Semi-Structured Interviews. Ideally this would occur once sufficient rapport has been established with members. The goal will be to draw as representative a sample of gang members as possible, around such parameters as core/peripheral membership, ethnicity, and gender. Audio tape in-depth interviews if this is possible. Begin with a semi-structured interview guide drawn from the topics outlined below, but allow for shifts in topics driven by the interviewee, as this may yield important unforeseen information. At the inception of fieldwork, you may want to do some informal interviews with participants to assist in developing a framework for asking questions in the more formalized semi-structured interview. If, upon preliminary analyses of initial interviews, some topics have not received sufficient coverage, or important topics emerge that were not examined systematically, plan to complete follow-up interviews, where possible, with previous interviewees, and revise the interview guide for subsequent interviews to ensure topical coverage.
Semi-Structured Interviews. Prior efforts to identify TCPs have demonstrated the value of ethnographic interviews in general (Xxxxxxx and Xxxxxxx 1993, Xxxxxx 1993:47-48) and semi-structured interviews in particular (Xxxxxxxx et. al. 2015:252). Xxxxxx (1993:1) emphasizes that, “It is important to try to understand traditional places through the eyes of those who value them.” Semi-structured interviews provide a means of documenting these indigenous, emic perspectives. Xxxxxx (1998) highlights the utility of semi-structured interviews, which rely on pre-formulated questions, but allow for both open-ended answers and spontaneous follow up questions. Free Listing Tasks Researchers will utilize two free listing tasks to solicit place names and identify culturally relevant wild plants. In a free listing exercise, consultants are provided with a sheet of paper and asked to list items that fall into a specified category. Respondents are typically given ten to fifteen minutes to complete the task. Following the completion of the task, respondents are interviewed regarding each entry on their list. Xxxxxxx and Xxxxxx (2002), Xxxxxx (1998), and Xxxxxx and Xxxxxx (1988) cite the utility of free listing as a tool for defining cultural domains and their most salient elements. The PI has previously utilized free listing exercises in research funded by the National Science Foundation. Xxxxxxxx et. al. (2015:254) note that the identification of toponyms or place names can aid in the identification of TCPs. Scholars have long recognized that cultural knowledge may be encoded in place names (Basso 1996; Xxxxxxx 2010; Othole and Anyon 1993:44). For example, Yankton place names frequently identify locales associated with specific subsistence activities (Xxxxxx 1972). Places where plants are gathered for subsistence, ceremonies, or craft production may constitute potential TCPs (King 2003:139; XxXxxxx and Xxxxxxxx 2015; Xxxxxx 1993:1). Hence, the decision to investigate tribal ethnobotanical knowledge. While the researchers will have identified some place names and wild plants in the course of the literature review and archival research, adopting an inductive approach will allow them to identify additional toponyms and species. Stage 4 - Place-Based Interviews and Participatory GIS Mapping Having identified potential TCPs during the preceding interviews, researchers and community consultants will conduct field visits to these places. Previous efforts to identify TCPs have established the importance of “p...
Semi-Structured Interviews. Members of Grantee orgs. • Members of orgs. that were not awarded a grant • Grantee Representatives • Implementation Staff Direct Observation • Grantee Project Sites Document Review • Project Reports EQ #4: How and to what extent was the facility as a whole implemented as planned? Facility Implementation Effectiveness and Efficiency Name of Survey Quantitative or Qualitative Sampling Sample Size Number of Rounds Exposure Period (Months) Expected Dates for Primary Data Collections KII Qualitative Pre-post TBD 2 rounds TBD Interim survey: 2022 Endline Survey: 2026 Focus Groups and Interviews Qualitative XXX XXX 2 rounds TBD Interim Survey (2022) Endline survey: 2026 IMPLEMENTATION AND MANAGEMENT OF M&E Responsibilities MCA-N M&E Unit The MCA-N M&E Unit is part of the MCA Management Team, and is composed of an M&E Director who has the key responsibility of leading and managing all M&E and economic activities and M&E and Economic Analysis Officers who support the M&E Director in performing the M&E activities. Additionally, the M&E Unit hires short-term support on an as- needed basis. The M&E Unit carries out, or hires contractors to complete the following and other related activities: • Direct implementation of all activities laid out in the M&E Plan and ensure all requirements of the M&E Plan are met by MCA-N and reporting entities; • Ensure that the M&E Plan is modified and updated as improved information becomes available; • Oversee development and execution of an M&E system (including data-collection, data analysis and reporting systems) integrated with the MCC Management Information System (MCC MIS); • Elaborate and document M&E Policies, Procedures and Processes in an M&E Manual or other format, to be used by all MCA-N staff and project implementers; • Communicate the M&E Plan and explain the M&E system to all key stakeholders involved in the Compact, particularly project implementers, to ensure a common understanding by all. This could take the form of orientation and capacity building sessions or ongoing coordination efforts, and could focus on issues such as: o Explaining indicator definitions, data collection methods, and timing/frequency of data collection and reporting, o Data quality controls and verification procedures, o Evaluation questions and methodology, etc.; • Develop and use a documentation system to ensure that key M&E actions, processes and deliverables are systematically recorded. This may be accomplished either as part of the M&E i...
Semi-Structured Interviews. Although the aim of the Delphi survey was to achieve consensus on the activities and interventions most important as perceived by a panel of experts when caring for children in A&E Departments, it doesn’t provide any context for why the chosen activities and interventions were deemed important by the panelists (Xxxxxx et al 2001). Semi-structured interviews were conducted after the Delphi survey to provide information that could provide details and context for the Delphi results, provide information on why identified activities and interventions might be seen as important and allow confirmation of Delphi results from other key stakeholders or identification of disparities among different groups. Xxxxxx & Xxxxx (2010) suggest that using qualitative research methods to complement the findings from questionnaires has many strengths and weaknesses. Whereas, questionnaires have been described as an objective tool for data collection, results from using such a tool can be threatened by poor questionnaire design, sampling error, biased design or misinterpretation of results (Xxxxxxxxx 1992). Similarly, while interviews allow for greater clarity and opportunity for participants to explain their perspectives using their own terminology, the researcher can also manipulate responses by the manner in which questions are asked. Nonetheless, despite both methods having weaknesses, they can both aid in obtaining direct responses from research participants with respect to their understanding, experience and beliefs. The aim therefore of using semi-structured interviews was to investigate the ‘insider perspective’ of A&E care for children, whilst explaining the quantitative results in more depth (Xxxxxxxx 2015). The use of semi-structured interviews gave clinicians deemed ‘non-experts’ the opportunity to share their personal and subjective view of A&E experiences for themselves and not necessarily an overview of common issues affecting emergency care of children and families that those ‘expert’ panel would have by being involved in the organisations from which they were drawn. An interview schedule was developed for both RNs (Appendix 12) and parents/carers (Appendix 13) using open-ended questions and this guided the interviews (Xxxxxxx & Xxxxxxx 1995, Xxxxx 1996, Xxxxx 2012). Semi-structured interviews were selected as although they have a structure to focus on the research objectives, they also allowed the researcher the opportunity to explore issues beyond that structur...
