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In this paper, we provide a practical example of how ethnographic insight is obtained in the field. In so doing, we demonstrate multiple ways in which ethnographic approaches can be adapted during on-going research processes to develop rich and multiple emic/etic perspectives.

This paper is based upon the first author’s reflective experience of undertaking ethnographic field work. The discussion draws from a multi-method, longitudinal and adaptive ethnographic research design, which aimed to capture the process of new family identity formation in Sri Lanka.

Existing research gives us excellent insight into various methods used in contemporary ethnographic research and the kinds of insight generated by these methods. With few exceptions, these studies do not give significant insight into the specifics of the ethnographic research process and the adaption practice. Thus, we provide a practical example of how ethnographic insight is obtained in the research field.

Our discussion elaborates the ways in which we integrated multiple research methods such as participant observations, semi-structured in-depth interviews, informal sessions, Facebook interactions, adaptations of performative exercises and elicitation methods to overcome complexities in cultural, mundane and personal consumption meanings. We also discuss how closer friendships with informants emerged as a consequence of the ethnographic research adaption practice and how this influenced trust and confidence in researcher-informant relationship, presenting us with a privileged access to their everyday and personal lives.

This study offers an in-depth examination of Google Bard, an advanced artificial intelligence chatbot created by Google, focusing specifically on its potential impact on academic research. This discussion aims to comprehensively explore the features of Google Bard, highlighting its capabilities in data management, facilitating collaborative discussions, and enhancing accessibility to complex research. In addition to the aforementioned positive characteristics, we will also delve into the limitations and ethical considerations associated with this innovative device. The functionality of the system is constrained by the limitations imposed by its pre-established algorithms and training data. In addition, there are significant concerns regarding data privacy, potential biases in its responses stemming from its training data, and the wider societal implications associated with a heavy reliance on machine-generated content. Ensuring responsible and ethical utilization of Bard necessitates Google's provision of transparent communication regarding its development process. In light of the prominent functionalities demonstrated by Google Bard, it is imperative for researchers to engage in a rigorous examination of the information it presents, thereby safeguarding against the inadvertent propagation of misinformation or biased viewpoints. This will lay the groundwork for its effective integration into the academic research methodology.

In social theory, emergence is the process of novelty (1) creation, (2) growth, and (3) formation into a recognizable social object, process, or structure. Emergence is recognized as important for the existence of novel features of society such as new organizations, new practices, or new relations between actors. In this introduction to the volume on emergence, we introduce a framework for examining emergence processes and theories that have been applied or can be applied to each of the three stages. We also review each volume chapter and discuss their relation to each other. Finally, we make suggestions on the future of research on social emergence processes.

The population of internationally forcibly displaced people, which includes refugees and asylum seekers, is large and heterogeneous. To determine the varying reasons for and experiences during the migration journey, including exposure to violence and health- and integration-related needs, there is an urgent need to involve children with refugee backgrounds in research and development activities. This chapter describes a model for the child participatory approach developed at Barnafrid, a national competence centre on violence against children at Linköping University in Sweden. The model has been tested in the Long Journey to Shelter study, which investigated exposure to violence and its consequences on mental health and functional ability among forcibly displaced children and young adults. As part of this project, we conducted workshops with children (n = 36, aged 13–18 years) to design a questionnaire on exposure to community violence in the country of resettlement. Experiences recounted during the child participatory workshops indicated no problems involving newly arrived children with refugee backgrounds and Swedish-born adolescents in research activities. However, attention should be paid to proper preparatory work and the need for adjustments. We discuss the results in light of other studies on refugee child participation, the United Nations Convention on the Rights of a Child and diversity considerations.

In this chapter, an exploratory analysis of the problematic sexual behaviours committed by elderly men against female minors is presented. Drawing from life-course theoretical perspectives on later life offending, this study examined the criminal history, sexual attraction towards the underage, perceived vulnerability of the juvenile, relationship with the girl-child prior to the abuse, and violence and sexually abusive tactics of the older offenders. Qualitative data were collected from 19 child sexual offenders in Lagos state prisons that were 60 years and above at the time they committed the offence, and a thematic analysis of the narratives was carried out. Findings indicate elderly offenders were attracted to female juveniles due to their perceived ‘innocence’, ‘commitment to relationship’, ‘sincerity’ and ‘youthfulness’, which suggest considerable level of rationality in their selection of victims. Offenders were found to use physical force and violence to subdue their victims, while threats, gifts and appeal were used to prevent victims from reporting. These findings have important practical and policy implications if the scourge of child sexual abuse is to be addressed in the country.

Anecdotal evidence indicates that one of the more difficult issues faced by accounting students is the understanding and preparation of the statement of cash flows (SCF). This study investigates the impact of different instruction methods for covering the statement on student learning outcomes. Currently, two prominent intermediate-level financial accounting texts cover the SCF primarily in one end-of-text chapter, a massed presentation. The current study argues that the SCF is a topic that is cross-sectional in nature, and is applicable to the textbook material on the accounting transactions that are spread throughout the texts. In accordance with the spacing effect (Dempster, 1988), instruction of SCF material across the major recognition and measurement topic chapters, a spaced presentation format, potentially yields enhanced learning outcomes in comparison to the massed presentation.

Across three semesters of an intermediate-level financial accounting course, the SCF delivery format and coverage were varied in a 1 × 3 between-subjects experiment. The subjects completed an indirect-method SCF preparation task, which I analyzed across the three conditions.

Students learning the SCF presentation of intermediate-level transactions in a spaced presentation earned higher scores on the task compared to those learning the material in a massed format. Furthermore, the students exposed to the massed presentation performed no better than those not instructed on the material.

I base my findings on the results of one assessment of the SCF in one course. Future research should consider various tasks related to the SCF at different course levels and across a variety of instructional techniques.

The results imply that changes to the delivery of SCF material could potentially produce benefits to student learning.