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1
Boor, Ilja, Debby Gerritsen, Linda Greef, and Jessica Rodermans. Meaningful Assessment in Interdisciplinary Education. Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729048.
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Today’s university lecturers are faced with the challenge of educating students to see beyond the limits of their own discipline and to come up with innovative solutions to societal challenges. Many lecturers would like to put more emphasis on teaching students how to integrate diverse forms of knowledge, work together in teams, critically reflect and become self-regulated learners. These lecturers are breaking down the silos of scientific disciplines as well as the barriers between academia and society and responding to the changing role of universities in society. Just as teaching and learning are ready for change, so is assessment. In this book, we call for an assessment strategy with a greater emphasis on assessment for and assessment as learning, with a focus on giving powerful feedback and the use of authentic assessment tasks as well as alignment with the intended learning outcomes and your pedagogical beliefs. If you are looking for ways to assess integration, collaboration, reflection, and critical thinking rather than only assessing the acquisition of knowledge, the examples in this handbook are inspiring initiatives that can point you to new directions in assessment.
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Volmar, Axel, and Kyle Stine, eds. Media Infrastructures and the Politics of Digital Time. Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463727426.
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In a crucial sense, all machines are time machines. The essays in Media Infrastructures and the Politics of Digital Time develop the central concept of hardwired temporalities to consider how technical networks hardwire and rewire patterns of time. Digital media introduce new temporal patterns in their features of instant communication, synchronous collaboration, intricate time management, and continually improved speed. They construct temporal infrastructures that affect the rhythms of lived experience and shape social relations and practices of cooperation. Interdisciplinary in method and international in scope, the volume draws together insights from media and communication studies, cultural studies, and science and technology studies while staging an important encounter between two distinct approaches to the temporal patterning of media infrastructures, a North American strain emphasizing the social and cultural experiences of lived time and a European tradition, prominent especially in Germany, focusing on technological time and time-critical processes.
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Valjakka, Minna, and Meiqin Wang, eds. Visual Arts, Representations and Interventions in Contemporary China. Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462982239.
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This edited volume provides a multifaceted investigation of the dynamic interrelations between visual arts and urbanization in contemporary Mainland China with a focus on unseen representations and urban interventions brought about by the transformations of the urban space and the various problems associated with it. Through a wide range of illuminating case studies, the authors demonstrate how innovative artistic and creative practices initiated by various stakeholders not only raise critical awareness on socio-political issues of Chinese urbanization but also actively reshape the urban living spaces. The formation of new collaborations, agencies, aesthetics and cultural production sites facilitate diverse forms of cultural activism as they challenge the dominant ways of interpreting social changes and encourage civic participation in the production of alternative meanings in and of the city. Their significance lies in their potential to question current values and power structures as well as to foster new subjectivities for disparate individuals and social groups.
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Martin, Adrian. Mysteries of Cinema. Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462986831.
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The major essays of the distinguished and prolific Australian-born film critic Adrian Martin have long been difficult to access, so this anthology, which collects highlights of his work in one volume, will be welcomed throughout film studies. Martin offers indepth analysis of many genres of films while providing a broad understanding of the history of cinema and the history of film criticism and culture. These vibrant, highly personal essays, written between 1982 and 2016, balance breadth across cinema theory with almost encyclopedic detail, ranging between aesthetics, cinephilia, film genre, criticism, philosophy, and cultural politics. Mysteries of Cinema circumscribes a special cultural period that began with the dream of critique as a form of poetic writing, and today arrives at collaborative experiments in audiovisual essays. Throughout these essays, Martin pursues a particular vision of what cinema has been, what it is, and what it still could be.
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Docherty, Thomas. Complicity: Criticism Between Collaboration and Commitment. Rowman & Littlefield International, 2016.
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Docherty, Thomas. Complicity: Criticism Between Collaboration and Commitment. Rowman & Littlefield Publishers, Incorporated, 2016.
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Complicity: Criticism Between Collaboration and Commitment. Rowman & Littlefield International, 2016.
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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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Collaborative Projects: An Interdisciplinary Study. BRILL, 2014.
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Blunden, Andy. Collaborative Projects: An Interdisciplinary Study. Haymarket Books, 2016.
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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-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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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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Franz, Carleen, Lee Ascherman, and Julia Shaftel. Collaboration and Referral. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0014.
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The final chapter summarizes the benefits of clinician support for students and families who experience academic challenges and learning problems. A review of issues covered in this volume includes the definition of learning disability, challenges in understanding differences between school and external evaluations, differences in terminology, and the lack of congruence between parental expectations for schools and what schools may actually (and appropriately) offer. Recommendations for clinicians include the importance of obtaining a thorough academic history and consideration of school performance as a critical piece of the diagnostic and treatment picture. The impact of related disorders, such as ADHD and executive function deficits, is discussed. Clinicians are advised to become familiar with school-based legal requirements, evaluations, and identification procedures for the benefit of students and their parents.
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Clark, Gordon L., and Ashby H. B. Monk. Cooperation and Collaboration. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198793212.003.0010.
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Chapter 10 explains how and why new modes of cooperation and collaboration between, rather than within, institutions have become important. It summarizes the distinctive attributes of the global financial services industry. Critically, it looks at the value of cooperation and collaboration as a means of giving senior managers opportunities to adapt or extend the capacities of their institutions in a changing environment. This characterization of cooperation and collaboration is applied to the design of investment platforms bringing together financial institutions across space and time to invest in opportunities beyond inherited capabilities and resources. Findings relevant to the literature on organizational change are explored as a way to better understand the nature and shape of global financial services. The limits of cooperation and collaboration are identified with respect to the capacity of senior managers to make commitments on behalf of their organizations.
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Murfin, Audrey. Robert Louis Stevenson and the Art of Collaboration. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474451987.001.0001.
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Robert Louis Stevenson, Collaboration, and the Construction of the Late-Victorian Author argues that understanding literary collaboration is essential to understanding Stevenson’s writings. Stevenson often collaborated with family and friends, sometimes acknowledged, and sometimes not. Early collaborations include three plays with his friend W. E. Henley. Later, he and his wife Fanny co-authored a volume of linked stories, More New Arabian Nights, also titled The Dynamiter (1885). Fanny also contributed to other work that did not bear her name, significantly the Strange Case of Dr Jekyll and Mr Hyde (1886), and he drew on her diaries for his Pacific writings. He collaborated most extensively with his stepson, Lloyd Osbourne, with whom he wrote three novels: The Wrong Box (1889), The Wrecker (1892), and The Ebb-Tide (1894). Stevenson’s collaborations with Osbourne typify the critical problem my project addresses. Like Fanny Stevenson’s, Osbourne’s literary reputation has not been notable. Furthermore, there is evidence that Stevenson’s collaborations with Osbourne became frustrating. The core question this book addresses is this: why would this famous and successful author of Scottish literature practice a creative process that burdened him with inexpert collaborators? The answer to this question can be found in Stevenson’s novels, essays and plays, which dramatize the process of collaboration. Stevenson creates an alternate narrative of what it means to write—one that challenges commonly held assumptions about the celebrity cult of the author in Victorian literature, and notions of authorship more generally.
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Cynthia, Roberts, Leslie Armijo, and Saori Katada. Motives for BRICS Collaboration. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190697518.003.0004.
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This chapter explores the distinct mix of motives within each country’s foreign policy goals that has impelled cooperation among the five BRICS countries (Brazil, Russia, India, China, and South Africa). For China, the BRICS club allows it to express its leaders’ aversion to Western high-handedness and policy demands while exerting leadership in a less-threatening fashion. Russia prioritizes resistance to financial sanctions and Western dominance while aiming to translate the BRICS’ cooperation into greater regional and global influence. India hopes to amplify its voice in global governance and to expand choices of international partners through the BRICS. Brazil’s left-leaning governments hope to emphasize South-South diplomacy to please their domestic political supporters. In South Africa, China’s expected support and investment for Africa’s growth tops the list. The non-China BRICS all see China as the most important member of the group, and tying China to their economic and club interests has been a critical element of the BRICS’ collective financial statecraft.
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Nahm, Jonas. Collaborative Advantage. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197555361.001.0001.
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In an era of rapid international economic integration, how do countries interact, innovate, and compete in industries, like energy, that are fundamental to national interests? Collaborative Advantage: Forging Green Industries in the New Global Economy examines the development of wind and solar industries, two sectors of historic importance that have long been the target of ambitious public policy. As wind and solar grew from cottage industries into $300 billion global sectors, China, Germany, and the United States each developed distinct constellations of firms with starkly different technical capabilities. The book shows that globalization itself has reinforced such distinct national patterns of industrial specialization. Economically, globalization has created opportunities for firms to specialize through collaboration with others. Politically, new possibilities for specialization have allowed firms to repurpose existing domestic institutions for application in new industries. Against the backdrop of policy efforts that have generally failed to grasp the cross-national nature of innovation, the book offers a novel explanation for both the causes of changes in the global organization of innovation and their impact on domestic politics. As interdependence in global supply chains has again come under fire in the wake of the Covid-19 pandemic, Collaborative Advantage challenges the notion that globalization is primarily about competition, highlighting instead the central role of collaboration in the global economy, particularly in clean energy industries critical to solving the climate crisis.
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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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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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Hazzard, Oli. ‘trying to have it both ways’. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198822011.003.0004.
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Chapter 3 examines Lee Harwood’s self-described ‘imitations’ of Ashbery, composed while the poets were in a relationship. This extends earlier critical writing about the two by being the first to read their correspondence alongside their poems, and benefits from Harwood’s recently opened archive. The poets’ interactions are broadly situated in Anglo-American exchange during the 1960s, in which the United States is perceived by both to have become the dominant Anglophone poetic culture. It details some of Harwood’s key appropriations from Ashbery in The Man with Blue Eyes, then reads their collaboration, ‘Train Poem’—which has yet to be discussed by any critic—as a transcript of the process of poetic influence as it occurs. Finally, it considers the Ashbery’s first critical formation of an English ‘other tradition’, through his association of Harwood with John Clare’s work in his blurb for Harwood’s The White Room and later Charles Eliot Norton lectures.
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Bienvenu, O. Joseph, Ramona O. Hopkins, and Christina Jones, eds. Psychological and Cognitive Impact of Critical Illness. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199398690.001.0001.
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Neuropsychiatric problems, including posttraumatic stress disorders, depression, and anxiety, after critical illness are receiving increasing attention, particularly in the critical care medicine literature, but all clinicians should be interested in these common problems, given the growing number of critical illness survivors. Patients frequently come out of the intensive care unit (ICU) with horrifying distorted memories and don’t understand what has happened to them. Not only are patients debilitated with cognitive impairment and ICU-acquired weakness, they are traumatized by actual experiences (e.g., shortness of breath and pain) and distorted memories (of being tortured, raped, assaulted, or imprisoned) shaped by delirium. Patients’ family members are also frequently quite distressed, and children surviving critical illnesses appear to have similar experiences to those of adults. This book provides an overview of the nature and epidemiology of cognitive and other psychiatric problems in this growing population, and it addresses the small but growing literature on prevention and early intervention efforts. Addressing these problems successfully will require collaborative interventions, both in-ICU and post-ICU.
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Campbell, Patricia Shehan, and Shannon Dudley. A University Commitment to Collaborations with Local Musical Communities. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.8.
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Working from the premise that the study of music in a hermetic academic environment is no longer a viable model, and that university music programmes must connect to the vibrant musical communities in the very neighbourhoods that surround them, we examine how the presence of a community music ‘weave’ within university programmes of music benefits students, faculty, and community members in myriad ways. We offer examples of university–community partnerships initiated by the ethnomusicology and music education programmes at the University of Washington that prepare music students for the diverse and complex society into which they will graduate. The Visiting Artists in Ethnomusicology programme will be highlighted for the extent to which world-renowned and locally residing artist-musicians have been invited to the faculty for extended periods to perform, teach, and interact with students on instruments, vocally, and in dance forms associated with traditional musical practices. The intent of the chapter is to underscore the critical need for university–community exchanges, to suggest some ways that such exchanges can be accommodated within university programmes of music, and to affirm the benefits that flow from connecting the dots of musicians and aspiring musicians in the workaday world beyond the fortress of the university.
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Doyle, Jeffrey D., and John C. Marshall. Intra-abdominal sepsis in the critically ill. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199600830.003.0187.
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Intra-abdominal infection encompasses a broad group of infections arising both within the peritoneal cavity and the retroperitoneum. The probable bacteriology reflects patterns of normal and pathological colonization of the gastrointestinal tract. Anaerobic bacteria are found in the distal small bowel and colon. The abdomen is the second most common site of infection leading to sepsis in critically-ill patients. Intra-abdominal infections can be complex to manage and require excellent collaboration between intensivists, diagnostic and interventional radiologists, surgeons, and sometimes gastroenterologists and infectious disease specialists. Prompt diagnosis, appropriate antimicrobial coverage and timely source control are the cornerstones of successful management. The spectrum of pathologic conditions responsible for intra-abdominal infection is broad, although some common biological features facilitate an understanding of their diagnosis and management.
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Curkpatrick, Samuel. Singing Bones. Sydney University Press, 2020. http://dx.doi.org/10.30722/sup.9781743326770.
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Manikay are the ancestral songs of Arnhem Land, passed down over generations and shaping relationships between people and the country. Singing Bones foregrounds the voices of manikay singers from Ngukurr in southeastern Arnhem Land and charts their critically acclaimed collaboration with jazz musicians from the Australian Art Orchestra, Crossing Roper Bar. It offers an overview of Wägilak manikay narratives and style, including their social, ceremonial and linguistic aspects, and explores the Crossing Roper Bar project as an example of creative intercultural collaboration and a living continuation of the manikay tradition.
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Brekke, John S., and Jeane W. Anastas, eds. Shaping a Science of Social Work. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190880668.001.0001.
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In contrast to other helping professions, social work does not currently define itself as scientific, or as a scientific discipline. Starting with the work of John Brekke, this volume considers what a science of social work might look like. These ideas have developed from an extended collaboration among the chapter authors and others. Aspects of the framework described here include approaches to ontology and epistemology (scientific and critical realism); science and the the identity of social work; the context of Grand Challenges for social work; the place of values in a science of social work; the importance of theory in social work science; and how ideas from the philosophy of mind can also inform what a social work science should be. The volume then describes the application of social work science to social work practice, managing the tensions between rigor and relevance, and ways to educate future scholars. The concluding chapter suggests some ways in which this framework might affect social work practice and education in the future.
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Lunsford, Beverly, and Terry A. Mikovich. Interprofessional Team-Based Care. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190466268.003.0029.
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As older adults live longer, they experience a concomitant increase in chronic illness, which may be associated with a more frequent need for health care and intermittent or progressive functional decline. There is an increased need for regular health care monitoring as well as treatment and coordination of care among multiple providers and across settings to prevent, delay, or minimize decline in health and quality of life. Interprofessional collaboration is critical for safe coordination of care, reduction of duplication in services, and cost containment. Health care professionals who serve older adults are developing new models of collaboration to provide more integrated and person-centered approaches to maintaining the quality of life for older adults, especially those with multiple chronic illnesses. These models include health-oriented teams, home and community-based services, Acute Care for Elders (ACE), home-based primary care, Program of All-Inclusive Care for the Elderly (PACE), comprehensive geriatric assessment, and palliative care teams.
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Gray, Barbara, and Jill Purdy. Designing Multistakeholder Partnerships. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198782841.003.0005.
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Designing partnerships for success is challenging. Many partnerships succumb to collaborative inertia; that is, they experience slow progress or truncate their efforts without any tangible outcomes. Factors that contribute to such inertia include distrust, framing conflicts, identity, process, and power differences. This chapter identifies several important process design issues that partnership leaders need to consider. Eight critical tasks that interveners can undertake to shift these forces in positive directions are introduced: Convening, managing the process, visioning, intervening in large groups, conflict handling, visioning to facilitate partners’ learning, gaining buy-in back home, and institution building. Detailed advice is offered for how partners should engage in each of these tasks to steer partnerships in positive directions. Factors that motivate and block collaborative efforts at each of four phases in a partnership’s life cycle are also explored and their appropriateness for each phase of a partnership’s life cycle is assessed.
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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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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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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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Abel, Magdalena, Sharda Umanath, James V. Wertsch, and Henry L. Roediger. Collective Memory: How Groups Remember Their Past. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198737865.003.0016.
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Studies of collective memory address how people create and maintain a shared representation of their group’s past and group identity. In particular, we conside how knowledge representations and schematic narrative templates (recurring stories of the past) contribute to collective remembering. Diverging memories between groups can cause conflict, so examining how different group’s varying memories of “the same event” can cause misunderstandings is critical. We consider whether (and how) groups can mediate their differences to attempt to reach consensus about the past, using narratives of World War II as a case study. The study of collective memory comprises many different senses of the term remembering, and this chapter emphasizes the benefits of interdisciplinary collaboration to examine the issues from multiple perspectives.
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Platte, Nathan. “Drama Rising like Mighty Music”. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199371112.003.0003.
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Selznick’s move to RKO in 1931 brought the producer in contact with music director Max Steiner. Through their collaborative relationship they defined and directed the role of symphonic underscore in Hollywood. This chapter charts their systematic expansion of background scoring within individual films and the extension of this music beyond films in sheet music and concert performances. Special emphasis is placed on Symphony of Six Million (1932) and the “island-adventure trilogy” of Bird of Paradise (1932), The Most Dangerous Game (1932), and King Kong (1933). Tracking music’s role across these four films reveals how Steiner and Selznick’s experimental use of background scoring creatively reworked silent-era musical practices to produce a widely influential scoring model. Selznick’s RKO productions also feature critical but overlooked contributions from orchestrator Bernhard Kaun, sound engineer Murray Spivack, and African-American choral director Clarence Muse.
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Aufderheide, Dean. Communication in correctional psychiatry. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0009.
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When the competing cultures and communication styles of correctional and health care professionals clash, communication is compromised and the potential for problems and unwanted outcomes is compounded. Notwithstanding the inherent cultural differences among interdisciplinary staff, effective communication in a correctional setting is especially challenging for psychiatrists. Whether transitioning from the protective structure of a residency, or moving from a private practice or other mental health setting, psychiatrists working in a jail or prison will likely experience their new environment as replete with competing interests and priorities. Also, unlike in a health care setting, where physicians are at the top of the hierarchy, psychiatrists working in a jail or prison are further down the organizational hierarchy. It is in such an environment that it becomes critically important for psychiatrists to develop communication strategies that are successful in creating effective and sustainable working relationships not only with patients, but also with the facility’s leadership, security staff, treatment team members, and other interdisciplinary staff. This chapter will discuss ways in which psychiatrists play a critical role in mission requirements that necessitate effective communication skills with interdisciplinary staff in jails and prisons. From identifying the variables in the correctional culture that shape communication to improving interdisciplinary collaboration, this chapter will explore the ways in which correctional psychiatrists can model effective communication styles and strategies that enhance professional credibility and improve treatment outcomes.
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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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Panzer, Paula, and Stephanie Smit-Dillard. Trauma-Informed Care. Edited by Hunter L. McQuistion. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190610999.003.0002.
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Many people seeking psychiatric care have been exposed to interpersonal and/or community trauma; those experiences have direct bearing on their presenting concerns. Understanding that trauma can pervasively impact well-being, it is critical for psychiatric practitioners to routinely address trauma exposure, coping strategies, and related symptoms so that interventions are experienced as collaborative, safe, and effective. This chapter discusses practical approaches addressing the role of trauma in health and behavioral health symptoms, and it introduces evidence-based interventions for assessing and treating trauma-related disorders in public practice. Trauma-informed systems of care that limit undue harm while attending to the needs of practitioners are also discussed.
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Pollard, Natalie. Poetry, Publishing, and Visual Culture from Late Modernism to the Twenty-first Century. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198852605.001.0001.
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This book examines why it is important to appreciate cultural artefacts such as poems, sculptures, and buildings not as static, perfected objects, but as meshworks of entangled, mutable, and trans-personal forces. Offering six such case studies across the long twentieth century, the book focuses on how poetic works activate closer appreciation of literature’s hybridity. The book analyses how such texts are collaborative, emergent, and between-categories, and shows why this matters. It focuses, first, on how printed poetry is often produced collaboratively, in dialogue with the visual and plastic arts; and second, how it comes about through entangled and emergent agencies. Both have been overlooked in contemporary scholarship. Although this proposal makes some trouble for established disciplinary modes of reception and literary classification, for this reason, it also paves the way for new critical responses. Chiefly, Fugitive Pieces encourages the development of modes of literary critical engagement which acknowledge their uncertainty, vulnerability, and provisionality. Such reading involves encountering poems as co-constituted through materials that have frequently been treated as extra-literary, and in some cases extra-human. Focusing on works by Djuna Barnes, David Jones, F.T. Prince, Ted Hughes, Denise Riley, and Paul Muldoon, Fugitive Pieces fosters closer attention to how literary works operate beyond the boundaries of artistic categorization and agency. It examines the politics of disciplinary criticism, and the tensions between anthropocentric understandings of value and intra-agential collaborative practices. Its purpose is to stimulate much-needed analysis of printed works as combinatorial and hybrid, passing between published versions and artforms, persons and practices.
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Altonen, Heli, Vigdis Aune, Kathy Barolsky, 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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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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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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Klein, Julie Thompson. Typologies of Interdisciplinarity. Edited by Robert Frodeman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198733522.013.3.
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The dominant structure of knowledge in the twentieth century was division into domains of disciplinary specialization. In the latter half of the century this system was challenged by an increasing number of interdisciplinary activities. This chapter examines typologies of interdisciplinary activities, identifying patterns of consensus and fault lines of debate from the first major classification scheme in 1970 and continues to recent taxonomies that recognize new developments. The chapter compares similarities and differences in a framework of multidisciplinary juxtaposition and alignment of disciplines, interdisciplinary integration and collaboration, and transdisciplinary synthesis and trans-sector problem solving. It further distinguishes major variants of methodological versus theoretical interdisciplinarity, bridge building versus restructuring, and instrumental versus critical interdisciplinarity. Typologies are neither neutral nor static. They reflect choices of representation in a semantic web of differing purposes, contexts, organizational structures, and epistemological frameworks. They reassert, extend, interrogate, and reformulate existing classifications to address both ongoing and unmet needs.
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Greenland, Thomas H. Prologue. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040115.003.0001.
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This prologue describes the collaboration between New York City jazz musicians and audiences—during performances and elsewhere—that is essential for creating meaningful music and building cohesive communities. It argues that jazz audiences—whether they are amateur fans, music professionals, or, more often, some combination of both—are not passive “receivers” of music, but are in fact active performers. Although our attention is typically drawn to the onstage activities, the book suggests that jazz-making is better understood when we take into consideration active participants and the various venue operators, booking agents, photographers, critics, publicists, painters, amateur musicians, fans, friends, and tourists who create the jazz scene. The book refers to these people as an improvised community of listeners and participants who collectively assert their sense of themselves and of each other through the music they make. The book cites the case of Peter Cox, an integral figure in New York's jazz scene who was characterized by musicians as a fellow performer.
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Friedman, Deborah I., Shamin Masrour, and Susan Hutchinson. Headache. Edited by Emma Ciafaloni, Cheryl Bushnell, and Loralei L. Thornburg. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190667351.003.0012.
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In most cases, women with headache disorders have normal pregnancy and delivery outcomes and should not be discouraged from becoming pregnant. Pre-pregnancy planning includes weaning of contraindicated medications. Most women with migraine without aura improve during pregnancy. Although there are limitations, various acute and preventive treatments may be employed, including non-pharmacologic options. Anti-epileptic medications should be avoided. For pseudotumor cerebri, the mainstay of treatment includes diuretics and therapeutic lumbar punctures, avoiding topiramate. Surgical treatment may be necessary if vision is threatened. Close monitoring and collaboration between an ophthalmologist, neurologist and obstetrician are critical. New-onset pseudotumor cerebri requires an investigation for secondary causes such as cerebral venous thrombosis. In the absence of a pre-existing primary headache disorder, new headaches in the postnatal period warrant evaluation for secondary headache disorders, including post-dural puncture headache, stroke, cerebral venous thrombosis, pre-eclampsia, eclampsia, reversible cerebral vasoconstriction syndrome (RCVS), and pituitary apoplexy.
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Mack, Peter. Reading Old Books. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691194004.001.0001.
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In literary and cultural studies, “tradition” is a word everyone uses but few address critically. In this book, the author offers a wide-ranging exploration of the creative power of literary tradition, from the middle ages to the twenty-first century, revealing in new ways how it helps writers and readers make new works and meanings. The book argues that the best way to understand tradition is by examining the moments when a writer takes up an old text and writes something new out of a dialogue with that text and the promptings of the present situation. The book examines Petrarch as a user, instigator, and victim of tradition. It shows how Chaucer became the first great English writer by translating and adapting a minor poem by Boccaccio. It investigates how Ariosto, Tasso, and Spenser made new epic meanings by playing with assumptions, episodes, and phrases translated from their predecessors. It then analyzes how the Victorian novelist Elizabeth Gaskell drew on tradition to address the new problem of urban deprivation in Mary Barton. And, finally, it looks at how the Kenyan writer Ngũgĩ wa Thiong'o, in his 2004 novel Wizard of the Crow, reflects on biblical, English literary, and African traditions. Drawing on key theorists, critics, historians, and sociologists, and stressing the international character of literary tradition, the book illuminates the not entirely free choices readers and writers make to create meaning in collaboration and competition with their models.
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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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Plutino, Alessia, Kate Borthwick, and Erika Corradini, eds. Innovative language teaching and learning at university: treasuring languages. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.40.9782490057603.
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The present volume collects papers from InnoConf19, which took place at the University of Southampton on the 28th of June 2019. The theme of the conference was ‘Treasuring languages: innovative and creative approaches in HE’. The contributions collected in this peer-reviewed volume aim to reflect on best practice in higher education. They showcase innovative approaches to support the multiple skills needed in our society whilst fighting a decline in students wanting to learn languages. The short papers selected for this volume display examples of innovative curriculum design; enhancement of critical thinking, creative skills, and intercultural awareness; the use of digital tools and technology-enhanced learning, employability, innovative assessment, and collaborative and independent learning. We believe this volume will be of use to language teachers and practitioners in higher education and beyond.
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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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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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Grossman, Kathryn M., and Bradley Stephens. Les Misérables. Edited by Robert Gordon and Olaf Jubin. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199988747.013.15.
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One of Britain’s most profitable musical exports, Les Misérables has captivated audiences worldwide with its mix of stirring spectacle and high emotion. Critical response has, however, been deeply divided. Alain Boublil and Claude-Michel Schönberg’s ‘megamusical’ has often been accused of trivializing the mammoth nineteenth-century novel by Victor Hugo on which it is based, reducing Hugo’s epic of social injustice to populist sentimentalism. To challenge the cliché of the inferiority of adaptations and the bias towards ‘high art’ that such criticism generates, this essay specifies the relationship between Hugo’s global bestseller and the world’s longest-running musical. This connection has received much less scholarly attention than the fame of each work would suggest. By exploring their affiliation within the contexts of both Hugo’s Romanticism and the libretto’s collaborative development from Paris to London, a revealing likeness is identified that clearly underpins the success of the ‘show of shows’.
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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.