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1
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.
3
Inclusive Arts Practice and Research: A Critical Manifesto. Taylor & Francis Group, 2015.
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4
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.
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Blunden, Andy. Collaborative Projects: An Interdisciplinary Study. Haymarket Books, 2016.
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12
Higgins, Jennifer, Lisa Famularo, Christopher Kurz, Jeanne Reis, and Lori Moers. Research and Development of Guidelines for ASL Translation of Education Assessments. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190455651.003.0008.
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This chapter draws from the Guidelines for Accessible Assessment Project (GAAP), a federally funded research project to create and evaluate guidelines for developing American Sign Language versions of standardized test items. The chapter begins with a brief discussion of national education policy that provides the context for GAAP and the need for evidence-based guidelines, followed by an overview of the project. The third section describes lessons learned regarding fostering effective communication and collaboration among a deaf and hearing team. The fourth section describes important considerations for researchers related to sampling, recruitment, study design, data collection, analysis, and reporting. The chapter concludes with a summary of key learnings and critical questions that researchers should consider before embarking on research in deaf education.
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Wolff, Nancy. Correctional Mental Health Research and Program Evaluation. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0070.
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Research in mental health issues in prisoner populations essentially stopped in the mid 1970’s. It is now re-emerging as a critical component of improving mental health care and helping toward recovery for the incarcerated mentally ill. Mental illness, ranging from acute anxiety to schizophrenia, is endemic within prisons and jails. Unlike their free world counterparts, however, incarcerated people have a constitutional right to mental health treatment. Yet, despite the need for and right to mental health treatment, remarkably little reliable and valid evidence is available on the nature and level of mental illness among incarcerated people, the effects of incarceration on symptomatology, the availability and quality of medication, cognitive, and psychosocial treatment for disorders, and how context impacts the effectiveness of the treatment that is available. Evidence is absent because corrections-based research is constrained by regulation, financing, and inexperience. In this chapter, the history of prisoner research and the evolution of federal regulations to protect prisoners as human subjects will be reviewed and then discussed in terms of how regulation has impacted correctional mental health research, after first defining what is meant by research and why research is needed to inform policy and practice decisions. This will be followed by recommendations for building the correctional mental health research evidence base. The intent here is to help researchers, in collaboration with stakeholders, develop, design, and implement research studies, and disseminate evidence to advance science and the quality of care available to incarcerated people with mental illnesses within the current regulatory environment.
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Young, Louise, and Per Vagn Freytag. Collaborative Research Design: Working with Business for Meaningful Findings. Springer, 2018.
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Young, Louise, and Per Vagn Freytag. Collaborative Research Design: Working with Business for Meaningful Findings. Springer, 2017.
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Young, Louise, and Per Vagn Freytag. Collaborative Research Design: Working with Business for Meaningful Findings. Springer, 2017.
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17
Gallagher, Kathleen, 1965 Dec. 31-, ed. The methodological dilemma: Creative, critical, and collaborative approaches to qualitative research. London: Routledge, 2008.
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18
Abad, José Vicente, ed. Research on Language Teaching and Learning: Advances and Projection. Fondo Editorial Universidad Católica Luis Amigó, 2021. http://dx.doi.org/10.21501/9789588943701.
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In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our research to project the direction in which we wanted to move forward. This book is the result of that effort to recognize our shared history and thus propel our upcoming academic endeavors. The book starts out by presenting the epistemological foundations of CILEX, which is based on the threefold notion of the language teacher as an intellectual, an academic, and an educator. It thereon explains the system that arranges our academic production within five thematic nodes: cultural studies, language policy, literacies, language teacher education, and language assessment. Each chapter reports on one or two studies in which the authors participated as leading researchers or advisors. Hence, the book also reflects the formative research tradition that characterizes most of our practice. Having language teacher education as a binding thread that cuts across the entire volume, authors present their particular perspective on topics as varied as college academic performance, early childhood literacy, language policy appropriation, teacher educators’ assessment literacy, student teachers’ practicum identity crisis, research training in teacher education, and critical reading instruction. This book condenses the work of a group of teacher educators who believe in the power of research to galvanize teaching and inspire positive educational change. As readers go through its pages, it is our hope they will be able to recognize not only the singular value of each individual chapter but also the richness of our collaboration, which constitutes the fabric of our identity as an academic community.
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Fregni, Felipe, and Ben M. W. Illigens, eds. Critical Thinking in Clinical Research. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199324491.001.0001.
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Critical Thinking in Clinical Research explains the fundamentals of clinical research in a case-based approach. The core concept is to combine a clear and concise transfer of information and knowledge with an engagement of the reader to develop a mastery of learning and critical thinking skills. The book addresses the main concepts of clinical research, basics of biostatistics, advanced topics in applied biostatistics, and practical aspects of clinical research, with emphasis on clinical relevance across all medical specialties. The goal of the book is to give a comprehensive and basic overview of the field of clinical research. This book has been designed on the experience of leading a large course in clinical research: the Principles and Practice in Clinical Research (PPCR), offered currently by Harvard T. H. Chan School of Public Health; it was written by PPCR collaborators together with PPCR faculty to reflect the collaborative learning concept of the course. The goal of this book is to provide a broad and applicable introduction into clinical research that allows the reader to understand, design, and conduct clinical research, specifically to critically read and understand scientific papers; to collect, analyze, and interpret research data in an unbiased fashion; to develop and design clinical studies; and to prepare, publish, and review scientific manuscripts. It is therefore written for scientists and clinicians who are new to the field of clinical research as well as those who wish to deepen, broaden, and update their clinical research skills.
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D, Ignatavicius Donna, and Workman M. Linda, eds. Medical-surgical nursing: Critical thinking for collaborative care. 5th ed. Philadelphia: Saunders, 2006.
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D, Ignatavicius Donna, and Workman M. Linda, eds. Medical-surgical nursing: Critical thinking for collaborative care. 5th ed. St. Louis, Mo: Elsevier Saunders, 2006.
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22
The Methodological Dilemma Revisited: Creative, Critical and Collaborative Approaches to Qualitative Research for a New Era. Routledge, 2018.
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Workman, Linda M., and Donna D. Ignatavicius. Medical-Surgical Nursing: Critical Thinking for Collaborative Care, Single Volume. 5th ed. Saunders, 2005.
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24
Halvorsen, Tor, Hilde Ibsen, and Vyvienne RP M’kumbuzi. Knowledge for a Sustainable World: A Southern African-Nordic contribution. African Minds, 2015. http://dx.doi.org/10.47622/9781928331049.
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The search for answers to the issue of global sustainability has become increasingly urgent. In the context of higher education, many universities and academics are seeking new insights that can shift our dependence on ways of living that rely on the exploitation of so many and the degradation of so much of our planet. This is the vision that drives SANORD and many of the researchers and institutions within its network. Although much of the research is on a relatively small scale, the vision is steadily gaining momentum, forging dynamic collaborations and pathways to new knowledge. The contributors to this book cover a variety of subject areas and offer fresh insights about chronically under-researched parts of the world. Others document and critically reflect on innovative approaches to cross-continental teaching and research collaborations. This book will be of interest to anyone involved in the transformation of higher education or the practicalities of cross-continental and cross-disciplinary academic collaboration. The Southern African-Nordic Centre (SANORD) is a network of higher education institutions from Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. Universities in the southern African and Nordic regions that are not yet members are encouraged to join.
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Ignatavicius, Donna D., and M. Linda Workman. Medical-Surgical Nursing: Critical Thinking for Collaborative Care, 2-Volume Set. 5th ed. Saunders, 2005.
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26
Régnier, Philippe. Toward a New Political Economy of Critical Editions. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038402.003.0010.
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This chapter analyzes the political economy of digital critical editions and the development of research networks, as well as the ecological environment and the concrete human resources in digital critical edition. The first part builds on the scope of scholarly editing's “political economy in a pre-digital era,” and describes the human resources context that has followed the migration of critical edition to the digital world. Meanwhile, the second part discusses the impacts of collaborative work, human networks, open software ideology, and resource sharing on the new political economy of digital scholarly edition. Particular attention is given to the role of institutions such as publishers, research organizations and universities, and scientific networks in this new production environment.
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Halvorsen, Tor, Hilde Ibsen, Henri-Count Evans, and Sharon Penderis. Knowledge for Justice: Critical Perspectives from Southern African-Nordic Research Partnerships. African Minds, 2017. http://dx.doi.org/10.47622/9781928331636.
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With the adoption of the United Nations Sustainable Development Goals (SDGs) and the Paris Agreement, the purpose of development is being redefined in both social and environmental terms. Despite pushback from conservative forces, change is accelerating in many sectors. To drive this transformation in ways that bring about social, environmental and economic justice at a local, national, regional and global levels, new knowledge and strong cross-regional networks capable of foregrounding different realities, needs and agendas will be essential. In fact, the power of knowledge matters today in ways that humanity has probably never experienced before, placing an emphasis on the roles of research, academics and universities. In this collection, an international diverse collection of scholars from the southern African and Nordic regions critically review the SDGs in relation to their own areas of expertise, while placing the process of knowledge production in the spotlight. In Part I, the contributors provide a sober assessment of the obstacles that neo-liberal hegemony presents to substantive transformation. In Part Two, lessons learned from North-South research collaborations and academic exchanges are assessed in terms of their potential to offer real alternatives. In Part III, a set of case studies supply clear and nuanced analyses of the scale of the challenges faced in ensuring that no one is left behind. This accessible and absorbing collection will be of interest to anyone interested in North-South research networks and in the contemporary debates on the role of knowledge production. The Southern African-Nordic Centre (SANORD) is a network of higher education institutions that stretches across Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. Universities in the southern African and Nordic regions that are not yet members are encouraged to join.
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Kehoe, Rebecca R., Blythe L. Rosikiewicz, and Daniel Tzabbar. Talent and Teams. Edited by David G. Collings, Kamel Mellahi, and Wayne F. Cascio. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198758273.013.23.
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We provide an integrative review of extant research related to talent (i.e., stars) in the team context. Beginning with a focus an the influences of stars on teams, we review research on stars’ roles as boundary spanners, in which stars may leverage their favorable network positions to enhance their teams’ access to external resources. We then examine stars’ interpersonal influences within teams, which can be positive (e.g., collaboration and mentoring) or negative (e.g., imposing constraints on colleagues’ opportunities). In the second section, we focus on the effects of the team context on stars. Here, we examine how characteristics of the team environment influence the value of stars’ contributions. We then examine the effects of complementarity and redundancy resources on stars’ behavioral propensities and performance outcomes. Finally, we draw on patterns of findings in the extant research we reviewed to identify critical directions for future research on stars and teams.
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Elwood, Mark. Critical appraisal of a retrospective cohort study. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199682898.003.0015.
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This chapter presents a retrospective cohort study of workers from 10 countries exposed to chlorophenoxy herbicides, assessing cancer mortality. It shows the need for large collaborative international studies, and the methods used. The results are not clearly supported by toxicological and animal experimental evidence, and the question remains open. The critical assessment follows the scheme set out in chapter 10: describing the study, assessing the non-causal explanations of observation bias, confounding, and chance variation; assessing time relationships, strength, dose-response, consistency and specificity, and applying the results to the eligible, source, and target populations; and then comparing the results with evidence from other studies, considering consistency and specificity, biological mechanisms, and coherence with the distribution of exposures and outcomes. The chapter gives a summary and table of the critical assessment and its conclusions; and comments on the impact of the study and research carried out since.
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Braedley, Susan. Ethics as Teamwork. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190862268.003.0003.
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Ethics as Teamwork details how well-planned collaborative teamwork processes offer opportunities to develop an ethical research praxis that extends well beyond formal ethics reviews. The chapter provides an analysis of teamwork processes involved in the “reimagining” ethnographies and their impact on procedural ethics (formal ethics reviews), practice ethics (issues emerging while conducting the research), project ethics (issues related to the international, interdisciplinary, and collaborative project design). Processes identified include building consensus through meetings of many kinds, problem-solving consultation, team reflexivity and the use of discretion when democracy was not possible. Situating these processes within the frame of critical feminist research, the chapter makes links between these ethical processes and research that aims to create change.
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Kwame Harrison, Anthony. Writing Up Ethnographic Methodologies. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199371785.003.0003.
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Chapter 3 offers a roadmap for presenting ethnographic methodologies that emphasizes the importance of contextualizing both the researcher and the experiences of research. Building on Chapter 2’s discussion of research design, the author argues that writing up ethnographic methodologies is less about outlining specific research steps and procedures and more about providing a good-faith accounting of the context and conditions surrounding the work. The author details the historical rise of self-consciousness in ethnography, explaining that its emergence both raised the profile of the ethnographer as an actor in research situations and, in turn, set the stage for ethnography’s reflexive, critical, and collaborative turns. The author next presents a series of goals to which contemporary ethnographers should aspire when representing their research experiences. The chapter closes with an elaboration on the different ways methodological discussions have been placed within ethnographic texts.
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Nolan, Melanie. Neoliberalism at Work in the Antipodean Welfare State in the Late Twentieth Century. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038174.003.0009.
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Neoliberalism is critical to understanding the experience of working people in the crises of capitalism from the 1970s to the global financial recession of 2008. The literature recognizes that neoliberalism was variously applied and developed unevenly geographically in complex ways. While research has concentrated on the advanced economies, such as the United States and United Kingdom, an antipodean model has also been teased out. New Zealand is recognized as an outstanding example of the late twentieth-century neoliberal experiment. This chapter examines the antipodean responses to the post-1970s economic crisis of capitalism in the light of a longer history of the welfare state. It shows that the response to neoliberalism was complex, involving resistance as well as collusion and collaboration. It begins by exploring the distinct antipodean welfare-state tradition, which is held up to explain opposition to neoliberal ideas, but which New Zealand largely shared with Australia.
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Altonen, Heli, Vigdis Aune, Kathy Barolsky, Ellen Foyn Bruun, Nanna Edvartsen, Rikke Gürgens Gjærum, Courtney Helen Grile, et al. Theatre and Democracy: Building Democracy in Post-war and Post-democratic Contexts. Edited by Petro Janse van Vuuren, Bjørn Rasmussen, and Ayanda Khala. Cappelen Damm Akademisk - NOASP, 2021. http://dx.doi.org/10.23865/noasp.135.
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Theatre and Democracy: Building Democracy in Post-war and Post-democratic Contexts is the outcome of a longstanding collaboration between two centers of applied theatre education and research in South-Africa and Norway, respectively (2017–2022). It presents knowledge, critical conversations and artistic work related to issues of democracy, both historical and contemporary. Within the global framework of our current (post)democracies, thirteen chapters contain stories and analyses from artists and researchers who all study, understand and facilitate theatre as a political-performative medium in dealing with community-specific democratic issues. The reader encounters studies and reports from specific cases of applied theatre, community culture development and performance activism in countries such as South-Africa, Pakistan, Zimbabwe and Norway. There is a common interest in theatre as a platform for active citizenry, as well as several attempts to explore theatre as a platform for “political subjectivation” (Rancière).
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Beaudry, Catherine, Johann Mouton, and Heidi E. Prozesky. The Next Generation of Scientists in Africa. African Minds, 2018. http://dx.doi.org/10.47622/978-1-928331-93-3.
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Young scientists are a powerful resource for change and sustainable development, as they drive innovation and knowledge creation. However, comparable findings on young scientists in various countries, especially in Africa and developing regions, are generally sparse. Therefore, empirical knowledge on the state of early-career scientists is critical in order to address current challenges faced by those scientists in Africa. This book reports on the main findings of a three-and-a-half-year international project in order to assist its readers in better understanding the African research system in general, and more specifically its young scientists. The first part of the book provides background on the state of science in Africa, and bibliometric findings concerning Africa's scientific production and networks, for the period 2005 to 2015. The second part of the book combines the findings of a large-scale, quantitative survey and more than 200 qualitative interviews to provide a detailed profile of young scientists and the barriers they face in terms of five aspects of their careers: research output; funding; mobility; collaboration; and mentoring. In each case, field and gender differences are also taken into account. The last part of the book comprises conclusions and recommendations to relevant policy- and decision-makers on desirable changes to current research systems in Africa.
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Lovasi, Gina S., Ana V. Diez Roux, and Jennifer Kolker, eds. Urban Public Health. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190885304.001.0001.
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This book will orient public health scholars and practitioners, as well as professionals from related fields such as the social sciences and design professions, to the tools and skills needed for effective urban health research, including foundational concepts, data sources, strategies for generating evidence, and engagement and dissemination strategies to inform action for urban health. The book brings together what the researchers are learning through ongoing research experience and their efforts to inform action. Chapters also feature brief contributions from other urban health experts and practitioners. The book highlights throughout the public health importance of urban environments and the critical need for diverse interdisciplinary teams and intersectoral collaboration to develop and evaluate approaches to improve health in urban settings. Urban health professionals are often charged with working in ways that take a systems perspective and challenge conventional silos, while also engaging in more traditional public health actions and research strategies. The text is infused with themes emphasizing the importance of place for health, the potential to link evidence with action, and the critical need to attend to health inequities within urban environments. By providing a primer on the range of activities and capacities useful to urban health researchers, the book supports reader in their own professional development and team building by covering a range of relevant skills and voices. The primary audience includes trainees at the undergraduate, graduate, and postdoctoral levels who are interested in creating actionable evidence and in taking evidence-informed action to improve health within urban settings.
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Huss, Oksana, and Oleksandra Keudel. Open budget: Learning from the Open School Platform in Donetsk oblast, Ukraine. Bononia University Press, 2021. http://dx.doi.org/10.30682/oblospd01.
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The case study developed as part of IIEP‐UNESCO Research Project ‘Open Government: Learning From Experience’ analyses how an open government approach is being applied in Ukraine to resolve the critical issue of non‐transparent school financing through parents’ donations that undermines trust among key educational stakeholders. Developed in 2016, the Open School Platform (OS) is an online tool that allows parents to visualise the school’s budget, needs and expenditures in an easy‐ to‐read format. The study shows that OS has contributed to: improved trust among key stakeholders, improved communication and collaboration between school personnel and local public authorities, and more effective planning. But it also confirms that the use of ICT can lead to inequalities in poor rural communities having low levels of Internet access or computer literacy. It concludes on the importance of open government for shifting to a new paradigm of cooperation and partnership. And it recommends providing access to information in line with the Open Data Charter; ensuring a legal framework for citizen participation; using handy and accessible technological solutions; and following a ‘learning‐by‐doing’ approach to build up social capital for constructive interaction with authorities.
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Pérez-Milans, Miguel, and James W. Tollefson. Language Policy and Planning. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.36.
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The closing chapter explores the consequences that the processes of change taking place under the conditions of late modernity may have for language policy and planning (LPP) research. In particular, it addresses seven key strands of discussion that emerge from the chapters in this Handbook, and which the editors believe will be important in the future of the field, namely (1) the continued importance of critical approaches; (2) the paradox of agency; (3) the need for ethnographic approaches to move from recognition of their value to further engagement with epistemological awareness; (4) the challenge of creating new links between LPP and alternative philosophical traditions, beyond European political theory; (5) the increasing role of media in LPP; (6) the need for expanding collaborations and revisiting long-standing assumptions about community-based research, language rights, and activism; and (7) the imperative of addressing ethical issues in contemporary LPP research through researchers’ reflexivity.
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Halvorsen, Tar, and Peter Vale. One World, Many Knowledges: Regional experiences and cross-regional links in higher education. African Minds, 2016. http://dx.doi.org/10.47622/978-0-620-55789-4.
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Various forms of academic co-operation criss-cross the modern university system in a bewildering number of ways, from the open exchange of ideas and knowledge, to the sharing of research results, and frank discussions about research challenges. Embedded in these scholarly networks is the question of whether a global template for the management of both higher education and national research organisations is necessary, and if so, must institutions slavishly follow the high-flown language of the global knowledge society or risk falling behind in the ubiquitous university ranking system? Or are there alternatives that can achieve a better, more ethically inclined, world? Basing their observations on their own experiences, an interesting mix of seasoned scholars and new voices from southern Africa and the Nordic region offer critical perspectives on issues of inter- and cross-regional academic co-operation. Several of the chapters also touch on the evolution of the higher education sector in the two regions. An absorbing and intelligent study, this book will be invaluable for anyone interested in the strategies scholars are using to adapt to the interconnectedness of the modern world. It offers fresh insights into how academics are attempting to protect the spaces in which they can freely and openly debate the challenges they face, while aiming to transform higher education, and foster scholarly collaboration. The Southern African-Nordic Centre (SANORD) is a partnership of higher education institutions from Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. SANORDs primary aim is to promote multilateral research co-operation on matters of importance to the development of both regions. Our activities are based on the values of democracy, equity, and mutually beneficial academic engagement.
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Penn, Joseph V. Standards and accreditation for jails, prisons, and juvenile facilities. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0063.
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Numerous challenges confront correctional health staff in serving the needs of incarcerated adults and juveniles. Effective screening, timely referral, and appropriate treatment are critical. Their implementation requires interagency collaboration, adherence to established national standards of care, and implementation of continuous quality improvement practices and research on the health needs of this vulnerable patient population. Effective evaluation and treatment during incarceration meets important public health objectives and helps improve health services and effective transition into the community upon release. Many types of ‘free world’ health care organizations—such as hospitals, nursing homes, and psychiatric facilities—are accredited by the Joint Commission. Similarly, jails, prisons, juvenile detention, and other correctional facilities may be accredited by the National Commission on Correctional Health Care (a spinoff from the American Medical Association), the American Correctional Association, the Joint Commission, or a combination of the above. Although national accreditation is typically voluntary, it is often a contractual requirement for universities, other health care systems, and private vendors who provide health care services to correctional systems. In addition, when facilities undergo investigation or litigation, or are placed in receivership or federal oversight, they are often mandated to establish and maintain national accreditations. This chapter presents a brief historical narrative of the events that resulted in the development and adoption of national jail, prison, and juvenile correctional health care standards; a cogent review of jail and prison standards with particular relevance to psychiatry and mental health; and discussion of accreditation programs.
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Levin Rojo, Danna A., and Cynthia Radding, eds. The [Oxford] Handbook of Borderlands of the Iberian World. Oxford University Press, 2019. http://dx.doi.org/10.1093/oxfordhb/9780199341771.001.0001.
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This collaborative Oxford Handbook of Borderlands in the Iberian World integrates interdisciplinary approaches to illustrate the historical processes that produced borderlands in the Americas and connected them to global circuits of exchange and migration in the early modern world, extending from the fifteenth to the nineteenth-centuries. It brings together specialists in the Spanish and Portuguese imperial spheres, their geographic and cultural borderlands in both South and North America, and their maritime networks across the Caribbean, Atlantic and Pacific oceans. Its objectives emphasize (1) scholarship published in Latin America as well as new research published in diverse academic communities; (2) transdisciplinary research in fields such as ecology, archaeology, art history, geography, musicology, and anthropology that inform the current field of borderlands scholarship; (3) accessible language and imagery to make this work appeal widely to students, teachers, and scholars. “Borderlands” as a concept and a field of academic inquiry has opened new dimensions of interdisciplinary and critical thought in the last quarter-century at the same time that ethnohistorical approaches to imperialism and colonialism have produced critical analyses of European imperial spheres in the Americas and other world regions. This Handbook offers new research on environmental change, powerful indigenous federations in both North and South America, gendered histories in the mixed and volatile social fabrics of borderlands, indigenous enslavement and the complex degrees of difference between freedom and bondage, Afro-descendant populations in the Spanish and Portuguese borderlands, interethnic relations, and cultural productions in the arts and sciences.
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Subramaniam, Banu, ed. My Experiments with Truth. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038655.003.0006.
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This chapter focuses on biological invasions and presents one example of how we can experiment with an interdisciplinary repertoire of research questions, methods, and epistemologies to produce knowledge about the biological world—in short, an experiment about experimenting. The experiment under discussion is a collaborative project based in Southern California, where human-made disturbance has a very long and destructive history. Here, arbuscular mycorrhizal (AM) fungi and their role in plant ecology are observed within the environmental contexts of growth, especially the soil communities of plants. Mycorrhizal fungi and their relationship with native and exotic plant species offer a great context for a science/science studies project, and this work on fungi that were in “mutualistic” relationships also challenged the role of competition as the critical driver of ecology and evolution of plants.
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Lefroy, Ted, Allan Curtis, Anthony Jakeman, and James McKee, eds. Landscape Logic. CSIRO Publishing, 2012. http://dx.doi.org/10.1071/9780643103559.
Full textAbstract:
In 2005, researchers from four Australian universities and CSIRO joined forces with environmental managers from three state agencies and six regional catchment management authorities to answer the question: 'Can we detect the influence of public environmental programs on the condition of our natural resources?' This was prompted by a series of national audits of Australia's environmental programs that could find no evidence of public investment improving the condition of waterways, soils and native vegetation, despite major public programs investing more than $4.2 billion in environmental repair over the last 20 years.
Landscape Logic describes how this collaboration of 42 researchers and environmental managers went about the research. It describes what they found and what they learned about the challenge of attributing cause to environmental change. While public programs had been responsible for increase in vegetation extent, there was less evidence for improvement in vegetation condition and water quality. In many cases critical levels of intervention had not been reached, interventions were not sufficiently mature to have had any measurable impact, monitoring had not been designed to match the spatial and temporal scales of the interventions, and interventions lacked sufficiently clear objectives and metrics to ever be detectable. In the process, however, new knowledge emerged on disturbance thresholds in river condition, diagnosing sources of pollution in river systems, and the application and uptake of state-and-transition and Bayesian network models to environmental management.
The findings discussed in this book provide valuable messages for environmental managers, land managers, researchers and policy makers.
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Petit, Véronique, Kaveri Qureshi, Yves Charbit, and Philip Kreager, eds. The Anthropological Demography of Health. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198862437.001.0001.
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This book provides an integrative framework for the anthropological demography of health, a field of interdisciplinary population research grounded in ethnography and in critical examination of the social, political, and economic histories that have shaped relations between peoples. The field has grown from the 1990s, extending to a remarkable range of key human and policy issues, including: genetic disorders; nutrition; mental health; infant, child and maternal morbidity; malaria; HIV/AIDS; disability and chronic diseases; new reproductive technologies; and population ageing. Collaboration with social, medical, and demographic historians enables these issues to be situated in the evolution of institutional structures and inequalities that shape health and care access. Understanding fertility levels and trends has widened beyond parity and contraception to the many life course risks and alternative healing systems that shape reproductive health. By going beyond conventional demographic and epidemiological methods, and idealised macro/micro-level units, the anthropological demography of health places people’s health-seeking behaviour in a compositional demography based on ethnographic observation of group formation and change over time, and of variance between what people say and do. It tracks family and community networks; class, linguistic, and religious groups; sectoral labour and market distributions; health and healing specialisms; and relations between these bodies and with groups controlling local and national governments. The approach enables examination of how local cultures and experience are translated formally into measures on which survey and clinical programmes rely, thus testing the empirical adequacy of such translations, and leading to revision of concepts of risk and governance.
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Margolis, Eric, Richard Samuels, and Stephen P. Stich, eds. The Oxford Handbook of Philosophy of Cognitive Science. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.001.0001.
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Recent research across the disciplines of cognitive science has exerted a profound influence on how many philosophers approach problems about the nature of mind. These philosophers, while attentive to traditional philosophical concerns, are increasingly drawing both theory and evidence from empirical disciplines — both the framing of the questions and how to resolve them. However, this familiarity with the results of cognitive science has led to the raising of an entirely new set of questions about the mind and how we study it, questions which not so long ago philosophers did not even pose, let alone address. This book offers an overview of this burgeoning field that balances breadth and depth, with articles covering every aspect of the psychology and cognitive anthropology. Each article provides a critical and balanced discussion of a core topic while also conveying distinctive viewpoints and arguments. Several of the articles are co-authored collaborations between philosophers and scientists.
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Fridlund, Mats, Mila Oiva, and Petri Paju, eds. Digital Histories: Emergent Approaches within the New Digital History. Helsinki University Press, 2020. http://dx.doi.org/10.33134/hup-5.
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Historical scholarship is currently undergoing a digital turn. All historians have experienced this change in one way or another, by writing on word processors, applying quantitative methods on digitalized source materials, or using internet resources and digital tools. Digital Histories showcases this emerging wave of digital history research. It presents work by historians who – on their own or through collaborations with e.g. information technology specialists – have uncovered new, empirical historical knowledge through digital and computational methods. The topics of the volume range from the medieval period to the present day, including various parts of Europe. The chapters apply an exemplary array of methods, such as digital metadata analysis, machine learning, network analysis, topic modelling, named entity recognition, collocation analysis, critical search, and text and data mining. The volume argues that digital history is entering a mature phase, digital history ‘in action’, where its focus is shifting from the building of resources towards the making of new historical knowledge. This also involves novel challenges that digital methods pose to historical research, including awareness of the pitfalls and limitations of the digital tools and the necessity of new forms of digital source criticisms. Through its combination of empirical, conceptual and contextual studies, Digital Histories is a timely and pioneering contribution taking stock of how digital research currently advances historical scholarship.
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Batsleer, Janet, and James Duggan. Young and Lonely. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447355342.001.0001.
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Young and Lonely The Social Conditions of Loneliness gathers evidence of young people’s experience of loneliness and connection from a youth co-produced research project and locates these within longstanding cultural and historical discussions of loneliness and solitude, friendship and belonging. The study explores loneliness and the experiences of connection/disconnection and inclusion/exclusion with a particular focus on the experience of loneliness in young lives and on how it is navigated when it is first encountered. It proposes that loneliness should not be considered only or even primarily as another psychological disorder or contagion, whilst recognising that severe loneliness may be an aspect of and connected to severe forms of psychological and emotional distress. The ways that young people encounter loneliness have resonance across the age spectrum and for questions of social organisation more generally. In three subsections, The social conditions of loneliness, The experience of loneliness, and Building friendship and connection, which focuses on the innovative critical and creative co-research used methods (which built on youth work practice) which enabled the conditions in which from the transient to the more enduring loneliness is experienced to be explored are explored. An accompanying attention to the range of methods of finding friendship and connection allows the complexity of young people’s experience to be foregrounded. The creative research methods used in the ‘Loneliness Connects Us’ collaborative research give a sense of some of the ways this sensitive topic might be approached and enhance understanding of friendship and solidarity.
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Baron, Naomi S. How We Read Now. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190084097.001.0001.
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The digital revolution has transformed reading. Onscreen text, audiobooks, podcasts, and videos often replace print. We make these swaps for pleasure reading, but also in schools. How We Read Now offers a ringside seat to the impact of reading medium on learning. Teachers, administrators, librarians, and policy makers need to select classroom materials. College students must weigh their options. And parents face choices for their children. Digital selections are often based on cost or convenience, not educational evidence. Current research offers essential findings about how print and digital reading compare when the aim is learning. Yet the gap between what scholars and the larger public know is huge. How We Read Now closes the gap. The book begins by sizing up the state of reading today, revealing how little reading students have been doing. The heart of the book connects research insights to practical applications. Baron draws on work from international researchers, along with results from her collaborative studies of student reading practices ranging from middle school through college. The result is an impartial view of the evidence, including points on which the jury is still out. The book closes with two challenges. The first is that students increasingly complain print is boring. And second, for all the educational buzz about teaching critical thinking, digital reading is inherently ill suited for cultivating these habits of mind. Since screens and audio are now entrenched—and valuable—platforms for reading, we need to rethink how to help learners use them wisely.
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Kumar, TM Vinod, and Dilip R. Ahuja, eds. Rural Energy Planning for The Indian Himalaya. International Centre for Integrated Mountain Development (ICIMOD), 1987. http://dx.doi.org/10.53055/icimod.7.
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This book is perhaps the first effort to focus on energy issues in the Indian Himalayas. Though a lot has been written on the ecological consequences (of energy-related activities), these energy issues by themselves have not received sufficient attention. The papers in this volume have been selected from those commissioned by the International Centre for Integrated Mountain Development, and the Tata Energy Research Institute as a part of their collaborative programme on rural energy planning. As it was found that critical gaps exist in knowledge and experience in the area of effective diffusion of energy technologies for promoting Himalayan development, it was felt that a collection of papers on the existing states-of-the-art would be a useful first step before embarking on practical interventions. There are papers that have focussed on technologies, planning issues and economic welfare aspects relevant to development in all the different regions of the Himalayas. Some authors have focussed instead on the regions and have looked at the status of the three subject areas (technologies, planning and welfare) as they pertain to their regions. The major value of this book is that in addition to a clear articulation of problems, issues and possible solutions, it represents a comprehensive collection of information existing for this region. The authors have also brought out the gaps that exist currently and have established priorities for further research and direction for programmes to promote sustainable development of energy resources and their use in the Himalayan region.
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Sicular, Terry, Shi Li, Ximing Yue, and Hiroshi Sato, eds. Changing Trends in China's Inequality. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190077938.001.0001.
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This work provides a new, comprehensive, and empirically grounded study of household incomes in China that critically examines the long-term rise and recent apparent decline in inequality. It covers incomes and inequality nationwide as well as separately in the urban and rural sectors, with close attention to measurement issues and to underlying changes in the economy, institutions, and public policy. The chapters examine a range of related topics, including the inequality of wealth, the emergence of a new middle class, the income gap between the Han and the ethnic minorities, the gender wage gap, and the impacts of government policies, such as social welfare programs and the minimum wage. A distinguishing feature of the book is its use of data from the China Household Income Project (CHIP), a collaborative, international research project that has organized nationwide household surveys spanning 1988, 1995, 2002, 2007, and, most recently, 2013. The CHIP data make possible to provide a consistent picture of the evolution of China’s income and inequality from the late 1980s to the beginning of the Xi Jinping era. Analyses of the 2013 CHIP data, with comparisons to findings from past rounds of the survey, reveal new trends in China’s inequality.
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Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, Estela Daukšienė, Rasa Greenspon, Giedrė Tamoliūnė, Marius Šadauskas, and Gintarė Vaitonytė. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.
Full textAbstract:
These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.