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The purpose of my paper is to describe and explain the probability of staying in temporary work for young people (age 16-27) in Sweden between 1992 and 2011 and its relation to socioeconomic outcomes (low socioeconomic classification and wage). I used panel data from the Swedish Labour Force Survey (LFS) and the longitudinal integration database for health insurance and labour market studies (LISA). To analyse the data, I used a dynamic probit model, unconditional quantile regression, and a pooled bivariate probit model. My results suggest that young people who have a low education have lower probabilities of receiving temporary employment in younger cohorts. However, younger cohorts with a lower education have a substantive wage disadvantage, specifically in younger cohorts compared to older cohorts. Low-educated cohorts also have a higher probability of obtaining low socioeconomic classification (SEC) employment, which is conditional on holding temporary employment in older cohorts compared to other educational groupings.

Purpose: The purpose of this paper is to discuss potential challenges learners from different generations may have with current instructional methods using educational technologies in the classroom. The authors hope to create awareness to help improve equity in learning opportunities and assist educators in understanding the needs of multigenerational classrooms. Design/methodology/approach: In a narrative review of the literature, the authors present the current findings of the literature on generations in higher education and concerns for equity in learning opportunities. Findings: It is commonplace in undergraduate programs for learners of multiple generations to attend classes together and research has shown that historical context and generational experiences affect the values, attitudes and learning preferences of each generation. Therefore, higher education institutions should be aware of the demographic profile of their students, as well as the external populations from which they may recruit students, to ensure they are cognizant of the needs of these populations and can provide equality in learning opportunities. Practical implications: To assist with the needs of this changing student population, university leaders must consider generational characteristics to ensure equity in learning opportunity. Specifically, university leaders and educators in the classrooms will need to adapt and adjust for a changing student population providing instruction that meets the needs of multiple generations of learners, often within one classroom. Originality/value: Often when we think of diversity in the classroom we think of age, gender, race or even culture. Today we must add diversity in generations. Unlike other equity issues in education such as access (McLaughlin, 2010), educators may not be considering the equity in the design of their instruction to provide equitable learning experiences based on a learners' knowledge and skills established by their experiences with technology. The lack of knowledge and skills a learner has with technology based on their experiences may create barriers to their ability to understand and complete instructional content involving technology (Wager, 2005). To ensure all learners can be successful, educators should strive to provide equality in learning opportunities when designing instruction including technology.

It is argued that negotiation and performance of identity in contemporary society is linked with the value-laden spaces in which individuals spend time. Concepts of space, place and identity have become important when looking to understand elements of social practice, in light of the recognition that life is becoming progressively more mobile, varied and challenging. This has resulted in a shift in how subsequent generations experience space and place within digitally-mediated social landscapes. It is asserted that young people in contemporary society can be seen to occupy a "hybrid" virtual-real world (Jordan, B. (2009). Blurring boundaries: The 'real' and the 'virtual' in hybrid spaces."Human Organisation," 68.) where they experience the multiplication of place or duplication of space (Papacharissi, Z. (2011). "A Networked Self: Identity Community and Culture on Social Network Sites." New York: Routledge). Such complex social geographies, we contend, have important implications for young people's negotiation and performance of identity, the acquisition of socio-technical capital (Resnick, (2002). Beyond b?owling t?ogether: SocioTechnical c?apital. In J. M. Carroll (Ed.), Human-c?omputer i?nteraction in the n?ew m?illennium (pp. 647-?672). Upper Saddle River, NJ: ACM Press.) and, ultimately, digital well-being. In a time when there is a focus on developing global and connected citizens (Greene, M. (1995). "Releasing the Imagination: Essay on education, the arts and social change." San Francisco, CA: Jossey-Bass.) we argue that pupils need to be both digitally fluent and values fluent as they negotiate spaces of reality and virtual reality. Both constructs require the learner to engage critically with information and misinformation as presented on ever-changing digital interfaces (Kahne, J., & Bowyer, B. (2017). Educating for Democracy in a Partisan Age: Confronting the Challenges of Motivated Reasoning and Misinformation. "American Educational Research Journal," 54, 3-34.) and to make value choices. Given that physical education (PE) has been identified as a significant place for meaning-making (Spracklen, K. (2015). "Digital Leisure, the Internet and Popular Culture: Communities and Identities in a Digital Age." London: Palgrave Macmillan.) and a core site for values-based education (Mccuaig, L., Marino, M., Gobbi, E., & Macdonald, D. (2015). Taught not Caught: Values based Education through physical education and School Sport: Literature Review. AIESEP Partners for WADA, ICSSPE, IOC, Fairplay & UNESCO.) it is identified as a key context in which to examine some of the challenges posed for students and educators with regard to values-based practices in digitally-mediated spaces. Within this conceptual paper, we propose a praxis model of values fluency to help PE teachers to support young people to recognise and successfully navigate hybrid spaces, to critically engage with sociotechnical capital and become adept at transferring and translating values across and between social contexts.

The question of whether the potential short-term advantages of vocational qualifications are offset by disadvantages in later life is an important issue for policy debates. This paper analyses how the choice of vocational or general upper-secondary education affects future prospects of participation in non-formal education (NFE). It presents a comparative analysis of European countries in different six types according to the skill specificity of the vocational education and training system, using the 2014 Labour Force Survey data. Our results confirm the trade-off between short- and long-term benefits of vocational education. In countries with higher specificity of vocational education, the difference in NFE participation between vocational and general upper-secondary education at the beginning of the work career is higher compared to countries where specificity is lower. However, the same difference also appears in countries where general upper-secondary education dominates. Unexpectedly, the differences between the two educational groups in training participation did not diminish over the life-course but increased for the 30-34 year olds. The results highlight that in countries where general upper-secondary education dominates (type 6) those with vocational education are more likely to participate in NFE than in countries where school-based systems exist (type 5). Abbreviations: NFE - non-formal education and training; VET - vocational education and training; ISCED - International Standard Classification of Education; EU LFS - the European Union Labour Force Survey

Purpose: The purpose of this paper is to study the effects of a variety of levels of education, namely, high school, vocational and university education, on the probability of being employed in Eastern Europe and the former Soviet Union. Design/methodology/approach: The data are from two waves of the Life-in-Transition Survey that covers 29 post-communist transitional countries. The number of binary logistic models is estimated to quantify the effects of different types of education on the likelihood of being employed, while controlling for different sets of covariates. Findings: The findings reveal that the effect of employment associated with university education is higher than that of vocational education, which in turn is higher than that of high school education. However, the differences between the effects of the various levels of education are not considerable. Any specific level of education is always associated with a higher effect in Eastern Europe as compared to the former Soviet Union. The effect of education is also found to be higher for females than for males. In the former Soviet Union, the positive effect of university and vocational education on employment is found to go down with age. Originality/value: This is the first study which compares effect of different types of education on probability of being employed on a diverse sample of 29 post-communist countries over the period of five years.

(1) Background: ADHD is recognized as one of the most common neurodevelopmental disorders. The worldwide prevalence of ADHD is estimated at 5.3%; however, estimates vary as a function of a number of factors, including diagnostic methods, age, sex and geographical location. A review of studies is needed to clarify the epidemiology of ADHD in Canada. (2) Methods: A search strategy was created in PubMed and adapted for MEDLINE and PsycINFO. Papers were included if they examined diagnosed ADHD prevalence and/or incidence rates in any region of Canada, age group and gender. A snowball technique was used to identify additional papers from reference lists, and experts in the field were consulted. (3) Results: Ten papers included in this review reported on prevalence, and one reported on incidence. One study provided an overall prevalence estimate across provinces for adults of 2.9%, and one study provided an overall estimate across five provinces for children and youth of 8.6%. Across age groups (1 to 24 years), incidence estimates ranged from 0.4% to 1.2%, depending on province. Estimates varied by age, gender, province, region and time. (4) Conclusions: The overall Canadian ADHD prevalence estimate is similar to worldwide estimates for adults. Most studies reported on prevalence rather than incidence. Differences in estimates across provinces may reflect the varying number of practitioners available to diagnose and prescribe medication for ADHD across provinces. To achieve a more comprehensive understanding of the epidemiology of ADHD in Canada, a study is needed that includes all provinces and territories, and that considers estimates in relation to age, gender, ethnicity, geographical region, socioeconomic status and access to mental healthcare coverage. Incidence rates need further examination to be determined. [ABSTRACT FROM AUTHOR]

Foreign bodies (FBs) in the nasal cavity are commonly encountered in otorhinolaryngology. This retrospective study was conducted between January 2009 and December 2020. The nasal FB frequencies were investigated according to age and sex. The type, shape, and location of the FBs, onset, and clinical features were obtained. In a total of 1228 cases, the average age was 3.9 ± 5.7 years. We found a higher incidence in patients 2–4 years old. The most frequent nasal FBs were beads (24.0%), toys/plastics (17.8%), and beans/corn (15.8%). However, there were some differences in the nasal FB types according to the age group. There was no difference in the location of the nasal FBs according to age group, but nasal FBs were found more frequently in the right nasal cavity in the 1–3-years-old groups. Most patients (97.5%) visited the hospital the same day when the nasal FB insertion was suspected, and most were asymptomatic. After the removal of the nasal FBs, most patients were free of complications. Of the nine cases involving button batteries, septal perforation was observed in two patients who visited the hospital one or two days after the FB insertion. There were specific age-based characteristics of the nasal FBs that may serve as a basis for specific precautions. [ABSTRACT FROM AUTHOR]

This paper reports findings from a 2-year Australian study that explored children's perceptions of the meaning and value of the arts, and accounts of their engagement in arts activities in school and youth arts settings. The research also aimed to develop data generation methods sensitive to the ways children communicate and make meaning. The 570 children who participated in the project ranged in age between 5 and 18 years. Different approaches to access children's perspectives were used with different age groups. This paper focuses on the youngest children in the study (ages 5-8) working in school settings, and the data generated with them through small group interviews and drawing elicitation techniques. Through the findings young children's accounts of their engagement in the arts in everyday life are heard. The paper also provides opportunity to explore the methodological challenges of undertaking research with young children that seeks to engage them as active participants in the investigative process.

Studies examined the potential use of VEs in teaching historical chronology to 127 children of primary school age (8-9 years). The use of passive fly-through VEs had been found, in an earlier study, to be disadvantageous with this age group when tested for their subsequent ability to place displayed sequential events in correct chronological order. All VEs in the present studies included active challenge, previously shown to enhance learning in older participants. Primary school children in the UK (all frequent computer users) were tested using UK historical materials, but no significant effect was found between three conditions (Paper, PowerPoint and VE) with minimal pre-training. However, excellent (error free) learning occurred when children were allowed greater exploration prior to training in the VE. In Ukraine, with children having much less computer familiarity, training in a VE (depicting Ukrainian history) produced better learning compared to PowerPoint, but no better than in a Paper condition. The results confirmed the benefit of using challenge in a VE with primary age children, but only with adequate prior familiarisation with the medium. Familiarity may reduce working memory load and increase children's spatial memory capacity for acquiring sequential temporal-spatial information from virtual displays. (Contains 7 figures.)

Purpose: The purpose of this paper is to examine the relationship between the development of learner autonomy and the application of Web 2.0 tools in the language classroom. Design/methodology/approach: The approach taken is that of qualitative action research within an explicit theoretical framework and the data were collected via surveys and through the analysis of learner diaries. Findings: Although the students were found to have high-level skills in relation to the use of Web 2.0 tools, it was also found that explicit teaching is needed to maximize the potential of these tools. Research limitations/implications: Future research in this area is needed to develop a stronger research base around the student use of Web 2.0 to enhance their learning of second languages. Practical implications: The paper highlights a need for teachers to engage in discussions with students around the use of Web 2.0 tools beyond the classroom and to model effective use of these within the classroom. Social implications: The paper seeks to explore the implications of the development of Web 2.0 skills by students and seeks to contribute to the current thinking around the use of social media by Generation Y (Gen-y) students. Originality/value: This paper will be of value to second-language teachers reflecting on the need to better equip students faced with the combination of vast amounts of online material with the rich potential of publishing through Web 2.0 tools.

This project reports exploration of the expectations of the students in my large public Midwestern university about learning processes and their teachers. Its objective was to help ground my own reflections on whether and how the pedagogical changes proposed to accommodate the Millennial generation are appropriate for my students and for me. Data were gathered through a survey (n = 204) based on the literature and specifically focusing on claims made about the Millennial generational group. I then sought to identify additional issues and to hear the students' own reflections on teaching and learning through three focus groups. Results indicated that some student responses to items reflecting generational characterizations were consistent with stereotypical claims, but some were not. This paper then presents my reflection about how results inform how I might proceed as I seek to support learning in my students.

Purpose: The purpose of this paper is to provide description and an analysis of two worlds colliding where real-world roles or ideas play out in a virtual dimension. Inhabited by digital natives, the virtual world in a learning organization is a journey back to the future of microworlds where the only limitation is one's imagination. Design/methodology/approach: In 1990, when computer technology flexs its range of useful possibilities, Senge envisions its practical application in a learning organization. He purports the use of computer simulations which he calls microworlds, as a virtual sandbox for learning. His vision, is expanded today, means virtual worlds that co-exist with the real world. Second life is an example of that virtual world. The possibilities for learning inherent in this virtual world seem limitless in a knowledge-driven, global society hungry for the next creative and innovative way of transforming the world, real or virtual. Findings: Digital natives are the drivers of change who will explore the brave new world of computer simulations. As simulations become more technologically infuse with artificial intelligence, its application for education and learning will broaden and expand. Unlike the static interface of a textbook, which shows limitations in content scope and delivery, this virtual world knows no limits in knowledge expansion. Validated course content, formal and informal knowledge contributions from peers and experts alike, networked knowledge coming from Web resources and the internet enrich the learner's ability beyond measure to experience the world and know it better and more intimately. Practical implications: The emergent technology of virtual worlds utilizing simulations of real life work situations is a throwback to the microworlds of yesterday. They are ideal for conducting thought experiments that deepen with experiential understanding. This technology-mediated form of learning affords the opportunity to experience the results of an action which may take a lifetime to learn in real time. This virtual world allows decision-making but eliminates the risks of serious, unintended consequences. It is a wonderful resource for living vicariously experiences which are unavailable or unlikely in the real world. Originality/value: Virtual simulations are useful for learning concepts, ideas, and assumptions that are difficult to perform or test in the physical dimension. Digital natives, people who were born in the 1980s, explore Second Life, and the paper discusses the value of this virtual world.

After a brief introduction to the topic the paper first gives an overview of Kilivila landscape terms and then presents the inventory of names for villages, wells, island points, reef-channels and gardens on Kaile'una Island, one of the Trobriand Islands in the Milne Bay Province of Papua New Guinea. The data on the meaning of the place names presented were gathered in 2004 with six male consultants (between the age of 36 and 64 years) living in the village Tauwema on Kaile'una Island. Thus, the list of place names is quite possibly not the complete sample, but it is reasonably representative of the types of Kilivila place names. After discussing the meaning of these terms the paper presents a first attempt to typologically classify and categorize the place names. The paper ends with a critical discussion of the landscape terms and the proposed typology for place names. (Contains 8 figures and 1 table.)

In an effort to assist a newly appointed Public Relations Officer to determine the most effective way to promote the institution to college-bound Generation Y African-Americans we offered to conduct a survey research of our current students. The results were very revealing and have been used successfully to increase enrollment to historically high rates in the past two years. This paper is an attempt to share the research methodology and the revealing results. It recounts the research objectives, methodology including data collection and analysis and the results.

The paper analyses the Romanian wine consumer behaviour and expectations in 2021, based on a questionnaire administered online to a representative number of people, including 166 men and 97 women. The analysis is taking into account the gender, age groups and income groups, to point out the segments of consumers who are more interested in wine consumption and to find the most appropriate ways to stay informed and engaged, as well as offer some additional informal education. Evaluated aspects included the wine consumption frequency as a part of the diet, the preference for certain types of wines, the self-assessment of the level of basic knowledge of viticulture and winemaking and the interest to participate to organized wine events. The main findings show that 40.6% of the men and 18.6% of the women drink wine several times a week, most of those drinking wine several times a week being men in the age group of 40-49 years old (23.5%) and with a monthly income of over 5,000 RON. Also, it was observed that men tend to prefer dry red wines, dry white wines, semi-dry whites and semi-dry reds, while the women tend to favour sparkling wines, semi-dry rose wines, semi-dry aromatic wines, dry red wines and sweet white wines. Compared to women, men tend to be more confident around wine, especially those having faculty or master degrees declaring that they have average to above average knowledge on viticultural and winemaking practices. People interested and very willing to participate at wine events are men aged 40-49 and women aged 30-49. The study shows the particularities of the Romanian wine consumers, with implications for the wine market and event organisation. [ABSTRACT FROM AUTHOR]

This paper presents three initiatives designed to advance undergraduate learning outcomes by enhancing student engagement through active, reality-based learning. The Team Challenge, Management Consultant Simulation, and Bookstore Adventure are described. This paper continues a stream of research conducted by its author in recent years to identify, implement, and assess contemporary pedagogy that would facilitate learning for today's primarily Generation Y college students. That research has consistently found the effectiveness of modalities designed to actively engage students in their learning, and to incorporate experiences and vehicles students frequent and value in the totality of their lives. Such modalities, then, have three core attributes: the learning is active, experiential, and empathetic. These findings and resulting initiatives are particularly relevant and timely at the School of Business at Ramapo College, which is preparing to enter candidacy for AACSB accreditation. (Contains 10 figures and 19 endnotes.)

This paper examines the grammar of schooling and educational innovations that were being promulgated transnationally in the 1920s and 1930s. First, the paper explores how some elements of the grammar of schooling such as age grading, year-long courses of study and annual employment contracts for teachers were mediated by local circumstances in Newfoundland. Then it identifies progressive ideas that were being promoted by the Department of Education and discusses ways in which they were negotiated at the local level. The main argument is that, local conditions notwithstanding, Newfoundland administrators portrayed transient teachers and students as the chief impediments to the institutionalization of both the grammar of schooling and progressivism in the interwar years.

The vast majority of public employees--including teachers--are enrolled in defined-benefit pension plans. These plans are usually the product of state legislation that determines eligibility, benefit formulas, employer and employee contributions, and how payments will be calculated when an employee retires or leaves the system. Once an employee has become vested in a pension plan, they are guaranteed retirement income based on that formula. Teacher pension systems pose two challenges for K-12 schooling. The first are the temptations of "irresponsible fiscal stewardship." The second challenge is that pension arrangements "hinder efforts to boost teacher quality" by making it more difficult to attract talent in the contemporary labor market. Fiscal crisis and the alignment of the political stars have helped some states and localities to address the first challenge, yielding more sustainable benefit levels. However, reforms have done little to rationalize these systems for a changing labor market. Addressing the pension challenge is not merely a matter of technical patches; it is a question of politics. In this article, the authors discuss the politics and the false promise of public pensions and present a story which illustrates that it is only when the gloom of crisis finally descends that public officials muster the will to address the mismatch between promises and resources. They describe four simple truths that characterize public pension politics and offer three tacks that pension reformers might take in the political landscape.

This paper gives an overview of the work of the recent independent Inquiry into the Future for Lifelong Learning in the UK. The author first outlines the range of the Inquiry, to give an idea of the overall context; this includes its application in each of the regions within the UK ( England, Scotland, Wales and Northern Ireland.). He turns then to two sets of theoretical frameworks which underpin the report: the interlinked notions of human, social and identity capital; and, more originally, the four-stage model of the lifecourse. He outlines the way in which resources are allocated across the different stages. He then discusses the notion of intergenerational solidarity, by considering the types of transfers which run between generations. The sections provide only a selection of insights; for a fuller account readers are referred to the main report of the Inquiry, "Learning Through Life". (Contains 5 footnotes and 2 figures.)

The Millennial Generation (born [asymptotically equivalent to]1982-2002) is now well represented in the university setting. This cohort has its own unique expectations that are in many ways aligned with constructivist propositions of learning. These Millennial expectations will likely necessitate changes in instructional approaches used in the university environment. This paper considers such changes that were made in a six-hour secondary education course, which serves as the methods and assessment course that all students, regardless of academic major, complete in one university's secondary education program. By applying constructivist propositions and by considering Millennial Generation expectations, several revisions to this six-hour course were implemented.

This paper explores the language views and practices of postgraduate student-teachers attending a distance-learning Master's Programme of a Greek University, entitled "Language Education for Refugees and Migrants" (LRM). Teachers and professionals working with language learners in linguistically diverse contexts make up an interesting research sample in order to explore their perceptions and practices concerning bi/multilingualism and language learning. The study was conducted through an open-ended questionnaire, delivered and completed electronically by the student-teachers of two modules of the Programme (LRM 53: Language teaching for adult refugees and migrants and LRM54: Language teaching for children with refugee and migrant background) and included open-ended questions regarding their profile, their perceptions towards bi/multilingualism and translanguaging, language use in the school context, the first language and its relation to second language learning. Taking into account the students' sample profile, the data can provide insights into the ways student-teachers view and deal with language diversity in their classrooms. Issues of attitudes and practices towards multilingualism and language teaching are discussed in relation to students-teachers' professional development/education. Also, through comparisons between the two groups of students of the modules, the results are expected to explore some common ground assumptions on the differences between language teaching for children and adults (in the refugee context) but also potential nuances and elements of distinctiveness in the two areas.

As a new generation of learners enters higher education classrooms, effective teaching strategies must adapt to match their learning styles. This research explored student and teacher perceptions of effectiveness of teaching methods, with particular comparison between techniques emphasizing community versus individual learning. Fifteen psychology teachers and 120 undergraduate students rated how interesting and effective they found 17 pedagogical techniques ranging from lecture to simulation gaming. Results suggested that students perceived techniques that connected them to the classroom community, such as discussion and sharing stories from teachers' and students' lives, as more effective than did teachers. Teachers gave higher effectiveness ratings to techniques emphasizing individual learning, such as papers and quizzes. Findings suggest that teachers may want to spend more time on activities that build connections between students and linking academic material to students' lives.

With the continuous development and progress of society, age estimation based on deep learning has gradually become a key link in human-computer interaction. Widely combined with other fields of application, this paper performs a gradient division of human fall behavior according to the age estimation of the human body, a complete priority detection of the key population, and a phased single aggregation backbone network VoVNetv4 was proposed for feature extraction. At the same time, the regional single aggregation module ROSA module was constructed to encapsulate the feature module regionally. The adaptive stage module was used for feature smoothing. Consistent predictions for each task were made using the CORAL framework as a classifier and tasks were divided in binary. At the same time, a gradient two-node fall detection framework combined with age estimation was designed. The detection was divided into a primary node and a secondary node. In the first-level node, the age estimation algorithm based on VoVNetv4 was used to classify the population of different age groups. A face tracking algorithm was constructed by combining the key point matrices of humans, and the body processed by OpenPose with the central coordinates of the human face. In the secondary node, human age gradient information was used to detect human falls based on the AT-MLP model. The experimental results show that compared with Resnet-34, the MAE value of the proposed method decreased by 0.41. Compared with curriculum learning and the CORAL-CNN method, MAE value decreased by 0.17 relative to the RMSE value. Compared with other methods, the method in this paper was significantly lower, with a biggest drop of 0.51. [ABSTRACT FROM AUTHOR]

Copyright of Conservation Biology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This paper aims to assess the economic impact of uniform COVID-controlling policies that were implemented by the US government in 2020 and compare it with hypothetical targeted policies that consider the heterogenous effect of COVID-19 on different age groups. Design/methodology/approach: The author began by showing that the adjusted SEQIHR model is a good fit to the US COVID-induced daily death data in that it can capture the nonlinearities of the data very well. Then, he used this model with extra parameters to evaluate the economic effects of COVID-19 through its impact on the job market. Findings: The results show that targeted COVID-controlling policies could reduce the US death rate and GDP loss to 0.03% and 2%, respectively. By comparing these results with uniform COVID-controlling policies, which led to a 0.1% death rate and 3.5% GDP loss, we could conclude that the death rate reduction is 0.07%. Approximately 378,000 Americans died because of COVID-19 during 2020, therefore, reducing the death rate to 0.03% means saving a significant proportion of the COVID-19 casualties, around 280,000 lives. Originality/value: To the best of the author's knowledge, this paper is the first study to assess the economic impacts of COVID-controlling policies by using the multirisk SEQIHR model. [ABSTRACT FROM AUTHOR]

In the wake of the Covid-19 pandemic, many research projects were forced to adapt their design and conduct interviews online. This paper discusses the benefits and challenges of using online focus groups with participants representing different generations and cultural and social backgrounds. Based on the researchers' experiences and field notes from a three-country comparative project, aiming at analysing the extent to which previous experience of state surveillance impacted attitudes to commercial monitoring and tracking of online behaviour among two generational cohorts, the paper identifies seven aspects where the move from offline to online interviewing interfered with the original research design. The paper suggests that most of these interferences resulted in a need to adjust the methodology to better fit the online setting. We reflect critically upon the issues of technological preconditions and digital skills, recruitment, group size, degrees of previous acquaintance, the role of the interviewer, participants' household status and media environment, and ethical considerations concerning privacy and data management. Based on these methodological insights, we conclude that future online focus group research would benefit from using smaller groups and adjusted moderation, flexibility in interviewing tools and channels, and new, online-specific ethical considerations when planning, executing, and analysing interviews. The paper advocates the complementarity between in-person and online focus groups as two modalities of data collection and argues for the normalization of hybrid methods. [ABSTRACT FROM AUTHOR]

Copyright of Al-Adab / Al-ādāb is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)