge critical assumptions about enhancing doctors’ engagement with the process. Overall, our results suggest that focused policy initiatives aimed at strengthening the factors that underpin the intention and behaviour related to committed engagement with MPC are warranted.

scholarly journals Impact of the Paralympic Games on the Beliefs of Children with Physical Disabilities Engaging in Sports and Physical Activities: A Chinese Perspective

2021 ◽  
Vol 18 (14) ◽  
pp. 7296
Author(s):  
Jing Qi ◽  
Jin-He Cai ◽  
Xun Meng
Keyword(s):  
Attitude Change ◽  
Physical Disabilities ◽  
Chinese Children ◽  
Physical Education Teachers ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
Before And After ◽  
Sports And Physical Activity ◽  
The Impact ◽  
Paralympic Games

The purpose of this qualitative study was to explore the beliefs of Chinese children with physical disabilities engaging in sports and physical activity (PA), and the impact of the Paralympic Games on these beliefs. Five Chinese children with physical disabilities (female = 2, male = 3) were recruited for participating in the workshops of the Paralympic Games and PA, and received individual semi-structured interviews before and after the workshop implementations. Interview transcripts were analysed and presented as descriptive summaries. Three themes emerged based on the analysis of the participants’ interview data: (1) shocked, knowledgeable, and useful; (2) willingness to try, and (3) hope to obtain support. Results indicated that children with physical disabilities in this study acknowledged the positive outcomes of participating in the workshops of the Paralympic Games on the sports and PA engagement attitude change. However, children with disabilities also expressed that they need more related knowledge and information. The results of the study revealed that impairment and contextual factors (i.e., lack of support from family and physical education teachers, unsafe environments, and negative attitudes of peers without disabilities) were barriers to sports and PA engagement among children with physical disabilities in this study.

scholarly journals “It sounds like the language spoken by those living by the seaside” – language attitudes towards the local Italo-romance variety of Ghanaian immigrants in Bergamo

2018 ◽  
Vol 2018 (254) ◽  
pp. 103-120 ◽  
Author(s):  
Federica Guerini
Keyword(s):  
First Generation ◽  
Language Attitudes ◽  
Local People ◽  
Immigrant Community ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
Face To Face ◽  
Ghanaian Immigrants ◽  
Linguistic Repertoire ◽  
Discourse Strategies

Abstract In this article, I focus on the position of Bergamasco, the Italo-romance variety spoken in the Province of Bergamo (Northern Italy), in the linguistic repertoire of the local Ghanaian immigrant community. I argue that Ghanaian immigrants do not speak Bergamasco since the local people refrain from speaking Bergamasco to them. Bergamasco can be regarded as a we-code (Gumperz, John. 1982. Discourse Strategies. Cambridge: Cambridge University Press.) of the indigenous community, whereas Italian – in most cases, a simplified variety of standard Italian – is the default choice when communicating with immigrants. The lack of input in combination with negative attitudes and a lack of motivation to acquire the dialect triggers a self-reinforcing dynamic, making the incorporation of Bergamasco into the linguistic repertoire of Ghanaian immigrants unlikely. Excerpts from a sample of face-to-face interactions and semi-structured interviews involving a group of first-generation Ghanaian immigrants reveal that Bergamasco tends to be perceived as a sort of “secret language” deliberately used by local people to exclude immigrants and other outsiders. This stereotype originates from and is reinforced by lack of competence on the part of the migrants, but is devoid of any foundation.

Integrating Mobile Learning in an Undergraduate Course

2015 ◽  
pp. 1333-1350 ◽  
Author(s):  
Fawzi Ishtaiwa
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
Situated Learning ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
Small Device ◽  
Technology Affordances ◽  
Research Questions ◽  
The Impact ◽  
The Relationship

This study investigated students' perceptions towards the affordances and challenges of integrating mobile learning (m-learning) into an undergraduate course. It also examined the impact of students' gender on their perceived affordances and challenges. The relationship between students' perceived affordances and perceived challenges of m-learning was also explored. Questionnaires distributed to 76 students and semi-structured interviews conducted with 17 students were used for collecting data to answer the research questions. The results revealed that students' perceptions towards the affordances of m-learning were particularly positive. They indicated that m-learning can provide an active, flexible, contextualised, and situated learning environment. However, several challenges are associated with m-learning integration. Most notable are: distraction, small device screens, plagiarism, cost, and parents' negative attitudes toward m-learning. The study also revealed that students' gender significantly impacted on the perceived affordances and challenges of m-learning. Finally, a negative significant correlation was found between mobile technology affordances and challenges.

scholarly journals Students’ and parents’ attitude towards the SEE English test

2019 ◽  
Vol 24 (1-2) ◽  
pp. 1-16
Author(s):  
Saraswati Dawadi
Keyword(s):  
Test Context ◽  
Structured Interviews ◽  
High Stakes ◽  
Negative Attitudes ◽  
Test Fairness ◽  
Speaking Test ◽  
Positive Attitudes ◽  
Post Test ◽  
Comprehensive Picture ◽  
Listening And Speaking

This paper reports on a study that explored students’ and their parents’ attitudes towards the fairness and accuracy of the Secondary Education Examination (SEE)English test- a high stakes test in the Nepalese context. It is most probably the first empirical study that has extensively explored this area. The data generated through a longitudinal survey among 247 SEE candidates and semi-structured interviews with six students and their parents in both the pre-test and post-test contexts indicates that students had mostly positive attitudes towards the test fairness and its accuracy in the pre-test context but mostly negative attitudes in the post-test context. However, parents had mostly negative attitudes towards the test in both contexts. Both students and their parents raised questions regarding the accuracy and fairness of the listening and speaking test in the post-test context. Having collected both the qualitative and quantitative data, this study has gained a comprehensive picture of the complexity of the test impacts within the Nepalese educational context, as perceived by students and their parents. The implications of the study have also been highlighted.

scholarly journals Exploring common stressors in physical education: A qualitative study

2018 ◽  
Vol 25 (3) ◽  
pp. 675-690 ◽  
Author(s):  
Kate Tudor ◽  
Mustafa Sarkar ◽  
Christopher Spray
Keyword(s):  
Physical Education ◽  
Social Environment ◽  
Peer Group ◽  
Attitudes Toward School ◽  
Structured Interviews ◽  
School Students ◽  
Daily Stressors ◽  
Negative Attitudes ◽  
The Social ◽  
Environmental Demands

Daily stressors, or hassles, refer to the everyday environmental demands that constitute a threat or challenge, or exceed an individual’s biological or psychological capacities. Increasing evidence suggests that daily stressors have a significant impact on adolescents’ educational outcomes, for example, performance, wellbeing and negative attitudes toward school; however, there is limited research examining the concept of common stressors in physical education (PE) lessons. As early adolescence is a developmental period associated with decreased engagement in PE, it is important to identify the environmental stressors that may be associated with increased disengagement. The study included 54 secondary school students and six PE teachers from five schools in the English Midlands. Semi-structured interviews and focus groups were conducted and a thematic analysis was applied to the interview transcripts. Three higher order themes were identified from the data: the social environment; the physical and organisational environment; and the performance environment. Common stressors within the social environment included: interpersonal transactions between peers; differences in effort levels during PE; and working outside one’s peer group. Stressors within the physical and organisational environment consisted of environmental situations within the changing facilities and the availability of activities. Finally, performance environment stressors included: situations involving the difficult acquisition of physical skills; and situations where physical appearance and physical competencies were exposed. The study extends previous findings by identifying potentially threatening and frustrating environmental demands that have not been identified in the previous literature. The current study is the first to explore the typical stressors that are experienced by students in PE.

scholarly journals Actitudes del profesorado de secundaria hacia estudiantes con diagnóstico de trastorno mental en colegios de la provincia de Concepción y Diguillín: Un estudio cualitativo

2021 ◽  
Vol 39 (1) ◽  
pp. 283-298
Author(s):  
Cecilia Cariaga Balboa ◽  
Pamela Grandon Fernández
Keyword(s):  
Middle School ◽  
Mental Disorder ◽  
Middle School Teachers ◽  
Qualitative Methodology ◽  
Structured Interviews ◽  
School Teachers ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
The Impact

Las actitudes de los profesores hacia estudiantes con diagnóstico de trastorno mental han sido escasamente exploradas en Chile y Latinoamérica, a pesar de su importancia por el impacto que tienen en el proceso de aprendizaje de los alumnos. El presente estudio tuvo por objetivo describir las actitudes de los profesores de secundaria hacia estudiantes que presentan un diagnóstico de trastorno mental. Esta investigación empleó una metodología cualitativa con enfoque fenomenológico. Se utilizó análisis de contenido y temático para analizar los corpus. La muestra se obtuvo por conveniencia y correspondió a 30 profesores de enseñanza secundaria procedentes de colegios de diferente dependencia administrativa (municipal, subvencionado y particular). Se realizaron entrevistas semi estructuradas, por saturación teórica. Los resultados muestran que los profesores de enseñanza secundaria manifiestan actitudes contradictorias, positivas y negativas, hacia sus estudiantes con trastorno mental (TM). Las actitudes negativas tienen que ver con el temor y peligrosidad mientras que las actitudes positivas están relacionadas con el apoyo y expectativas favorables de éxito. Las actitudes negativas son comparables con las que mantiene la población en general, mientras que las actitudes positivas y las expectativas favorables de éxito hacia sus estudiantes podrían explicarse por el impacto de la educación inclusiva en los colegios y la teoría del contacto. Estos resultados deberían servir para guiar a los establecimientos educacionales en la mejora de las actitudes de los docentes hacia estudiantes con TM. Teachers' attitudes towards students with a diagnosis of mental disorder have been little explored in Chile and Latin America, despite their importance due to the impact they have on the learning process of students. The present study aimed to describe the attitudes of secondary school teachers towards students who present a diagnosis of mental disorder. This research used a qualitative methodology with a phenomenological approach. Content and thematic analysis was used to analyze the corpus. The sample was obtained for convenience and corresponded to 30 middle school teachers average coming from schools of different administrative dependency (municipal, subsidized and private). Semi-structured interviews were carried out, due to theoretical saturation. The results show that middle school teachers show contradictory, positive and negative attitudes towards their students with mental disorder (TM). Negative attitudes have to do with fear and dangerousness while positive attitudes are related to support and favorable expectations of success. Negative attitudes are comparable to those held by the general population, while positive attitudes and favorable expectations of success towards their students could be explained by the impact of inclusive education in schools and the theory of contact. These results should serve to guide educational establishments in improving teachers' attitudes towards students with TM.

scholarly journals ROBOTS IN EDUCATION: A JORDANIAN UNIVERSITY CASE STUDY

2020 ◽  
Vol 3 (2) ◽  
pp. 164-180
Author(s):  
Ala Almahameed ◽  
Dana AlShwayat ◽  
Mario Arias-Oliva ◽  
Jorge Pelegrín-Borondo
Keyword(s):  
Technology Acceptance ◽  
Social Characteristics ◽  
Educational Context ◽  
Structured Interviews ◽  
Human Environment ◽  
Factors Affecting ◽  
Wide Range ◽  
Acceptance Model ◽  
Facilitating Conditions ◽  
Social Entities

This paper adopts a technology acceptance model used for studying Robot’s acceptance and focuses on the acceptance of robotic technologies. Despite a wide range of studies on the acceptance and usage of robotics technologies in different fields, there is lacuna of empirical evidence on the acceptance of robotics technologies in the educational context. We contribute to the scholarship on robotics technologies in an educational context, by using qualitative semi-structured interviews, and proposing a research model to empirically explore the main factors affecting the acceptance of robotics technologies, and particularly among university students. We contribute to practice by offering insights on users' expectations and intentions toward the potential use of robot services to both robot developers, and educational institutions alike. The results revealed a potential impact of effort expectancy, performance expectancy, social influence, and facilitating conditions on the intention behavior towards using robots as academic advisors. Additionally, an emergent dimension (i.e. emotions) was found to have an influence on the behavioral intentions, via its proposed impact on performance and effort expectancies. Overall, social characteristics of robots ought to be considered when investigating their acceptance, specifically when used as social entities in a human environment.

scholarly journals When Human–Wildlife Conflict Turns Deadly: Comparing the Situational Factors That Drive Retaliatory Leopard Killings in South Africa

Animals ◽  
2021 ◽  
Vol 11 (11) ◽  
pp. 3281
Author(s):  
Julie S. Viollaz ◽  
Sara T. Thompson ◽  
Gohar A. Petrossian
Keyword(s):  
South Africa ◽  
Common Ground ◽  
Situational Crime Prevention ◽  
Situational Factors ◽  
Structured Interviews ◽  
Innovative Strategies ◽  
Wildlife Conflict ◽  
Effective Interventions ◽  
Local Stakeholders ◽  
Human Wildlife Conflict

Retaliatory killings caused by human-wildlife conflict have a significant impact on the survival of leopards. This study explores the reasons for retaliatory killings of leopards by interviewing community members in a small village in South Africa that experienced high incidences of human–leopard conflict. The semi-structured interviews focused on the reasons why retaliatory leopard killings occurred and how to best mitigate the situational factors that triggered these killings. Respondents cited four main problems that fueled these killings: the government’s response to human–leopard conflict was slow and unwilling; this response involved inefficient methods; there were inadequate resources to respond to these killings; and there was a clear lack of laws or their application. Local stakeholders provided a range of innovative strategies to reduce human-leopard conflict and retaliatory killings. While all parties expressed different reasons why these solutions were or were not effective, their conclusions were often similar. The distrust that existed between the parties prevented them from recognizing or accepting their common ground. Based on existing human–wildlife conflict mitigation techniques and solutions identified by local stakeholders, this article explores how criminological techniques, including situational crime prevention, can help identify and frame effective interventions to reduce the number of illegal leopard killings driven by human-wildlife conflict.

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