Academic literature on the topic 'Collaboration critical research'
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Journal articles on the topic "Collaboration critical research"
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Fisher, N. I., and A. J. Peacock. "What Collaborators Want: Planning, Monitoring and Evaluating Research Collaborations." Journal of Creating Value 3, no. 1 (April 13, 2017): 93–103. http://dx.doi.org/10.1177/2394964316684399.
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This article describes an approach to planning, monitoring and evaluating research collaborations based on a structured approach to eliciting and measuring the value that each partner seeks to derive from the collaboration. During the phase of formulating the collaborative arrangements, the process can bring clarity to the initial expectations of each partner and so, possibly avoid prospective difficulties from the outset. During the course of the collaboration, it provides a means of assessing where improvements in the relationship might be needed. And at the end of the project, it provides a basis for assessing what has worked well, and what might need to be considered carefully in a future collaboration. The process also provides a basis for benchmarking collaborative ventures, based on ratings associated with the critical drivers of successful partnerships. Part of the process is studied in the context of the formation of a collaboration relating to cyber security research.
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Nurcahyo, Rahmat, and Prawira Adi Putra. "Critical Factors in Indonesia’s E-Commerce Collaboration." Journal of Theoretical and Applied Electronic Commerce Research 16, no. 6 (September 18, 2021): 2458–69. http://dx.doi.org/10.3390/jtaer16060135.
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Indonesia’s e-commerce development, with growth forecast of up to USD 300 billion by 2020, encourages many e-commerce companies to create new value in their products/services. Opportunities for e-commerce start-up collaboration programs increase the opportunities for e-commerce to grow. In e-commerce, decision-making for collaborations tends to be intuitive, centralized, and does not use strategic management tools. This study aims to identify critical factors as the main consideration in collaborative decision-making between e-commerce companies and partners. The study was conducted by developing a questionnaire for decision-makers in e-commerce collaborations. The study used the TOE framework, AHP, and TOPSIS methods. As part of the research’s object, the payment method was chosen for an e-commerce company collaborative program. Based on the criteria identified against the existing framework, there are 11 critical factors. The top three criteria are (1) networks and cooperation, (2) management commitment, and (3) knowledge and expertise in digital business. Based on the TOE framework, the main priority is the provision of e-wallet payment methods, which can be done by adding service providers. While research is limited as to the factors’ priority, future studies are suggested to select other collaborative programs or develop a collaborative strategy framework.
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Kovanen, Sunna. "Social entrepreneurship as a collaborative practice: Literature review and research agenda." Journal of Entrepreneurship, Management and Innovation 17, no. 1 (2021): 97–128. http://dx.doi.org/10.7341/20211713.
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Purpose: The aim of this article is, firstly, to explore and structure the emerging research on collaboration in social entrepreneurship, and secondly to tackle the identified gaps in the literature with a research agenda based on the communities and networks of practice theory. Methodology: The article relies on a systematic literature review, which summarizes the existing evidence base and critically evaluates major theoretical approaches. The analytical focus is on ambiguity and scales of collaboration. Findings: Three main research strands have been identified: first, community and public sector collaboration focusing on the participatory initiation of services by local communities; second, collaboration for resources and employment focusing on power relations between established organizations; and third, network- and micro-level collaboration focusing on collaborative governance of complex networks. A vaguely contextualized and non-critical approach to social entrepreneurship remains prominent; however, recent studies on community and network collaboration present nuanced approaches to scalarity and ambiguity. Implications for theory and practice: Existing research could benefit from explicit and broader theorization of collaboration, the analysis of ambiguous experiences and contexts and attending to the interplay between daily practices and larger-scale institutional change. The paper presents a compiled reference base and gives directions about future research and practice re-thinking social enterprise as a collaborative endeavor. Originality and value: The article contributes to social entrepreneurship studies by structuring the field and enhancing critical theory on the topic.
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Magalhães, Maria Cecília Camargo, and Sueli Salles Fidalgo. "Critical collaborative research: focus on the meaning of collaboration and on mediational tools." Revista Brasileira de Linguística Aplicada 10, no. 3 (2010): 773–97. http://dx.doi.org/10.1590/s1984-63982010000300014.
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This text aims at discussing the concept of collaboration based on Applied Linguistics (MAGALHÃES, 1990, 1994, 2007) and on a socio-culturalhistorical perspective - SCHAT (VYGOTSKY, 1934, LEONTIEV, 1977). Situated within a critical framework, collaboration is first focused from its methodological viewpoint, and later by its socio-historical and political empowering characteristics. The text shows examples from four different historical moments of the construction of the concept of collaboration.
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Alibali, Martha W., and Eric J. Knuth. "Bridging psychology and mathematics education: Reflections on boundary crossing." Journal of Numerical Cognition 4, no. 1 (June 7, 2018): 09–18. http://dx.doi.org/10.5964/jnc.v4i1.111.
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Collaborations between psychology and mathematics education have the potential to yield progress on critical questions about the teaching and learning of mathematics. In this paper, we describe our experience of collaborating at this boundary. We have found that collaboration has many benefits: it strengthens the research, it is professionally enriching, and it brings novel perspectives to disciplinary communities. However, collaboration is also challenging, because different views about the nature of knowledge and the aims of inquiry can be difficult to bridge. Collaboration can also raise difficult questions about professional identity. We consider several factors that are critical to success in interdisciplinary collaboration, including methodological openness, a broad view of what constitutes “basic” and “applied” research, and an appreciation for diverse perspectives and varying levels of analysis. We close by offering some advice for others who wish to collaborate at the boundary of psychology and mathematics education.
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Levac, Leah, Kate Parizeau, Jeji Varghese, Mavis Morton, Elizabeth Jackson, and Linda Hawkins. "Towards a Framework for Building Community-University Resilience Research Agendas." Social Sciences 7, no. 12 (December 8, 2018): 260. http://dx.doi.org/10.3390/socsci7120260.
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In this paper, we ask: “How can we scope multiyear, multiscalar community–university collaborations that draw on the university’s diverse resources and contribute to community resilience”? We approach this question by presenting the development and application of the Advancing Collaborative Transdisciplinary Scholarship Framework (the “ACTS Framework”) which we argue has been successful at helping us better understand, foster, and work towards communities’ resilience. The ACTS Framework, informed by our collective expertise in critical community-engaged scholarship (CES) and community resilience, contributes to knowledge and practice in critical CES, in particular by providing guidance for scoping and sustaining complex community–university collaborations. The structured yet iterative process involved in the framework development and application affirms and extends the work of other scholars interested in the links between CES and community resilience. Our contributions offer two other important practices—centring community concerns and facilitating cross-project collaboration—to critical CES knowledge and practice and highlight two promising practices of linking structures that facilitate community–university collaborations—specifically, a well-organized institutional memory and holding and bridging relationships.
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Henshaw, Erin. "Research Collaboration Benefits Everyone." Journal of Obstetric, Gynecologic & Neonatal Nursing 42, no. 4 (July 2013): 403. http://dx.doi.org/10.1111/1552-6909.12227.
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Burns, Karen E. A., Shujun Diana Yan, Kevin Thorpe, Zahra Bhimani, and John C. Marshall. "Three Decades of Collaboration in Critical Care Research." American Journal of Respiratory and Critical Care Medicine 201, no. 7 (April 1, 2020): 872–75. http://dx.doi.org/10.1164/rccm.202001-0098le.
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Jackson, Peter. "Commercial Collaboration and Critical Engagement in Food Research." Gastronomica 15, no. 3 (2015): 28–32. http://dx.doi.org/10.1525/gfc.2015.15.3.28.
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This series of essays addresses some of the challenges that arise when academics engage in research and other forms of collaboration with food businesses. Assessing what is at stake at the interface between academia and industry, the essays explore the practical, methodological, theoretical, and ethical challenges involved when food researchers engage with commercial partners, assessing whether they risk undermining academic independence and whose interests they serve. This introductory essay is followed by four case studies from the United Kingdom and Portugal, raising questions about why these issues have emerged more sharply in Europe than elsewhere. The essays are followed by a series of commentaries from different perspectives, opening up a debate with which we hope other readers will engage.
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Arinze, Bay. "E-Research Collaboration in Academia and Industry." International Journal of e-Collaboration 8, no. 2 (April 2012): 1–13. http://dx.doi.org/10.4018/jec.2012040101.
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E-Collaboration has come of age in the last decade, with industry and academia using the latest web-based collaborative software to bring together groups of workers to work on common tasks. Research is a $370 billion industry in the United States and is conducted in every sector of the economy. It has collaboration at its core. Most innovations result from collaborative efforts between groups of workers who are often geographically dispersed. Academic leaders now seek the synergies that result from collaboration between their research faculty and others. Web 2.0-based research portals have emerged that allow knowledge sharing and lowering of social barriers between researchers. Another important development is cloud computing, which has dramatically reduced computing costs for organizations. These tools allow researchers in both industry and academia to extend their range and reach, gain synergies between dispersed groups, and increase research efficiency and effectiveness. This paper examines the use of e-research collaboration tools in industry and academia. It describes a framework that matches an organization’s e-research collaboration needs to e-research collaboration solutions across several critical dimensions. The proposed framework will help to improve the understanding of available options for e-collaboration infrastructures, particularly in the sub-area of e-research. It will also help to identify the fit between these infrastructures and organizational e-research collaboration needs.
Dissertations / Theses on the topic "Collaboration critical research"
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Loe, David R. "Teacher Transformation and Critical Collegiality in Online Learning Environments." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271295100.
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Tolentino, Eneida Gomes. "O educador e o brincar: reflexões sob a perspectiva sócio-histórico-cultural." Universidade Federal de Juiz de Fora, 2015. https://repositorio.ufjf.br/jspui/handle/ufjf/191.
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Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-11T17:11:05Z
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
A pesquisa “O educador e o brincar: reflexões sob a perspectiva sócio-histórico-cultural” se insere na linha de Linguagem, Conhecimento e Formação de Professores do Programa de Pós-Graduação em Educação da Universidade Federal de Juiz de Fora/UFJF – Minas Gerais, propondo-se a investigar sobre processos de mediação constituídos pelos educadores nos momentos de brincadeira. O que motivou tal pesquisa foi o desejo de compreender as possibilidades de mediação dos educadores no contexto da brincadeira, tendo por objetivos: compreender se os brinquedos e artefatos são considerados por estes como possibilidades de mediação nos momentos de brincadeiras e fomentar a reflexão sobre o significado do ato de mediar. Fundamentada na perspectiva sócio-histórico-cultural, tem como aporte teórico as contribuições de Leontiev, Lúria e Vigotski. O desenvolvimento metodológico foi pautado na Pesquisa Crítica de Colaboração (MAGALHÃES, 2010), em que, num movimento colaborativo, por meio de atividades coletivas de reflexão, pesquisador e colaboradores puderam compartilhar e (re) construir significados que possibilitaram outras compreensões sobre os fazeres pedagógicos. Tais reflexões foram fomentadas em dois momentos, a saber, uma entrevista dialógica, na qual compartilhamos saberes que fundamentam nossos fazeres; e uma sessão reflexiva, com a proposta de análise coletiva e colaborativa de situações cotidianas de brincadeiras. As transcrições resultantes desses momentos de reflexão foram analisadas de forma argumentativa com base nas categorias da Nova Retórica de Perelman e permitiram compreender que por meio das atividades reflexivas, em colaboração, foi possível compartilhar ideias que reverberou em um movimento de mudança.
The research "The teacher and playing: reflections on the socio-cultural-historical perspective" is included in Language, Knowledge and Training Teachers line of the Education Graduate Program of the Federal University of Juiz de Fora / UFJF - Minas Gerais, proposing to investigate about mediation procedures established by educators in playful moments. What motivated this research was the desire to understand the educators’ mediation possibilities in the context of playing, establishing as its goals: understanding whether the toys and playful artifacts are considered by these educators as a possibility for mediation in moments of play and encouraging reflection on the meaning to the mediate act. Based on socio-cultural-historical perspective, it has as the theoretical basis Leontiev, Luria and Vygotsky´s contributions. The methodological development was guided by the Critical Collaboration Research (MAGALHÃES, 2010), in which, in a collaborative movement through reflection collective activities, researcher and collaborators were able to share and (re) construct meanings that allowed other understandings on the pedagogical tasks. Such reflections were promoted in two moments, namely, a dialogical interview, in which we share knowledge underlying our tasks; and a reflective session, with the proposal of collective and collaborative analysis playing daily situations. The resulting transcripts of these reflection moments were analyzed in an argumentative form based on Perelman´s New Rhetoric categories and allowed realize that through reflective activities in collaboration, it was possible to share ideas that reverberated in a changing movement.
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Del, Valle Juan Ramon. "In the Hour of Their Great Necessity: The Hodgins/Crile Collaboration." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1595858152102433.
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Abreu, Maritza Dessupoio de. "Os significados da rotina na creche: com a palavra coordenadora pedagógica, educadoras e pesquisadora." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/779.
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Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-18T09:54:42Z
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta pesquisa, que se insere na linha de Linguagem, Conhecimento e Formação de Professores do Programa de Pós-Graduação em Educação da Universidade Federal de Juiz de Fora/UFJF – Minas Gerais, propõe-se investigar quais os significados construídos pela coordenadora pedagógica, educadoras e pesquisadora a respeito da rotina de uma creche pública do município de Juiz de Fora. Tendo por objetivo compreender e refletir sobre os significados da rotina nessa instituição, como eles são construídos e compartilhados, apresenta como aporte teórico as referências da teoria sócio-histórico-cultural, em especial, as contribuições de Vygotsky. O referencial metodológico é norteado pelos princípios da Pesquisa Crítica de Colaboração (MAGALHÃES, 2002, 2004, 2006, 2009), como um processo em que todos os sujeitos da pesquisa, em um movimento de colaboração, desenvolvimento e aprendizado, são responsáveis pela produção dos dados e do conhecimento. A análise é feita por meio da argumentação, tecida a partir de excertos de sessões reflexivas realizadas com as dez educadoras e a coordenadora pedagógica da instituição pesquisada. Assim, a discussão dos resultados está pautada na análise dos dados por meio das categorias argumentativas desenvolvidas com base em Perelman e Olbrechts- Tyteca (1970/2005), Liberali (2006, 2008, 2009) e Schapper (2010), com o levantamento dos tipos de argumentos, operadores argumentativos e dêiticos. No movimento da análise, foi possível perceber a consciência das profissionais da creche em refletir a respeito da rotina, tornando algumas mudanças possíveis. Os resultados, contudo, apontam ser necessário ainda repensar questões como: (1) a possibilidade de a divisão da rotina ser mais flexível; (2) a necessidade de considerar a criança como membro capaz de constituir ativamente a organização dos tempos e espaços junto com os demais profissionais dessa instituição.
This research, which composes the Language,Knowledge and Teachers Training Line of Research of the Juiz de Fora Federal University Education Post Graduation Program, tries to investigate which are the meanings built by the pedagogical coordinator, educators and researcher regarding the routine at a day care center. It also aims to comprehend and reflect on the meanings of the routine at this institution, how they are built and shared. It presents as theoretical contribution the Social-historical-cultural theory references, and specially Vygotsky contributions. The methodological referential is guided by collaboration critical research principles (MAGALHÃES, 2002, 2004, 2006, 2009), as a process in which all the research players, through a collaborative, developing and learning movement, are responsible for the data and knowledge production. During the reflexive sessions, videos were broadcast and then transcripted and analyzed through argumentation. Afterwards,they were analyzed with the ten educators and the pedagogical coordinator of a day care center in this same municipality. The results discussion is based on data analysis through the argumentative categories developed from Perelman e Olbrechts-Tyteca (1970/2005), Liberali (2006, 2008, 2009) and Schapper (2010), by raising all the argumentative types, argumentative and deictic operators. Through this analysis, it was possible to notice the awareness of the day care center professionals by reflecting the routine and making some changes more likely to happen. However, it is still necessary to rethink about questions such as: routine division into flexible for moments with education emphasis, and though, when the emphais is on the caring; moreover, the child also needs to be considered as a member capable of actively make up the time and space organization together the other professionals of this institution.
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Alexander, Amanda S. "Collaboratively Developing a Web site with Artists in Cajamarca, Peru: A Participatory Action Research Study." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276529007.
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Ortiz-Marrero, Floris Wilma. "Teacher Inquiry Group: The Space for (Un)packing Representations of Discourses of Achievement Gap and the Possibility of an Institutional Transforming Practice." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/64/.
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Trudeau, Ashley B. "Tracing the Evolution of Collaborative Virtual Research Environments: A Critical Events-Based Perspective." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862831/.
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A significant number of scientific projects pursuing large scale, complex investigations involve dispersed research teams, which conduct a large part or their work virtually. Virtual Research Environments (VREs), cyberinfrastructure that facilitates coordinated activities amongst dispersed scientists, thus provide a rich context to study organizational evolution. Due to the constantly evolving nature of technologies, it is important to understand how teams of scientists, system developers, and managers respond to critical incidents. Critical events are organizational situations that trigger strategic decision making to adjust structure or redirect processes in order to maintain balance or improve an already functioning system. This study examines two prominent VREs: The United States Virtual Astronomical Observatory (US-VAO) and the HathiTrust Research Center (HTRC) in order to understand how these environments evolve through critical events and strategic choices. Communication perspectives lend themselves well to a study of VRE development and evolution because of the central role occupied by communication technologies in both the functionality and management of VREs. Using the grounded theory approach, this study uses organizational reports to trace how critical events and their resulting strategic choices shape these organizations over time. The study also explores how disciplinary demands influence critical events.
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Walker, Kimberly Allyn. "The Construction and Impact of Power in Cross-Sector Partnerships: An Interpretive Phenomenological Study." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch159284139183969.
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Kuo, Jun-min. "Collaborative action research on critical literacy investigating an English conversation class in Taiwan (China) /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215172.
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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Adviser: Jerome C. Harste. "Title from dissertation home page (viewed May 14, 2007)."
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Aranha, Elvira Maria Godinho. "Equipe gestora escolar: as significações que as participantes atribuem à sua atividade na escola - um estudo na perspectiva sócio-histórica." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/16176.
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Previous issue date: 2015-03-04Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research focused on three school management teams, each composed by principal, coordinator and vice-principal, from three public schools of Greater São Paulo (two state and one municipal). The general goal of the investigation was to understand the phenomenon of school management from the subjects that experience it. The specific goal of this research was to grasp the meanings the participants (principal, coordinator and vice-principal) attribute to their activity in the school. The participants (three principals, three coordinators and two vice-principals) were selected due to being part of schools that were voluntarily part of projects offered by research groups connected to Pontifícia Universidade Católica de São Paulo (Teaching Activity and Subjectivity and Language and Activities in School Contexts LACE). The information was produced with the eight participants from interviews, reflective meetings and training meetings, according to the specificities of each project and school. Anchored in the Sociohistorical Psychology, this research emphasizes the contributions from Vigotski (1925, 1926, 1927, 1930, 1934), one of its main theoretician, as well as the contributions from: Leontiev (1977; 1978a, b and c; 1983; 2004), Engeström (1987; 1999), Bakhtin (1929, 1979) and Bakhtin/Volochinov (1929-30). It also considered the works of contemporary theoreticians that discuss the subjective dimension of the human constitution process, namely: González Rey (2005a, b; 2007), Mitjáns Martinez (2005), Gonçalves and Beck (2009), Aguiar and Ozella (2006; 2013) and Aguiar, Soares and Machado (2014). It is important to highlight that, in different ways and with different emphases, all these contexts had in the Collaboration Critical Research (Pesquisa Crítica de Colaboração PCCol) (MAGALHÃES, 1998, 2009, 2011, 2012; MAGALHÃES & FIDALGO, 2007; LIBERALI, 2011, 2012) a common aspect, that proved itself relevant to both the construction of new ways of conducting the research and the results themselves. The analysis of the information, following the same conceptual alignment, is based on the theoretical methodological process named Meaning Nuclei (AGUIAR & OZELLA, 2006, 2013), which was of great contribution to the process of data abstraction in order to grasp the historical materiality and dialectics of meanings that the managers attribute to their activity. Taking into account, from the adopted perspective, that the meanings represent the synthesis of the objectivity and subjectivity, the analyses show that the managers speeches are expressions of the social reality, and more specifically in this case, of the education reality of our country, considering, however, that all meanings are dialectically constructed by historical subjects. In this sense, it became evident i) the importance of method and of a constructive interpretative analysis based on the theoretical methodological procedures called Meaning Nuclei in order to grasp the meanings the managers give their activities; ii) the importance of the role of the principal to the possibility of school improvement; iii) the relevance of the managers initial training and continuing education for the attainment of positive results in the learning of students and teachers; iv) the fundamental importance of the State in guaranteeing the human and material resources to the realization of education public policies, regarding salaries and teaching career, already determined by law; v) the contribution of research groups in promoting spaces for discussion and learning in the school; vi) the relevance of research and extension projects based on a collaborative and critical perspective in transforming the meanings the managers attribute to their activity, thus opening up the possibility for transformation in the school through new action taken by those that are responsible for it
Esta pesquisa teve como foco três equipes gestoras escolares, compostas, cada uma delas, de diretor, coordenador e vice-diretor, de três escolas públicas da Grande São Paulo (duas estaduais e uma municipal). O objetivo geral da investigação foi entender o fenômeno da gestão escolar a partir dos sujeitos que a vivenciam. O objetivo específico desta pesquisa foi apreender as significações que as participantes (diretora, coordenadora e vice-diretora) atribuem à sua atividade na escola. As participantes (três diretoras, três coordenadoras e duas vice-diretoras) foram selecionadas pelo fato de pertencerem a escolas que faziam, voluntariamente, parte de projetos oferecidos por grupos de pesquisa ligados à Pontifícia Universidade Católica de São Paulo (Atividade Docente e Subjetividade e Linguagem e Atividades em Contextos Escolares LACE). As informações foram produzidas com as oito participantes, a partir de entrevistas, reuniões reflexivas e encontros de formação, de acordo com as especificidades de cada projeto e escola. Ancorado nos pressupostos teóricos da Psicologia Sócio-Histórica, este trabalho enfatiza as contribuições de Vigotski (1925, 1926, 1927, 1930, 1934), um de seus principais teóricos, bem como as contribuições de: Leontiev (1959; 1977; 1978; 1983; 2004), Engeström (1987; 1999), Bakhtin (1929, 1979) e Bakhtin/Volochinov (1929-30). Considerou, ainda, os trabalhos dos teóricos contemporâneos que discutem a dimensão subjetiva dos processos de constituição humana, a saber: González Rey (2003, 2005a, b; 2007), Mitjáns Martinez (2005), Gonçalves e Bock (2009), Aguiar e Ozella (2006; 2013) e Aguiar, Soares e Machado (2014). É importante destacar que, de formas diferentes e ênfases diversas, todos estes contextos tiveram na Pesquisa Crítica de Colaboração PCCol (MAGALHÃES, 1998b; 2009; 2011; 2012; MAGALHÃES & FIDALGO, 2007; LIBERALI, 2011; 2012) um ponto em comum, e que tal fato se mostrou relevante tanto para construção de novas formas de condução da pesquisa como para seus resultados. Os dados foram produzidos desde 2010, foram vídeo-gravados e transcritos. A análise das informações, seguindo o mesmo alinhamento conceitual, está baseada no procedimento teórico-metodológico denominado Núcleos de Significação (AGUIAR e OZZELA, 2006; 2013), que foi de grande contribuição no processo de abstração dos dados de modo a apreender a materialidade histórica e dialética das significações que as gestoras atribuem à sua atividade. Entendendo, na perspectiva adotada, que as significações representam a síntese da objetividade e subjetividade, as análises mostram que as falas das gestoras são expressão da realidade social, mais especificamente no caso, da realidade educacional do nosso país, considerando, no entanto, que todas as significações são dialeticamente constituídas por sujeitos históricos. Nesta direção, evidenciou-se: i) a importância do método e de uma análise interpretativa construtiva baseada no procedimento teórico-metodológico nomeado Núcleos de significação para a apreensão das significações das gestoras sobre sua atividade; ii) A importância do papel do diretor para a possibilidade do avanço da escola; iii) a relevância e o peso da formação inicial e continuada das gestoras para a efetivação de resultados positivos na aprendizagem de alunos e professores; iv) A importância fundamental do Estado para garantir os recursos materiais e humanos para efetivação das políticas públicas na área educacional, em relação à salário e carreira docente já anunciadas em lei; v) A contribuição de grupos de pesquisa para promover espaços de discussão e aprendizagem na escola; vi) A relevância de projetos de pesquisa e extensão que se pautem numa perspectiva colaborativa e crítica para gerar transformações nas significações das gestoras sobre sua atividade abrindo a possibilidade de transformações na escola por meio de novas ações daqueles que se responsabilizam por ela
Books on the topic "Collaboration critical research"
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De Zordo, Ornella, ed. Saggi di anglistica e americanistica. Florence: Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-6453-022-2.
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Saggi brings together the results of the research activity carried out in 2008 on the PhD course in English and American Studies (Department of Modern Philology, University of Florence). The seven contributions relate to the theatre, narrative, poetry, autobiographical writing and correspondence, and range from the Renaissance up to the present day, offering critical perspectives that go from the analysis of the postmodern identity to the phenomenon of rewriting, from reception theories to comparative studies, and from literary topography to computational linguistics. The heterogeneity of the material illustrates the free choice of the young academics who, in the climate of collaboration that was established, decided to address the technical and editorial aspects of the book as a team in the open access editorial workshop of the Department.
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Brioni, Simone, and Shirin Ramzanali Fazel. Scrivere di Islam. Venice: Edizioni Ca' Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-411-0.
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Scrivere di Islam. Raccontare la diaspora (Writing About Islam. Narrating a Diaspora) is a meditation on our multireligious, multicultural, and multilingual reality. It is the result of a personal and collaborative exploration of the necessity to rethink national culture and identity in a more diverse, inclusive, and anti-racist way. The central part of this volume – both symbolically and physically – includes Shirin Ramzanali Fazel’s reflections on the discrimination of Muslims, and especially Muslim women, in Italy and the UK. Looking at school textbooks, newspapers, TV programs, and sharing her own personal experience, this section invites us to change the way Muslim immigrants are narrated in scholarly research and news reports. Most importantly, this section urges us to consider minorities not just as ‘topics’ of cultural analysis, but as audiences and cultural agents. Following Shirin’s invitation to question prevailing modes of representations of immigrants, the volume continues with a dialogue between the co-authors and discusses how collaboration can be a way to avoid reproducing a ‘colonial model’ of knowledge production, in which the white male scholar takes as object of analysis the work of an African female writer. The last chapter also asserts that immigration literature cannot be approached with the same expectations and questions readers would have when reading ‘canonised’ texts. A new critical terminology is needed in order to understand the innovative linguistic choices and narrative forms that immigrant writers have invented in order to describe a reality that has lacked representation or which has frequently been misrepresented, especially in the discourse around the contemporary Muslim diaspora.
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Inclusive Arts Practice and Research: A Critical Manifesto. Taylor & Francis Group, 2015.
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Boyer-Kassem, Thomas, Conor Mayo-Wilson, and Michael Weisberg, eds. Scientific Collaboration and Collective Knowledge. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190680534.001.0001.
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Descartes once argued that, with sufficient effort and skill, a single scientist could uncover fundamental truths about our world. Contemporary science proves the limits of this claim. From synthesizing the human genome to predicting the effects of climate change, some current scientific research requires the collaboration of hundreds (if not thousands) of scientists with various specializations. Additionally, the majority of published scientific research is now coauthored, including more than 80% of articles in the natural sciences. Small collaborative teams have become the norm in science. This is the first volume to address critical philosophical questions about how collective scientific research could be organized differently and how it should be organized. For example, should scientists be required to share knowledge with competing research teams? How can universities and grant-giving institutions promote successful collaborations? When hundreds of researchers contribute to a discovery, how should credit be assigned—and can minorities expect a fair share? When collaborative work contains significant errors or fraudulent data, who deserves blame? In this collection of essays, leading philosophers of science address these critical questions, among others. Their work extends current philosophical research on the social structure of science and contributes to the growing, interdisciplinary field of social epistemology. The volume’s strength lies in the diversity of its authors’ methodologies. Employing detailed case studies of scientific practice, mathematical models of scientific communities, and rigorous conceptual analysis, contributors to this volume study scientific groups of all kinds, including small labs, peer-review boards, and large international collaborations like those in climate science and particle physics.
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Davidson, Jane W. Movement and collaboration in musical performance. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0034.
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The body has a crucial role in the production and perception of musical performance that has been recognized for centuries. Research in the field of music psychology on the body has reflected some of the recent social anthropology and critical musicology trends, and so has developed a strand of socially focused enquiry. These ideas are explored in this article, which begins with research on motor programming, moves to more social aspects of performance and bodily movement, and finishes by considering musical collaborations.
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Gould, D. Rae, Holly Herbster, Heather Law Pezzarossi, and Stephen A. Mrozowski. Historical Archaeology and Indigenous Collaboration. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9780813066219.001.0001.
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This multi-authored case study of three Nipmuc sites is an introductory archaeology text that includes a tribal member as one of the scholars. Collaboration between the authors over two decades is a key theme in the book, serving as a model for a primary topic of the book. Historical Archaeology and Indigenous Collaboration engages young scholars in archaeology and Native American history, teaching them about respecting and including indigenous knowledge and perspectives on colonization and indigenous identity. A key asset is access by indigenous peoples whose past is explored in this book. The case study offers an arena in which Nipmuc history continues to unfold, from the pre-Contact period up to the present, and stresses the strong relationships between Nipmuc people of the past and present to their land and related social and political conflicts over time. A double narrative approach (the authors sharing their experiences while exploring the stories of individuals from the past whose voices emerge through their work) explores key issues of continuity, commonality, authenticity and identity many Native people have confronted today and in the past. As a model of collaborative archaeology, the relationships that developed between the authors stress the critical role personal relationships play in the development and growth of scholarly collaborations. Beyond being “engaged,” indigenous peoples need to be integral to any research focused on their history and culture. Although not entirely a new concept, this book demonstrates how collaboration can move beyond engagement and consultation to true incorporation of indigenous knowledge and scholarship.
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Singleton, Jenny, Gabrielle Jones, and Shilpa Hanumantha. Deaf Community Involvement in the Research Process. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190455651.003.0004.
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This chapter reviews a number of approaches to research involving deaf participants. The community-engaged research model (CEnR) is applied as a framework to highlight existing barriers to ethical conduct and strategies for successful community engagement in the research process. Strategies are proposed to address the challenges in educational and linguistic research involving deaf children and adult members of the Deaf community. Incorporating the collaborative participation of the Deaf community or their perspectives is argued to be critical to all phases of research decision making: navigating scientific paradigms, developing research questions, sampling, measurement, analysis, interpretation of findings, and publication activities. Collaboration within a CEnR framework promotes an interdisciplinary and intercultural analysis of signing communities and contributes to the creation of new knowledge, narratives, and strategies.
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McMurtry, Angus, Kelly N. Kilgour, and Shanta Rohse. Health Research, Practice, and Education. Edited by Robert Frodeman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198733522.013.33.
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Interdisciplinary health science and interprofessional healthcare are distinct yet intertwined fields that are driven by a similar challenge: Complex health problems that are too broad or multifaceted to be solved through the logic of a single discipline. A few factors distinguish them from other interdisciplinary areas, however, including (1) their foci—cancer, diabetes, infectious disease and so forth—which are quite literally matters of life and death; and (2) that they are generally carried out by teams of collaborating specialists, so issues of interpersonal dynamics, negotiation, and collaborative learning are especially important. “Health Research, Practice and Education” defines and critically reviews the two fields. More specifically, it compares their differing approaches to a number of emerging issues: stakeholder engagement and transdisciplinarity, the complexity of human health, the development of more sophisticated theories of collaboration and teamwork, practical conditions that support collaboration and teamwork, and finally, issues of evaluation and measurement.
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Boyer, Dominic, and George E. Marcus, eds. Collaborative Anthropology Today. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501753343.001.0001.
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As multisited research has become mainstream in anthropology, collaboration has gained new relevance and traction as a critical infrastructure of both fieldwork and theory, enabling more ambitious research designs, forms of communication, and analysis. This book is the outcome of a 2017 workshop held at the Center for Ethnography, University of California, Irvine. It is the latest in a trilogy. The authors assemble several notable ventures in collaborative anthropology and put them in dialogue with one another as a way of exploring the recent surge of interest in creating new kinds of ethnographic and theoretical partnerships, especially in the domains of art, media, and information. The chapters highlight projects in which collaboration has generated new possibilities of expression and conceptualizations of anthropological research, as well as prototypes that may be of use to others contemplating their own experimental collaborative ventures.
Book chapters on the topic "Collaboration critical research"
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Lineberry, Matthew, and David A. Cook. "Statistical Analysis: Getting to Insight Through Collaboration and Critical Thinking." In Healthcare Simulation Research, 199–206. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26837-4_27.
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Doğantan-Dack, Mine. "Why Collaborate? Critical Reflections on Collaboration in Artistic Research in Classical Music Performance." In Artistic Research in Performance through Collaboration, 39–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38599-6_3.
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Given, Lisa M., and Rebekah Willson. "Collaboration, Information Seeking, and Technology Use: A Critical Examination of Humanities Scholars’ Research Practices." In Computer Supported Cooperative Work, 139–64. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18988-8_8.
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Liebhold, Andrew M., Faith T. Campbell, Doria R. Gordon, Qinfeng Guo, Nathan Havill, Bradley Kinder, Richard MacKenzie, et al. "The Role of International Cooperation in Invasive Species Research." In Invasive Species in Forests and Rangelands of the United States, 293–303. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-45367-1_13.
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AbstractThe root cause of the biological invasion problem is globalization, which has facilitated the planet-wide breakdown of biogeographic barriers to species migration (Mooney and Hobbs 2000). In order to understand and manage the problem, coordination on a global scale is essential, and international cooperation among affected countries as well as with countries of pest origin must therefore play a critical role in virtually all aspects of research on biological invasions (Chornesky et al. 2005; McNeely et al. 2001; Perrings et al. 2010; Wingfield et al. 2015). Here we discuss key aspects of research on biological invasions, where international collaboration and coordination are important, and what infrastructures play a role in this work.
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Heldbjerg, Grethe, and Dennis van Liempd. "Vignettes in Critical Theory Investigations." In Collaborative Research Design, 313–40. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5008-4_13.
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Trencsényi, Klára, and Vlad Naumescu. "Migrant Cine-Eye: Storytelling in Documentary and Participatory Filmmaking." In IMISCOE Research Series, 117–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67608-7_7.
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AbstractThe so-called European ‘refugee crisis’ has bred a profusion of audiovisual accounts throughout the region, many of which aimed to give voice to hitherto voiceless, uprooted people. But as many of these ‘untold stories’ gain material expression as storylines, we are urged to consider the implications of yet another form of displacement: from the historical person to the film character, from personal stories to media representations. The growing interest into the migrant issue and visual representations of refugees have played an important role in the public construction of the ‘crisis’ but have also, paradoxically, obscured or silenced migrant voices. The authors of this paper, a documentary filmmaker (Trencsényi) and a social anthropologist (Naumescu) seek to explore narrative strategies and ethics of representation in European documentaries made after 2010 as well as their participatory filmmaking project developed in the wake of the 2015 refugee crisis in Hungary. Having collaborated on several documentary films and filmmaking workshops, they approach this issue from the perspective of practitioners, offering a critical reflection as well as possible strategies for those aiming to produce audiovisual works in this field. The inclusion of refugees’ insight and their ways of constructing their own stories as well as their own observations on the receiving societies can open new possibilities for collaboration and creative engagement for social scientists and filmmakers preparing visual fieldnotes, ethnographic and documentary films as well as participatory projects.
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Evald, Majbritt Rostgaard. "The Palette of Literature Reviews Available for Critical Realists." In Collaborative Research Design, 93–120. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5008-4_5.
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Boyd, Taylor. "Education Reform in Ontario: Building Capacity Through Collaboration." In Implementing Deeper Learning and 21st Education Reforms, 39–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_2.
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Abstract The education system of the province of Ontario, Canada ranks among the best in the world and has been touted as a model of excellence for other countries seeking to improve their education system. In a system-wide reform, leaders used a political and professional perspective to improve student performance on basic academic skills. The school system rose to renown after this reform which moved Ontario from a “good” system in 2000 to a “great” one between 2003 and 2010 (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey & Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)). Premier Dalton McGuinty arrived in office in 2003 with education as his priority and was dubbed the “Education Premier” because of this mandate. His plan for reform had two primary goals: to improve student literacy and numeracy, and to increase secondary school graduation rates. McGuinty also wanted to rebuild public trust that had been damaged under the previous administration. The essential element of Ontario’s approach to education reform was allowing educators to develop their own plans for improvement. Giving responsibility and freedom to educators was critical in improving professional norms and accountability among teachers (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey & Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)) and the sustained political leadership throughout the entire reform concluding in 2013 provided an extended trajectory for implementing and adjusting learning initiatives. The Ministry of Education’s Student Achievement Division, which was responsible for designing and implementing strategies for student success, took a flexible “learning as we go” attitude in which the reform strategy adapted and improved over time (Directions Evidence and Policy Research Group. The Ontario student achievement division student success strategy evidence of improvement study. Retrieved from http://www.edu.gov.on.ca/eng/research/EvidenceOfImprovementStudy.pdf, (2014)). This chapter will discuss influences on the reform design and key components of strategies to support student and teacher development and build a relationship of accountability and trust among teachers, the government and the public. The successes and shortcomings of this reform will be discussed in the context of their role in creating a foundation for the province’s next steps towards fostering twenty-first century competencies in classrooms.
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"A Critical Theory Perspective on Research Collaboration." In Research Collaboration, 189–201. Brill | Sense, 2007. http://dx.doi.org/10.1163/9789087903138_015.
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Shen, Huizhang, Jidi Zhao, and Wayne W. Huang. "Mission-Critical Group Decision-Making." In E-Collaboration, 1550–74. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-652-5.ch113.
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Review on group decision support systems (GDSS) indicates that traditional GDSS are not specifically designed to support mission-critical group decision-making tasks that require group decision- making to be made effectively within short time. In addition, prior studies in the research literature have not considered group decision preference adjustment as a continuous process and neglected its impact on group decision-making. In reality, group members may dynamically change their decision preferences during group decision-making process. This dynamic adjustment of decision preferences may continue until a group reaches consensus on final decision. This article intends to address this neglected group decision-making research issue in the literature by proposing a new approach based on the Markov chain model. Furthermore, a new group decision weight allocation approach is also suggested. A real case example of New Orleans Hurricane Katrina is used to illustrate the usefulness and effectiveness of the proposed approaches. Finally, the article concludes with the discussion on the proposed approaches and presents directions for future research.
Conference papers on the topic "Collaboration critical research"
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Kembara, Maulia, Rama Wijaya Rozak, and Vini Agustiani Hadian. "Research-based Lectures to Improve Students' 4C (Communication, Collaboration, Critical Thinking, and Creativity) Skills." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.50.
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Kembara, Maulia Depriya, Rama Wijaya Abdul Rozak, and Vini Agustiani Hadian. "Research-based Lectures to Improve Students' 4C (Communication, Collaboration, Critical Thinking, and Creativity) Skills." In Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/isseh-18.2019.6.
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Zamzuri, Zamira Hasanah binti. "Critical elements on fitting the Bayesian multivariate Poisson Lognormal model." In THE 22ND NATIONAL SYMPOSIUM ON MATHEMATICAL SCIENCES (SKSM22): Strengthening Research and Collaboration of Mathematical Sciences in Malaysia. AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4932496.
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Taisch, Marco, and Marco Montorio. "Collaboration in the next generation manufacturing: Critical analysis of recent technology foresight projects and research framework." In 2005 IEEE International Technology Management Conference (ICE). IEEE, 2005. http://dx.doi.org/10.1109/itmc.2005.7461292.
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Greitzer, Edward M. "Some Aerodynamic Problems of Aircraft Engines: Fifty Years After." In ASME Turbo Expo 2007: Power for Land, Sea, and Air. ASMEDC, 2007. http://dx.doi.org/10.1115/gt2007-28364.
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Problems of high technological interest, for example the development of gas turbine engines, span disciplinary boundaries. Collaboration is critical in advancing the technology, but it has been less a factor in gas turbine research. In this paper it is proposed that step changes in gas turbine performance can emerge from such collaborative endeavors. In these, success depends on the development of integrated teams with the appropriate range of skills. This is well known in product development, but it is less familiar, and less subscribed to, in the research community. Case histories of two projects are given to illustrate the point: the development of the concept of “smart jet engines” and the Silent Aircraft Initiative. In addition to providing the ability to attack multidisciplinary issues discussion is also given about the way in which collaboration can enhance the research process within a single discipline.
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Syzdykov, Murat, Zhassulan Dairov, and Jennifer Miskimins. "Improving the Local Research Capacity through the Industry-Academia Collaboration in Kazakhstan." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205977-ms.
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Abstract Kazakhstan has set a lofty goal of becoming one of the world's top 30 developed countries by 2050. This can be accomplished by growing up well-versed, competent, and forward-thinking human capital. We previously discussed curriculum, courses, internships, and student development as part of the World Economic Forum (WEF) pilot project supported by Chevron, Eni, and Shell (Sponsors) to strengthen oil and gas human capital in Kazakhstan (SPE-195903 and SPE-201272). During regular visits, the WEF sponsors and Colorado School of Mines (Mines) could assess the Satbayev University (SU) PE department and underlined the importance of faculty growth. Academic workshops on topics such as course and syllabus design, student assessment, and ABET accreditation standards have been held both offline and online. Meanwhile, to advance the PE program, faculty research capacity must be globally competitive. To begin, the Kazakhstani government distributed visiting scholarship awards on behalf of the supporting World Bank in 2018. Shell Kazakhstan took the initiative and co-funded two PhD candidates so they could perform their research experiments at Pennsylvania State University (PennState). In addition, Mines has gone above and beyond the WEF scope by offering two fully-funded PhD scholarships to exceptional SU faculty. Through the newly constituted Industry-Advisory Board (IAB), the WEF Sponsors emphasized strong contact with the industry, which assisted in identifying a few research topics. These discussions resulted in formulation of four research proposals that were submitted to the Ministry of Education and Science Grants in 2020 and are being co-funded by Sponsors. This collaboration has yielded the approval of two projects by the State. Finally, under the auspices of the IAB meetings, the PE department has been offered opportunity to collaborate with the national KazMunayGas on the company-related project. While academic cooperation is well-known, research and its outcomes are even more critical in today's fast-changing environment. Universities must quickly adapt to industry best practices while remaining committed to their global mission of contributing to national growth and human potential. This paper discusses effective approaches for industry-academia collaboration.
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Tropea, Cameron, Bernhard Weigand, and Kathri Schulte. "Selected Results of the Collaborative Research Center "Droplet Dynamics under Extreme Ambient Conditions" SFB/TRR 75." In ILASS2017 - 28th European Conference on Liquid Atomization and Spray Systems. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/ilass2017.2017.4597.
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The Collaborative Research Center (CRC) SFB-TRR 75 was established in January 2010 to focus on the dynamicsof basic drop processes, and in particular on processes involving extreme boundary conditions, for example, near thermodynamic critical conditions, very low temperatures, under strong electric fields or in situations involving extremely large gradients. The CRC is a joint initiative of the University of Stuttgart, the TU Darmstadt and the German Aerospace Center (DLR) in Lampoldshausen, operating with 17 projects structured into three main research areas and involving researchers from numerous faculties: Mathematics, Chemistry, Electrical Engineering, Aerospace Engineering, Mechanical Engineering, Informatics and Computer Sciences. Some of the topics pursued at the CRC include•The behaviour of supercooled and potentially electrified droplets in clouds•The impact of Supercooled Large Droplets (SLD) on aircraft icing•The behaviour of strongly electrified drops on insulator surfaces, which can be found on high voltagepower lines, affecting the partial discharge behaviour and performance and durability of the insulator.•Trans-critical injection conditions of fuel with flash boiling in rocket combustion chambers•Atomization and vaporization of droplets at high pressures and temperature, as occurring in futurecombustion systemsThis article provides an overview of the projects being carried out at the SFB-TRR 75 and highlights scientific results from selected subprojects. The main purpose of the paper is to familiarize colleagues with this extensive and dedicated research effort in the area of drop dynamics and to motivate and initiate future collaboration with others in this field.DOI: http://dx.doi.org/10.4995/ILASS2017.2017.4597
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Georgios, Vlachodimos. "New approaches of the Next-gen collaborative design platform." In 4th International Conference of Contemporary Affairs in Architecture and Urbanism – Full book proceedings of ICCAUA2020, 20-21 May 2021. Alanya Hamdullah Emin Paşa University, 2021. http://dx.doi.org/10.38027/iccaua2021142n8.
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The architecture design process always changes because the software always updates with new tools and the development - innovation is in the first line of progress. The human-machine cooperation has become commonplace through Computer-Aided Design tools, but a more improved collaboration appears possible only through an endeavor into a kind of artificial design intelligence and Augmented Reality. According to all the above, the research shown in this paper the core ideas - identifying design specifications - of a next-generation collaborative design platform. The direct coupling of introducing multi-industry systems - tools, 3D databases, AEC, and Open-BIM technologies opens up totally new ways of approaching architectural design problems resulting in a new flexible modeling workflow with real-time visualization. Finally, this critical examination research makes an original contribution to changing 'attitude' towards the 3d modeling of architectural design thinking. A collaborative design platform creating a more efficient and versatile architecture.
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Anderson, Robert C., William Atkinson, Tom Bonsett, and Joe Osani. "A Government / Industry Collaboration for Turbine Engine Instrumentation Development." In ASME 1998 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/98-gt-491.
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The Propulsion Instrumentation Working Group (PIWG) was formed to cooperatively address critical propulsion engine development test instrumentation and sensor issues. Members of PIWG include the Air Force Arnold Engineering and Development Center, Air Force Wright Laboratory, AlliedSignal Engines, Allison Engine Company, General Electric Aircraft Engines, NASA Lewis Research Center, and Pratt & Whitney with the Ohio Aerospace Institute serving as the administrator to the working group. This paper describes the benefits of this cooperative effort, defines the mission statement, and describes instrumentation and sensor issues currently being addressed.
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Merritt, James, and Robert Smith. "A Formula for Success: Research Impacts Realized Because of Strong Industry and Government Collaboration." In 2010 8th International Pipeline Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/ipc2010-31054.
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The U.S. Department of Transportation’s Pipeline and Hazardous Materials Safety Administration (PHMSA) has built and deployed a consensus-based, collaborative and co-funded research program that is bringing technology to market and helping to strengthen pipeline integrity worldwide. As the principle arbiter of on-shore pipeline safety issues at the federal level PHMSA has aggressively initiated an extensive range of research, development and demonstration projects to make pipelines safer. Significant progress is being accomplished while working with other international administrations, federal agencies, state and local governments, industry partners and academia focused on enhancing pipeline system integrity. This research enterprise is designed to be consistent, predictable and transparent to all stakeholders. Current PHMSA Pipeline Safety R&D Program managed research, development and demonstration (RD&D) projects are producing desired results focused on technologies, enhancing standards and regulations along with providing general knowledge needed to address critical safety and integrity functions. These investments are addressing better diagnostic tools, testing of unpiggable pipes, stronger materials, improved pipeline locating and subsurface mapping, prevention of outside force damage, and leak detection. PHMSA Pipeline Safety R&D Program utilizes consensus building on the technical gaps and challenges for future RD&D through facilitating government and industry pipeline stakeholder’s road mapping efforts. The recent Government/Industry R&D forum confirms progress is being made toward safety and integrity in some areas. However, new challenges seen from the recent construction boom is raising old questions along with new technology challenges with alternative fuels and climate change. This paper will discuss the impacts realized from the execution of PHMSA’s research program to develop technology, strengthen consensus standards and to generate and promote new knowledge since 2002.
Reports on the topic "Collaboration critical research"
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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.
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The main recommendations of the panel report can be summarised under five key headings: HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world. MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world. PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies. COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems. REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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Frazer, Sarah, Anna Wetterberg, and Eric Johnson. The Value of Integrating Governance and Sector Programs: Evidence from Senegal. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0028.2109.
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As the global community works toward the Sustainable Development Goals, closer integration between governance and sectoral interventions offers a promising, yet unproven avenue for improving health service delivery. We interrogate what value an integrated governance approach, intentionally combining governance and sectoral investments in strategic collaboration, adds to health service readiness and delivery using data from a study in Senegal. Our quasi-experimental research design compared treatment and control communes to determine the value added of an integrated governance approach in Senegal compared to health interventions alone. Our analysis shows that integrated governance is associated with improvements in some health service delivery dimensions, specifically, in aspects of health facility access and quality. These findings—that health facilities are more open, with higher quality infrastructure and staff more frequently following correct procedures after integrated governance treatment—suggests a higher level of service readiness. We suggest that capacity building of governance structures and an emphasis on social accountability could explain the added value of integrating governance and health programming. These elements may help overcome a critical bottleneck between citizens and local government often seen with narrower sector or governance-only approaches. We discuss implications for health services in Senegal, international development program design, and further research.
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Saville, Alan, and Caroline Wickham-Jones, eds. Palaeolithic and Mesolithic Scotland : Scottish Archaeological Research Framework Panel Report. Society for Antiquaries of Scotland, June 2012. http://dx.doi.org/10.9750/scarf.06.2012.163.
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Why research Palaeolithic and Mesolithic Scotland? Palaeolithic and Mesolithic archaeology sheds light on the first colonisation and subsequent early inhabitation of Scotland. It is a growing and exciting field where increasing Scottish evidence has been given wider significance in the context of European prehistory. It extends over a long period, which saw great changes, including substantial environmental transformations, and the impact of, and societal response to, climate change. The period as a whole provides the foundation for the human occupation of Scotland and is crucial for understanding prehistoric society, both for Scotland and across North-West Europe. Within the Palaeolithic and Mesolithic periods there are considerable opportunities for pioneering research. Individual projects can still have a substantial impact and there remain opportunities for pioneering discoveries including cemeteries, domestic and other structures, stratified sites, and for exploring the huge evidential potential of water-logged and underwater sites. Palaeolithic and Mesolithic archaeology also stimulates and draws upon exciting multi-disciplinary collaborations. Panel Task and Remit The panel remit was to review critically the current state of knowledge and consider promising areas of future research into the earliest prehistory of Scotland. This was undertaken with a view to improved understanding of all aspects of the colonization and inhabitation of the country by peoples practising a wholly hunter-fisher-gatherer way of life prior to the advent of farming. In so doing, it was recognised as particularly important that both environmental data (including vegetation, fauna, sea level, and landscape work) and cultural change during this period be evaluated. The resultant report, outlines the different areas of research in which archaeologists interested in early prehistory work, and highlights the research topics to which they aspire. The report is structured by theme: history of investigation; reconstruction of the environment; the nature of the archaeological record; methodologies for recreating the past; and finally, the lifestyles of past people – the latter representing both a statement of current knowledge and the ultimate aim for archaeologists; the goal of all the former sections. The document is reinforced by material on-line which provides further detail and resources. The Palaeolithic and Mesolithic panel report of ScARF is intended as a resource to be utilised, built upon, and kept updated, hopefully by those it has helped inspire and inform as well as those who follow in their footsteps. Future Research The main recommendations of the panel report can be summarized under four key headings: Visibility: Due to the considerable length of time over which sites were formed, and the predominant mobility of the population, early prehistoric remains are to be found right across the landscape, although they often survive as ephemeral traces and in low densities. Therefore, all archaeological work should take into account the expectation of Palaeolithic and Mesolithic ScARF Panel Report iv encountering early prehistoric remains. This applies equally to both commercial and research archaeology, and to amateur activity which often makes the initial discovery. This should not be seen as an obstacle, but as a benefit, and not finding such remains should be cause for question. There is no doubt that important evidence of these periods remains unrecognised in private, public, and commercial collections and there is a strong need for backlog evaluation, proper curation and analysis. The inadequate representation of Palaeolithic and Mesolithic information in existing national and local databases must be addressed. Collaboration: Multi-disciplinary, collaborative, and cross- sector approaches must be encouraged – site prospection, prediction, recognition, and contextualisation are key areas to this end. Reconstructing past environments and their chronological frameworks, and exploring submerged and buried landscapes offer existing examples of fruitful, cross-disciplinary work. Palaeolithic and Mesolithic archaeology has an important place within Quaternary science and the potential for deeply buried remains means that geoarchaeology should have a prominent role. Innovation: Research-led projects are currently making a substantial impact across all aspects of Palaeolithic and Mesolithic archaeology; a funding policy that acknowledges risk and promotes the innovation that these periods demand should be encouraged. The exploration of lesser known areas, work on different types of site, new approaches to artefacts, and the application of novel methodologies should all be promoted when engaging with the challenges of early prehistory. Tackling the ‘big questions’: Archaeologists should engage with the big questions of earliest prehistory in Scotland, including the colonisation of new land, how lifestyles in past societies were organized, the effects of and the responses to environmental change, and the transitions to new modes of life. This should be done through a holistic view of the available data, encompassing all the complexities of interpretation and developing competing and testable models. Scottish data can be used to address many of the currently topical research topics in archaeology, and will provide a springboard to a better understanding of early prehistoric life in Scotland and beyond.