The Case of the Case: The Writing and Application of the Method

Este caso objetiva promover uma reflexao sobre o processo de escrita de casos para ensino e direcionamentos para aplicação do método. Em 2020, João Luiz Marinho, doutorando em Administração na Universidade do Aprendizado (UNIAPRE), foi desafiado pelo professor Fernando a escrever o seu primeiro caso para ensino para aplicação na disciplina de Estratégias Organizacionais, da qual era estagiário em docencia. Porém, muitos questionamentos sobre a construção e aplicação de casos para ensino sondavam os pensamentos de João, uma vez que este nao tinha experiencias anteriores com o método, possuía pouca prática na docencia e a migração das aulas para a modalidade on-line era novidade. Assim, a proposta foi fazer com que os alunos se colocassem no lugar de João, a fim de propiciar um debate sobre a escrita e aplicação de um caso para ensino na modalidade on-line. Sugere-se sua aplicação nos cursos de pos-graduaçâo lato sensu e stricto sensu em Administração, nas disciplinas de Metodologia e Casos para Ensino.Alternate :This case aims to promote a reflection on the teaching case writing process and directions for applying the method. In 2020, João Luiz Marinho, a doctoral candidate in Administration at the University of Learning (UNIAPRE), was challenged by Professor Fernando to write his first teaching case for application in the Organizational Strategies discipline, of which he was an intern in teaching. However, many questions about the construction and application of teaching cases probed João's thoughts, since he had no previous experience with the method, he had little practice in teaching, and the migration of classes to the online mode was very new. Thus, the proposal is to make students put themselves in João's place, in order to provide a debate on the writing and application of a case for online teaching. It is suggested that it be applied in lato sensu and stricto sensu graduate courses in Administration in the disciplines of Methodology and Teaching Cases.

Journalism and COVID-19 research in Spain: academic impact, methodological approaches and disinformation

Introduction: The aim of this research is to analyze how COVID-19 was studied by the academic discipline of journalism, regarding its impact, methodology, thematic and source, and their repercussions on sites. Methodology: A universe of 124 articles is obtained through algorithmic grouping by InCites (journalism micro topic, Spanish affiliation, and COVID-19 keyword). A bibliometric analysis is performed, accompanied by a qualitative content analysis to generate common codes in methodology, themes, and use of sources. Quantitative analysis of co-occurrence and descriptive correlations between the three variables studied and their citations are carried out. Results: Articles on COVID-19 received five times more citations than the rest. The majority of cites (86%) are concentrated in the first-published articles. Classic methodologies were mostly used (49% content analysis, 16% surveys). Bibliographic review (13 cites/article) and advanced automated analysis techniques (10.75 cites/article) are the ones that receive the most citations. The main theme is disinformation (26%, 11,07 cites/article) and the most common source is the press (27%, 6,15 cites/article), although social networks (22%, 9.12 cites/article) and fact-checkers (10%, 8.50 cites/article) generated a greater impact. Discussion and Conclusions: The articles that were published during the first months generated the highest volume of citations. In journalism research, a recurrent use of classic strategies (content analysis, press) was found, although the slightly more novel approaches (advanced automated analysis techniques) are the ones that produced the most citations. Misinformation becomes one of the key issues in journalism studies. Unusual methodologies and themes receive practically no citations.Alternate :Introduction: Se analiza el impacto y el modo en el que la disciplina académica del periodismo investigó sobre el COVID-19 y su repercusión metodológica, temática y de fuentes. Metodología: Se obtiene un universo de 124 artículos mediante agrupación algorítmica por InCites (micro tópico periodismo, afiliación española y palabra clave COVID-19). Se procede a un análisis bibliométrico, acompañado por un análisis de contenido cualitativo para generar códigos comunes en metodología, temática y uso de fuentes. Se realizan análisis cuantitativos de co-ocurrencia y correlaciones descriptivas entre las tres variables estudiadas y sus citas. Resultados: Los artículos sobre COVID-19 recibieron cinco veces más citas que el resto, y la mayoría (86%) se concentran en los primeros artículos. Se emplearon mayormente metodologías clásicas (49% análisis de contenido, 16% encuestas). La revisión bibliográfica (13 citas/ artículo) y las técnicas avanzadas de análisis automático (10,75 citas/artículo) son las que reciben más citas. La temática principal es la desinformación (26%, 11,07 citas/artículo) y la fuente más común la prensa (27%, 6,15 citas/artículo), si bien generan más impacto las redes sociales (22%, 9,12 citas/ artículo) y los fact-checkers (10%, 8,50 citas/artículo). Discusión y Conclusiones: Los artículos que primero se publicaron generaron más citas. Se identificó un uso recurrente de estrategias clásicas (análisis de contenido, prensa) si bien son las aproximaciones ligeramente más novedosas (técnicas avanzadas de análisis automático) las que producen más citas. La desinformación deviene uno de los temas claves. Las metodologías y temáticas poco comunes no reciben prácticamente citaciones.

Lessons Learned from Online Teaching and Their Implications for Students' Future Careers: Combined PLS-SEM and IPA Approach

As far as students are concerned, there is a well-founded relationship between academic performance and career management from which a special professional path can result, based on the multitude of knowledge, skills, and experiences acquired during the years of study. To this end, the presence and help of teachers participating in the learning process, the teaching activities they are involved in, and their own participation are determinant factors. This research aims to highlight the impact that the above factors have on the professional future of students. For this purpose, 395 respondents, including students in the bachelor's and master's cycles, were involved in the research process, to whom a questionnaire was given in electronic format during two stages: one where the didactic activity was carried out in online format and the other carried out face-to-face. Hypotheses testing was performed using partial least squares structural equation modeling. The present study focuses on two main directions regarding the results obtained. Thus, with respect to the acquisition of knowledge and the development of student skills, it emerged that the effect of the content in the didactic activities on student skills and the development of competencies is strengthened by the skills and degree of involvement of the teaching staff from the university environment. Related to the management of students' careers, the analysis showed that the effect of the content in didactic activities is complemented by the accumulation of knowledge and the formation of student skills. The rigorous economic training resulting from didactic activities constitutes a main pillar in the students' future, even more so depending on how much they perceive that the topics covered in the university courses are of interest to them. The results of this study can serve as theoretical support for future research that addresses the topic of student career management and the implications of university activities on knowledge and skills. In addition, the results can support decisions for the management of higher education institutions regarding the development and implementation of university programs and educational strategies with the aim of increasing the involvement of teachers and students in the teaching–learning process.

Asset-Based Futures: A Sociology for the 21st Century

This article engages with the question of whether the COVID-19 pandemic can be understood as an event that is moving us towards a new era. Highlighting the paradox that this question has emerged in the context of the stoppages and shutdowns associated with the pandemic, we suggest that any assessment of social change and the futures such change might unfold must be situated on the terrain formatted by the temporal logics of capitalism. At our current juncture this requires that sociology as a discipline understand these logics as asset rather than commodity based. Drawing on state responses to the pandemic in Australia, we show how mundane payments play a critical role in these logics, operating as differentiating technologies of time. We suggest that for sociology to build a sociology of futures that is relevant for the 21st century, it must come to terms with the time machine of the asset economy.

Teaching Geology in Higher Education Institutions under COVID-19 Conditions

Teaching geology under COVID-19 pandemic conditions led to teaching limitations for educators and learning difficulties for students. The lockdown obstructed face-to-face teaching, laboratory work, and fieldtrips. To minimize the impact of this situation, new distance learning teaching methods and tools were developed. The current study presents the results of an empirical study, where distance learning teaching tools were constructed and used to teach geology to university students. A mineralogical mobile phone application was used to replace laboratory mineral identification and a flow chart to replace laboratory rock identification. Additionally, exercises on faults and maps were developed to fill the gap that was created as field work was impossible. A university course on geology was designed on the basis of the constructed distance learning teaching tools, and more than 100 students from the Department of Civil Engineering attended the course. The results show that the proposed tools helped the students to considerably understand scientific information on geology and supported the learning outcomes. Thus, it is suggested that the teaching tools, constructed for the purposes of the study, could be used in conditions when distance learning is required, or even under typical learning conditions after laboratories, as well as before or after fieldtrips, for better learning outcomes.

Introduction: In Search of Hope amid Despair in Folklore of Epidemics

Facing the outbreak of an unprecedented pandemic, along with a disturbing sociopolitical environment, folklorists should and can reflect upon what we have done within our discipline and what we can contribute to the discourse and public understanding of such realities with folkloristic perspectives. This introduction intends to define the study of folklore of epidemics as a new research area, building upon the studies of disaster folklore and ethnic minority folklore. It also discusses issues of marginalization, minoritization, and invisibility in folklore studies as a reflection of systemic racism in folkloristics as well as in broader society where the victimization of minorities and low-income class during the COVID-19 pandemic has been ultimately exposed.

Madres, padres y representantes en la educación durante la pandemia. La dicotomía rural-urbana en Ecuador

En este artículo se analiza la implicación de las madres, los padres y representantes legales en el aprendizaje activo de niños y niñas que cursan grados de primaria y secundaria en un escenario particular: la enseñanza en línea durante la pandemia por la covid-19 en Ecuador. Para ello, se aplicó un cuestionario de 45 preguntas a una muestra de 6206 personas segmentadas según su zona geográfica. En el área rural, el grado de involucramiento en el proceso de enseñanza-aprendizaje virtual se refleja, particularmente, al establecer el horario de sueño y en la aceptación por parte de los y las estudiantes de las críticas sobre las actividades realizadas. Para la zona urbana, se evidencia el manejo del enojo de los niños y las niñas, y el reconocimiento de sus fortalezas en las asignaturas. En cuanto a las estrategias, en el área rural aumenta la presión de progenitoras/es sobre educandos y educandas a fin de que realicen las actividades escolares, en tanto que, en la urbana, dialogan más con sus hijos e hijas cuando pierden el control, prestando más atención a sus emociones y necesidades. Así, la diferenciación se condensa en la siguiente expresión: en las zonas rurales, las madres, los padres y representantes se enfocan en la disciplina, mientras que en las urbanas se orientan hacia el espectro académico y emocional.Alternate :This article analyzes the involvement of mothers, fathers, and legal guardians in the active learning of children in primary and secondary schools in a particular scenario: online learning during the COVID-19 pandemic in Ecuador. For this purpose, a 45-question survey was applied to a sample of 6,206 people, segmented according to their geographic areas. In the rural area, the degree of involvement in virtual teaching-learning processes is reflected, in particular, in the establishment of sleep schedules and the acknowledgement by student of criticisms of their activities. For the urban area, children's anger management and the recognition of their strengths in subject matters are evident. In terms of strategies, in rural areas, parents put more pressure on students to carry out school activities, whereas in urban areas, parents talk more with their children when they lose control, paying more attention to their emotions and needs. Thus, the differentiation is summarized in the following expression: in rural areas, mothers, fathers, and guardians focus on discipline, while in urban areas they are oriented towards the academic and emotional spectrum.

"The Emperor's New Clothes": Reciprocal Ethnography and Academic Leadership

The influence of the discipline of folklore on academic leadership has not been widely examined. This essay explores the connections between collaborative ethnographic research-one form of which Elaine Lawless labels reciprocal ethnography-and collaborative approaches to academic leadership through an examination of the author's leadership experience preceding and during the COVID-19 global pandemic.

Decoding Political Trust in China: A Machine Learning Analysis

Survey results inflate political trust in China if the observed trust in the central government is mistaken for the latent trust in the Centre. The target of trust in the country is the Centre, which is ultimately the top leader. The critical issue domain for assessing the Centre's trustworthiness is policy implementation rather than policymaking. The Centre's trustworthiness has two dimensions: commitment to good governance and the capacity to discipline local officials. Observed trust in the central government indicates trust in the Centre's commitment, while observed trust in the local government reflects confidence in the Centre's capacity. A machine learning analysis of a national survey reveals how much conventional reading overestimates political trust. At first glance, 85 per cent of the respondents trust the central government. Upon further inspection, 18 per cent have total trust in the Centre, 34 per cent have partial trust and 33 per cent are sceptical.

Hidden Bodies: Queer Variant Ability, Intimacy & COVID-19

Across various academic disciplines, the study of human sexuality has often erased or created deviants out of anyone who falls outside the norm. This includes queer sexuality and variant ability sexuality but is especially true for those who fall into both categories. This work seeks to shed light on the erasure and demonization of queer variant ability populations, contributing to the growing body of research on variant ability sexuality, queer communities, and medical needs for marginalized groups. We focus mainly on the COVID-19 pandemic and h ighlight the need for increased academic research, public attention, and medical support for this marginalized group. This paper pulls from feminist studies, disability studies, sociology, and more The authors' identities also inform it as a queer and chronically ill individual and a queer and mentally ill individual. Through this work, the authors highlight how this population has been erased from the impact that erasure has had during the pandemic and urge the reader to consider this group more carefully as they go about their work, activist, and social lives. Ultimately, many social processes uniquely harm queer variant ability populations, and those processes have been exacerbated by COVID-19.

Introduction: Gender Knowledge: Epistemological and Empirical Contributions from the Global South

[...]a panel was organized at the international Conference "Globalisations et circulations des idées, des savoirs et des normes" [Globalization and circulation of ideas, knowledge, and norms] in September 2019 in Paris6. All the contributors to this special edition have participated in one of these events and committed themselves to continue this reflection collectively. [...]despite the variety of locations, languages (English, French and Spanish), and disciplines (sociology, anthropology, political science, and history), the papers, and their authors, speak to one another. [...]we discuss the specificity of gender knowledge as it is produced in the Global South and whether it is "different" or "similar" (Bilgin) and the limits and difficulty of reconstructing the canon from this perspective. Social Sciences and the (De)construction of Power Colonialism relied heavily on the collection of information and the production of knowledge (Said, Orientalism). [...]the formal decolonization of the Global South did not result in the decolonization of knowledge (Keim).

Academic Absences, Disciplinary Siloes and Methodological Prejudices within the Political Science Discipline in Canada

Canadian political science has changed over the past 50 years;however, these changes have come slowly and lag behind larger societal demographic transformations. While early attention to diversity concentrated on the place of women within the discipline, more recent attention focuses on the presence of Black, Indigenous and other political scientists of colour. Accompanying a diversification of personnel has been a broadening of the substantive focus of our research, as well as an expansion in the epistemological and methodological approaches applied to the study of politics. Yet despite these adaptations, the study of political science in Canada remains siloed and often exclusionary, challenging our ability to train the next generation of scholars to be capable of addressing the issues facing a world that is increasingly complex and diverse.