Critical Notes on Mapping the Mobility of Agricultural Workers in the Province of Ferrara: the (Ethical) Importance of Opacity

This article studies the effect of an Earth systems Science for All program intervention. This intervention was aimed at cultivating a sense of success and developing cognitive skills among students in classes with a dominant number of students from Ethiopian origin who are characterized by a low scholastic achievement level. The effect the earth systems approach curriculum was studied through a mix of quantitative and qualitative research tools. The battery of qualitative and quantitative research tools that were used in this study, enabled to the collection of data concerning the cognitive and affective outcomes of the implementation of the Earth systems science program. All the different sources of data consistently indicate a very positive influence of the earth systems based science program on the students in both cognitive and emotional domains. These findings were consistently supported by two different sources of information - students and teachers.

Rather often we have to confront with the pessimistic views on the future of the family business. Contrary to these prognosis, the FB is not only present but also improving its position in the global economy and playing a key role in the European economy too. They represent 60 % of employment and more than 60 million jobs in the private sector. Among many internal challenges of FB in the five years’ time, the importance of the ‘company succession’ is increasing together with the renewing technology and ‘attracting the right sills/ talents’ (Global Family Survey, 2015). This article is focusing on the transfer of socio-economic wealth (SEW) as a key intangible asset within the intergenerational changes in the FB. The paper outlines the various concepts (narrow vs. broad) of the SEW and special attention is paid to the risk prone [taken] and risk adverse entrepreneurial attitudes. In this relation, the authors made distinction between the ‘opportunity’ and ‘necessity entrepreneurs’. Using empirical experiences based on multi-site company case studies in the three INSIST project countries, the various sub-sections are focusing on the transfer of the following key components of the SEW to the next generation: trust-based social-system, generic human values (i.e. openness, mutual respect, correctness, reliability, responsibility etc.) and ‘practice based – embedded collective knowledge’. Key lesson of this analysis is the following: transferring physical assets in the succession process seems to us less important than the transfer of the intangible one embedded in the company’s culture community. Further systematic national and international investigations – combining quantitative and qualitative research tools – are necessary to acquire more accurate picture on the impacts of transferring both intangible and tangible assets in the succession process in the FB.

Mood boards are fundamental tools used in design industries. The term mood board is often used generically to cover a wide range of board types, each having specific uses. The types of boards considered to be a vital part of the design process that facilitate creative and innovative thinking and application, as opposed to those associated with marketing to merely present and communicate product to an audience, are the focus of this study. The creation of mood boards involves a recognizable process coupled with creativity. The creative process used to develop mood boards can be seen to have three fundamental stages that offer the creator opportunities for deep levels of engagement to take place in order to develop creative and innovative design solutions. This study explores and models this process uncovering the underlying principles in relation to working methodologies and problem-solving theories. Further system models conceptualize the working methodologies of thirteen individuals in case studies using observation techniques and think-aloud methods. An evaluation of the participants’ levels of engagement with the process stages enriches the analysis, drawing conclusions for best practice approaches to the task and the understanding of mood boards as qualitative research tools.

Cockpit displays and the controls are sophisticated human machine interface applications. Display systems, present at cockpits are complex environments causing excessive mental workload and the consequences of errors can be catastrophic. In order to prevent any human error a user-friendly display panel must be designed. In this study quantitative and qualitative approaches are used to evaluate the positions of analogue indicators at front display panel from human factors point of view. Multi Criteria Decision Making (MCDM) algorithms are employed as quantitative tools. In order to test whether or not the Decision Maker's (DM) preferences are consistent with a quasi-concave, a quasi-convex and a linear utility function, a combined algorithm is applied. Due to the form of utility function; an algorithm finding the most preferred alternative of DM is used. The aim of this approach is to find an order to locate each indicator to suitable classes. Card Sorting methodology is used as the qualitative research tool for the same problem. Results of these two approaches are compared.

In recent years, there have been increasing demands for public policy design to be guided by empirical evidence, especially in programmes addressing social inclusion. In this scenario, qualitative approaches are often subordinated to the macro results obtained from quantitative instruments. Based on the results of a mixed-methods RCT research design, this article explores how qualitative research tools might provide qualitative significance – information as valuable as numerical data obtained using standardised scales. This proposal is based on the results of a research project addressing problems associated with barriers to employment and mental health among its participants. The impact of gender-sensitive issues – i.e., the unequal distribution of care responsibilities – or the development of mental health problems such as anxiety are often underestimated in studies based purely on statistical data. Our approach underscores the value of the testimonies and narratives obtained through qualitative tools – e.g., semi-structured interviews and focus groups – and how these can provide first-class evidence for the design and impact assessment of public policies tackling social inclusion.

Event Abstract Back to Event Emotional Intelligence, Educational Improvement, and Professional Development Pathways: The Case of Abu Dhabi School Leaders Rida Blaik Hourani1*, David Litz1 and Scott Parkman1 1 Emirates College for Advanced Education, United Arab Emirates Abu Dhabi is undergoing educational changes that necessitate improving and developing public school leaders’ skills within the realm of transformational leadership. Abu Dhabi school leaders are anticipated to perform within specific professional standards that encompass: leading the community, leading the people and leading the organization. These professional standards embed emotional intelligence attributes (Blaik Hourani & Stringer 2015). According to Wood and Kroese (2007), Arar (2017), and Cliffe (2011), in order to improve schools, leaders need to demonstrate various dimensions of emotional intelligence (EI). Grootenboer and Hardy (2017) discuss the praxis of school leadership through highlighting the forms of emotional intelligence. These forms revolve around: a) semantic space characterized by the construct of a shared and mutual understanding of the organizational operations and needs and b) social space featured by building social relationships and networking among school stakeholders. The latter form takes into account the praxis of school leaders from the circumstances and exigencies angles , so as to resolve conflicts, destress staff and address school problems encountered. Grootenboer and Hardy (2017) discuss that demonstrating social space is centered on values pertaining to, social justice, empathy, respect, inclusion and cooperation and these values are nurtured. As indicated by Benson, Fearon, McLaughlin and Garratt (2014) and Goleman, Boyatzis and McKee, (2002) EI is a key attribute for innovative and effective school leadership. The above authors concur, that developing emotional school leaders’ traits contributes to successful school. EI attributes is considered important for transformational leadership and for managing organizations during educational reforms and changes. Benson, Fearon, McLaughlin and Garratt (2014), add that emotional intelligence is a complementary resource for creating competent school leaders and developing resilient school communities. Wong, Wong and Peng (2010) in a study conducted in Hong Kong they indicate that EI is essential is positively related to the middle-level school leaders’ performance and job success and satisfaction. Moreover Wong, Wong and Peng (2010), Goleman (2006a) and Bush (2011) have evidenced middle-level school leaders’ job improvement and professional performance that consequently leads to improved schools. Cliffe (2011) in a study conducted on school administrators indicated that school administrators with high EI demonstrated professional skills relevant to: self-awareness, emotional self-management, motivating oneself and others, recognizing emotions of others and handling intra-personal relationships ; this has shaped their professional performance as school administrators and therefore being over attuned to one’s own emotions can contribute to improved school leadership. Oplatka (2011) discusses that, often school leaders act as the only people in charge for motivating the teachers and staff and this involves the expression and demonstration of different emotions. Oplatka (2011) adds that school leaders constitute the focal point of professional emotions. Therefore, it becomes important for school leaders to be aware of this dimension (emotional) when performing their roles, especially that the emotional dimension heavily concentrates on how to deal with and influence others. Blackmore (2004) argue that an effective school that is moving towards progress requires the appearance and expression of emotions in organizational interactions. This study attempts to explore Abu Dhabi public school leaders’ emotional intelligence within Goleman’s (2006; 2007) five dimensions. This includes: a) self-awareness, b) managing emotions, c) motivating oneself, d) empathy, and e) social skills. This study is conceptualized within Van der Vyver et al. (2014) intertwined notions of ‘inherent value’, Goleman’s (2007) emotional intelligence dimensions and professional performance standards for Abu Dhabi school leaders. Figure 1 illustrates the conceptual framework of this study. Insert Figure 1: This research project addresses the following questions: 1. What emotional intelligence do school leaders exhibit along the following five dimensions: a) self-awareness, b) managing emotions, c) motivating oneself, d) empathy, and e) social skills? 2. How do school leaders utilize their emotional intelligence attributes professionally speaking? 3. What emotional intelligence dimensions are in alignment with leading the community, people and leading the organization as professional performance standards? 4. Are there any challenges situated within the emotional intelligence dimensions that school leaders face; that pertain to their professional responsibilities regarding leading the people and leading the organization and leading the community? 5. What emotional intelligence attributes and dimensions pertain to transformational leadership? Research question one was addressed through the quantitative research tool; whereas the research questions two, three, four and five were addressed through the qualitative research tool. This research employs mixed methods’ tools. The study included a random sample that consists of 30% of all Abu Dhabi government schools. The random sampling included cycle 1, 2 and 3 schools. Cycle 1 includes grades (1-4), cycle 2 includes grades (5-8) ad cycle 3 includes grades (9-12). Due to time constraints, Common Schools, Kindergartens and schools in Western region were excluded from this study. The school leaders that took part in this research included: Principals (PR), Vice Principals (VP), Academic Vice Principals(AVP), Head of Faculty-Arabic (HOFA), Head of Faculty-English (HOFE), Lead Principals(LP)and Social Workers(SW). The total number of research participants were 124 and they were involved in the quantitative component of this research and 30 research participants who took part in the quantitative data collection were interviewed. The following convey the quantitative findings: As the correlation matrix indicates there were some significant correlations between emotional intelligence characteristics. The strongest correlations were observed between Empathy and Social skills, with correlation coefficient of 0.756 and between Self-Awareness and Empathy with a correlation coefficient of 0.771. The weakest correlation was found between Self-Awareness and Managing Emotions, with a correlation coefficient of just 0.531. Table 2: Mean Emotional Intelligence Scores by Population The mean scores of all participants in each of the five characteristics of emotional intelligence were indicated and tracked through the quantitative research tool. There were differences in mean score values for specific sub-populations based on Nationality, Education level, Gender and Position. Managing Emotions has the lowest mean score both within the total population and within each subgroup, while Self Awareness has the highest rated characteristic across all groupings. None of the differences in mean scores across the five characteristics was found to be significant. Surprisingly, differences in characteristics were demonstrated to be least significant along gender lines than any other criteria. Insert Table 2 Table 3: Analysis of Variance The analysis of variance indicated that the items on the survey for emotional intelligence was, on the whole, a reliable instrument with the population of this study. Alpha Cronbach scores greater than 0.700 are considered sufficiently reliable. This indicates that there was strong independence between the individual items in the survey sufficient variance in the answers provided by the participants. Insert Table 3 Findings that came out of the qualitative research tools captured the following emerging themes: Emotional intelligence dimensions that portray educational leaders, Emotional intelligence attributes pertaining to the school leaders’ reflective practices, Emotional intelligence and areas needing professional development and nurturing, Emotional intelligence dimensions and school leaders’ transformational skills; Emotional intelligence and attributes that underpin leading the community, leading the people and leading the organization. Insert Table 1: Correlation Matrix Figure 1 Image 1 Image 2 Image 3 References

In order to avoid student anarchist demonstrations, a more thorough character-building programme is needed. The study's key issue is the unruly behaviour of the students who always participate in them. A model of Muhammadiyah character reinforcement was created as part of the research with the intention of preventing anarchist student protests at Muhammadiyah University of Makassar. This study employs a variety of research techniques. (Mixed techniques). The first stage employs qualitative research techniques, whereas the second stage combines quantitative and qualitative techniques. Quantitative research tools use validated lifts, whereas qualitative research tools mostly use the researchers themselves. Purposive sampling is used in qualitative research to identify research informants, whereas random sampling is used to choose research samples. Lifting, observation, interviews, and documentation are used as data collection approaches. Quantitative data analysis approaches utilise questionnaire verification, data tabulation, and percentage data questionnaires, whereas qualitative data analysis techniques use data reduction, display, and verification procedures. While quantitative data is validated using dependability (accuracy) and validity tests, qualitative data is validated using source triangulation and triangulation procedures. (benar). The study's findings demonstrated that habitus transmission, habitus reception, and collective habitus are used to strengthen the movement's character among students at Muhammadiyah University Makassar so that they participate in community and Muhammadiyah activities there. Attempts to stop anarchist demonstrations include strengthening the anarchist movement's reputation.

This chapter provides a comparative review of quantitative and qualitative research, highlighting many of the different research tools and techniques used in event- and festival-related research. In the context of quantitative methods, this chapter explores the use of questionnaires and debates some of the key issues related to problems associated with sampling, scales and the extent to which various dimensions can be measured. The focus then moves to an examination of qualitative methods of enquiry, and illustrates, through published research, two qualitative tools, namely, interviewing and participant observation. Finally, the chapter addresses the challenges and opportunities represented by the adoption of the mixed-methods approach.

This study examines how a course that includes recognizing pain and suffering inflicted during intractable conflicts affects Indigenous Minority Group students’ willingness to reconcile. The study employed a mixed-methods approach, combining quantitative and qualitative research tools with a pre-/post- questionnaire examining Israeli-Palestinian indigenous minority group students’ willingness to reconcile with the Israeli-Jewish majority group during an outbreak in violence (May 2021 Riots in Israel). Recognition entails creating space for minority students’ narratives and listening to their pain and anger related to their history and lived experiences as a minority. Findings show that students who received recognition maintain a steady will to reconcile and students who did not receive such recognition express a decrease in their willingness to reconcile. Such a distinction in results demonstrates the importance of recognizing a minority group’s narrative while an intractable conflict occurs.

Within implementation of the National Information and Communication Technology (ICT) Program, ICT instructors facilitate schools with integrating ICT in teaching. Two types of ICT instructors take part in the implementation process: External district ICT instructors and internal school ICT instructors. This research has two goals: to examine how the ICT instructors perceive the encouraging and inhibiting factors of the change implementation, and to examine the factors predicting external district ICT instructors’ sense of empowerment in comparison with internal school ICT instructors, thus examining the knowledge power PICTK (Program Information Communication Technology Knowledge) and TPACK knowledge (Technological Pedagogy and Content Knowledge) on the sense of empowerment within them. The methodology combines quantitative and qualitative research tools in a self-report questionnaire. The research findings clarify that the ICT instructors’ sense of empowerment improves by enhancing their PICTK knowledge and TPACK knowledge. This sense of empowerment helps the instructor in creating viewpoints on the implementation process and the National Program’s outcome. The research shows that the ICT instructors’ viewpoints have unique significance to understanding the change elements that the National ICT Program creates in the schools. It is therefore recommended to continue with encouraging ICT instructors to expand their personal knowledge on the developing ICT program.

This paper discusses remote health monitoring as a potential application field in telecentres at rural areas. We present the challenges faced and opportunities with emphasis on patients with hypertension using a remote health monitoring system. We will also discuss the potential of deploying mHealth applications as a value added to the telecentres. The remote blood pressure health monitoring system will read, store and send data over wireless network to a remote server. Medical doctors can view the data on a regular basis remotely from a website. This community-based participatory research study carried out BP monitoring on residents from a rural village in Sarawak, Borneo and did follow-up assessments on the available health care for them. Structured quantitative and qualitative research tools were carried out on a wide range of clients - the patients, telecentre managers and medical doctors. Structured and semi-structured data collection techniques, such as questionnaires, group discussions and interviews were gathered. Observation of the whole process of interaction between the patients with the managers was also captured. The aim of the project is to determine the degree to which remote health monitoring interventions can be integrated to telecentres in rural areas to increase awareness in healthy living and wellness.

Background: The increased frequency of occurrence and complexity of disasters, the world over, have called for increased cooperation amongst stakeholders to deliver humanitarian aid. Objectives: This study came as a result of the growing interest focussed on creating and implementing cooperation to facilitate management of supply chain-related activities in the humanitarian sector. This study therefore sought to gain a better understanding of the effectiveness of supply chain cooperation in aid delivery performance variables, specifically in the context of Cyclone Idai humanitarian relief operations in Zimbabwe. Method: A pragmatic research paradigm was adopted, where the researchers took a mixed approach informed by both quantitative and qualitative research tools. Results: Findings of this study show a significant and positive impact of humanitarian supply chain (HSC) cooperation in achieving output, resource and flexibility performance in the delivery of aid. These findings will change the shape of humanitarian response to have more cooperation amongst organisations rather than responding as single entities. Conclusion: This study will therefore contribute to how humanitarian organisations improve their approach to future disasters through cooperation in their supply chain activities. Theoretically, the study will show how supply chain cooperation is key to humanitarian responses, thus improving effectiveness of HSC when put into practice. Policymakers can use these findings to develop a standard framework of how humanitarian organisations should collectively respond to disasters.

Organ shortage for transplantation is one of the most challenging problems for modern medicine that affects all the world. While Spain, organ donation leader, registered 48.9 donors per million population on 2019, Chile only registered 10.4, which is less that the globe's average. While Spain has put its efforts in improving procurement process, Chile has given more importance to try to improve family refusal rates, leading to almost no growth at all. We studied Chilean organ procurement process using different quantitative and qualitative research tools, and discovered some process problems, where the main one was at the first 2 stages, where the possible donor should be identified in an emergency room and notified to the procurement unit. We discovered that 87% of possible donors were lost in those stages, neither they were appropriately identified nor notified, transforming these stages as critical and strategic to improve in order to increase the country's organ donation rate. So we asked if including technology in the first stages of the procurement process will increase possible organ donor identification and warning, and, therefore, effective organ donors. We designed a first-in-class smartphone app to easily and quickly warn the procurement unit about a possible organ donor, with the aim of automating those two failing stages. After training all health professionals working in emergency and critical care units of a main hospital in Chile and correcting all pitfalls detected by those users, we observed a statistically significant increase in both potential donor detection (93%) and actual donation rate (500%) making the app a very welcome innovation in both clinical units. Conclusions: Even though the process still depends on human criteria, we were able to increase possible organ donor warnings and, even, effective organ donors. Also, the technology helped the personnel to understand an unknown process for them and be aware of possible donors and warning them. Analysing, rethinking failing processes and searching for innovative solutions such as high end technologies could transform a country with poor organ donation rates and improve both end stage solid organ shortage and chronic disease patient survival.

A growing number of social scientists argue that we stand on the brink of a technological revolution that will drastically change the way we live, learn, and work. One of the terms adopted to name this social phenomenon is “fourth industrial revolution”. Other social scientists, in particular psychologists, have independently elaborated and discussed a concept of intelligence which is complementary, and sometimes alternative, to that measured by traditional IQ tests, namely “emotional intelligence”. In recent years, these two concepts came into contact and started interacting in scientific literature. Enhancing EI in educational programs has been seen as a possible way to prevent a predicted negative side effect of the fourth industrial revolution, namely technological unemployment. This article provides a diachronic scientometric analysis of terms and concepts. Quantitative and qualitative research tools are applied in order to reconstruct the dynamics of the Emergence, Frequency, Proximity, and Relation (EFPR dynamics) of the two concepts in the scientific literature.

Reforming the Israeli health system: findings of a 3-year evaluation