Ethnographic Interview My name is Alex, I come from Como, Italy. It's right on the border with Switzerland, near Milan. I speak Italian, German, English and some French. I have lived in the U.S. For two years now. My family is still back in Italy. I'm the only one over here. I moved here because this is where my wife lives. We used to work for the same company in Singapore, and

They treasure what they have been lost since becoming destitute and homeless. On the opposite, American removes coming forward mostly. They yearn native land is actually for the memories about childhood which has gone forever. At the same time, the future is waiting for them in a broad space faraway." (Bai, 2007) V. DIFFERENCES in EDUCATION The work of Price and Briley (1999) entitled: "Culture, Education and Cognition: A Review and

This will protect not only the privacy of the individuals involved, but also their safety. Conclusion There are a variety of options I can consider in terms of entering and studying a prison population. In addition to entering the prison population itself, I would also consider the roles and interactions of the guards, head warden, nurses, visitors, lawyers, and priests where applicable. In terms of prison officials, the nature of my

interview techniques. DiCocco and Crabtree (2006) discuss different interview strategies. One is the unstructured interview, a technique that originates in anthropology study. This technique is used when the type of information to be gathered is not known, or is only loosely-defined, because the technique is open-ended. Eliciting insights is a key objective of this type of interview. A second interview strategy is the semi-structured interview. In this technique, the interviewer

He began to speak less formally, weaving his previously formulated questions into something that resembled a conversation. This led his interviewees to speak more candidly and with more self-reflection, moving beyond their celebrity images. Chirban's interactive interviewing required more empathy and listening skills on his part, but the trust that it established enabled him to enter the interviewee's world. The new relationship also allowed interviewees to reflect on their

ethnographic examination of how guidance teachers make sense of their caring abilities on the job. Also, it looks at the counseling services they offer to students. The findings illustrate the influence of Chinese (particularly Confucian) culture the in Hong Kong schools. Implications for promoting culturally responsive approaches to counseling and culturally competent practices for helping are discussed. The important 1990s government initiative to implement a whole school approach to guidance