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Books on the topic 'Collaborative CAD'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

CAD-CAM Data Exchange Technical Centre. CAD/CAM Data Exchange Technical Centre prospectus: A collaborative venture between industrial companies, National Economic Development Office, University of Leeds Industrial Services Ltd., Department of Trade and Industry. London: National Economic Development Office, 1985.

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2

Oja, Sharon Nodie. Collaborative action research: A developmental approach. London: Falmer Press, 1989.

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3

Pieters, Jules. Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Cham: Springer Nature, 2019.

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4

1947-, Pratt Keith, ed. Collaborating online: Learning together in community. San Francisco: Jossey-Bass, 2005.

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5

Canada Mortgage and Housing Corporation. Planning cohousing : Creative Communities and the Collaborative Housing Society, Toronto, Ontario : [case study] =: La planification des ensembles d'habitations communautaires : Creative Communities et la Collaborative Housing Society, Toronto (Ontario) : [étude de cas]. Ottawa, Ont: Canada Mortgage and Housing Corporation = Société canadienne d'hypothèques et de logement, 1997.

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6

Landøy, Ane. Collaboration in Designing a Pedagogical Approach in Information Literacy. Cham: Springer Nature, 2020.

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7

C, Dorn Barry, ed. Renegotiating health care: Resolving conflict to build collaboration. San Francisco: Jossey-Bass, 1995.

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8

L, Duncan Barry, ed. Brief intervention for school problems: Collaborating for practical solutions. New York: Guilford Press, 1997.

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9

1935-, Vincent Tom, ed. The knowledge web: Learning and collaborating on the net. London: K. Page, 1998.

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10

Eisenstadt, Marc. The knowledge web: Learning and collaborating on the net. London: K. Page, 2000.

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11

Brioni, Simone, and Shirin Ramzanali Fazel. Scrivere di Islam. Venice: Edizioni Ca' Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-411-0.

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Scrivere di Islam. Raccontare la diaspora (Writing About Islam. Narrating a Diaspora) is a meditation on our multireligious, multicultural, and multilingual reality. It is the result of a personal and collaborative exploration of the necessity to rethink national culture and identity in a more diverse, inclusive, and anti-racist way. The central part of this volume – both symbolically and physically – includes Shirin Ramzanali Fazel’s reflections on the discrimination of Muslims, and especially Muslim women, in Italy and the UK. Looking at school textbooks, newspapers, TV programs, and sharing her own personal experience, this section invites us to change the way Muslim immigrants are narrated in scholarly research and news reports. Most importantly, this section urges us to consider minorities not just as ‘topics’ of cultural analysis, but as audiences and cultural agents. Following Shirin’s invitation to question prevailing modes of representations of immigrants, the volume continues with a dialogue between the co-authors and discusses how collaboration can be a way to avoid reproducing a ‘colonial model’ of knowledge production, in which the white male scholar takes as object of analysis the work of an African female writer. The last chapter also asserts that immigration literature cannot be approached with the same expectations and questions readers would have when reading ‘canonised’ texts. A new critical terminology is needed in order to understand the innovative linguistic choices and narrative forms that immigrant writers have invented in order to describe a reality that has lacked representation or which has frequently been misrepresented, especially in the discourse around the contemporary Muslim diaspora.

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12

Bruner, Justin, and Cailin O’Connor. Power, Bargaining, and Collaboration. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190680534.003.0007.

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Collaboration is increasingly popular across academia. Collaborative work raises certain ethical questions, however. How will the fruits of collaboration be divided? How will academics divide collaborative labor? This chapter considers the following question in particular. Are there ways in which these divisions systematically disadvantage certain groups? The chapter uses evolutionary game theoretic models to address this question. First, it discusses results from O'Connor and Bruner (2015) showing that underrepresented groups in academia can be disadvantaged in collaboration and bargaining by dint of their small numbers. Second, it presents novel results exploring how the hierarchical structure of academia can lead to bargaining disadvantage. The chapter investigates models where one actor has a higher baseline of academic success, less to lose if collaboration goes south, or greater rewards for non-collaborative work. The chapter shows that in these situations, the less powerful partner can be disadvantaged in bargaining over collaboration.

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13

Gordon, Rupa Gupta, Melissa C. Duff, and Neal J. Cohen. Applications of Collaborative Memory: Patterns of Success and Failure in Individuals with Hippocampal Amnesia. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198737865.003.0023.

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A growing body of work suggests that collaboration can benefit memory. In our work on the neural substrates of collaborative learning, we find that many of these benefits extend even to individuals with profound memory impairment. We review this line of work highlighting the benefits and limits of collaborative learning in memory impaired populations. Understanding the contexts and circumstances of success and failure in collaborative learning in individuals with memory impairment advances scientific knowledge of how distinct forms of memory contribute to specific aspects of collaborative learning. Our discovery that memory-impaired individuals can benefit from collaborative learning under some conditions points to the promise of collaborative learning situations in the rehabilitation of memory and learning impairments.

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14

Meade, Michelle L., Celia B. Harris, Penny Van Bergen, John Sutton, and Amanda J. Barnier, eds. Collaborative Remembering. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198737865.001.0001.

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Much information in our lives is remembered in a social context, as we often reminisce about shared experiences with others, and more generally remember in the social context of our communities and our cultures. Memory researchers across disciplines and subdisciplines are actively exploring collaborative remembering. However, despite this common interest and growing research area, there is currently relatively little crosstalk between perspectives. This is at least partly due to differences in the assumptions, methodologies, and conclusions that guide different approaches, and which can make it difficult to synthesize and compare methods and findings. The primary purpose of this book is to feature outstanding recent work on collaborative remembering across several fields and subfields (including developmental psychology, cognitive psychology, social psychology, discourse processing, philosophy, neuropsychology, design, and media studies), to highlight the points of overlap and contrast, and to initiate conversations and debate both within and across the various perspectives. Toward that end, we present a comprehensive and field-defining set of chapters that illustrate the many different perspectives of collaborative memory research, and demonstrate the nuance and complexity of collaborative remembering within and across research traditions.

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15

Langlois, Sylvia, and Karen Gold. Promoting Collaborative Competencies. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190849900.003.0008.

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This chapter explores the role of arts and humanities in promoting interprofessional learning and patient-centered collaborative practice. This chapter addresses the importance of collaborative competencies in postgraduate training and healthcare practice as situated within the principles of relational-centered care. Case studies of learning activities which can be adapted for use in postgraduate medical education and specific consideration for interprofessional facilitation provide a practical guide on how to incorporate the arts into postgraduate education. Additionally, components of a certificate program for learners focusing on the development of collaborative competencies through engagement in the arts and humanities are discussed.

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Nason-Clark, Nancy, Barbara Fisher-Townsend, Catherine Holtmann, and Stephen McMullin. Collaborative Community Responses. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190607210.003.0006.

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Religious leaders can be part of the solution to domestic violence, not just part of the problem. This concept is rather difficult for many of those working in advocacy, the criminal justice field, or even intervention services to believe. Often, it has not been true in their experience of working with religious women, men, or children caught in the web of abuse. This chapter discusses many of the features of collaborative community-based responses to abuse and the advantages and the impediments that surface in any local context as workers from a variety of agencies and paradigms work together. It offers concrete suggestions to enhance the likelihood of collaborative success at the community level.

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17

Twyford, Karen. Collaborating. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.41.

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Effective teamworking is increasingly considered vital for successful outcomes for clients, professionals, and advancement of the profession of music therapy. However, while many benefits may be realized, teamworking does not come without its challenges. Team success requires tasks which are clearly defined and motivating overall in addition to synthesis and integration of skills and knowledge to stimulate team members. Additionally, effective teamworking requires an awareness of the diverse purposes required for different forms of integrated working. This chapter evaluates and discusses the ways in which music therapists can be effective as team members in health care and education services.

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18

Gabbert, Fiona, and Rebecca Wheeler. Memory Conformity Following Collaborative Remembering. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198737865.003.0006.

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Despite natural differences in the way individuals initially remember the same encoded event, research shows that when people discuss their memories they can influence each other such that their subsequent individual memory reports become similar. This phenomenon is referred to as “memory conformity.” It can occur because people accept, and later report, information that is suggested to them in the course of the discussion. In the interest of both theoretical and applied implications, researchers have investigated factors that can increase and decrease the memory conformity effect. This chapter presents methodological approaches to investigating memory conformity, typical research findings, and current theoretical explanations that help account for the phenomenon.

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19

Nicolls, Sarah. Intervention. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199355914.003.0008.

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Contemporary pianist Sarah Nicolls reflects on the benefits of collaborating with living composers, and the forms that such collaborations can take. The Intervention goes on to consider some of the practical problems that need to be tackled in any collaboration, and the re-negotiations of creative ownership that may be involved.

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20

Niermann, Timo. Collaborating Backstage. Bloomsbury Publishing Plc, 2019. http://dx.doi.org/10.5040/9781350073104.

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Collaboration is the most important facet of any theatrical company. From the performers on stage to the choreographers, designers and technicians working behind the scenes, this book considers all departments working on a production and instructs them on how to unify their individual skills towards a shared goal. From Vaudeville to classical opera, this book establishes the skills that each specialist brings to the production process before demonstrating how each individual contribution can be utilized in tandem with all other creative teams. With particular focus on enhancing interdepartmental communication, Collaborating Backstage examines all the challenges that may befall artistic companies and projects made up of many different parts. This book explains how to understand technical jargon within teams that speak a variety of languages and come from different cultural backgrounds; how to recognise and follow the ‘unwritten rules’ of theatre; and how best to achieve the ultimate creative potential of a team working completely in sync. Underpinned by incisive theories on performance, communication and creativity, Collaborating Backstage is full of helpful illustrations and innovative methods to achieve effective working relationships in the theatre.

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21

1947-, Moran Louise, and Mugridge Ian, eds. Collaboration in distance education: International case studies. London: Routledge, 1993.

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22

Peers Inc: How people and platforms are inventing the collaborative economy and reinventing capitalism. PublicAffairs, 2015.

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23

1967-, Cummings Robert E., and Barton Matt, eds. Wiki writing: Collaborative learning in the college classroom. Ann Arbor, Mich: University of Michigan Press, 2008.

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24

Kempster, Steve, and Ken Parry. Beyond one voice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198796978.003.0009.

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Steve Kempster and Ken Parry introduce an unconventional research design and data collection method called co-constructed analytic auto-ethnography. This is based on a collaborative partnership between researcher and participant. The collaboration first involves an in-depth exploration of the participant’s socially constructed experience. The approach then reaches beyond that experience by testing the resonance of the insights generated with those of others who have been through similar experiences. Co-constructed analytic auto-ethnography can thus explore subjects that are difficult to access with traditional qualitative and quantitative methods. The approach is illustrated by a study that involved a collaboration between an academic and a senior manager, exploring the inter-related phenomena of emotional labour and authenticity in leadership practice. Dismissing criticism of auto-ethnography as ‘confessional tales’, the chapter concludes that this is a rigorous, insightful, and valuable research approach.

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25

Pratt, Keith, and Rena M. Palloff. Collaborating Online: Learning Together in Community. Wiley & Sons, Incorporated, John, 2010.

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26

Marine, Susan, and Ruth Lewis, eds. Collaborating for Change. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071820.001.0001.

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In the midst of unprecedented attention to gender-based violence (GBV) globally, prompted in part by the #MeToo movement, this book provides a new analysis of how higher education cultures can be transformed. It offers reflections from faculty, staff, and students about how change has happened and could happen on their campuses in ways that go beyond implementation of programs and policies. Building on what is already known from decades of scholarship and practice in the United States, and more recent attention elsewhere, this book provides an interdisciplinary, international overview of attempts to transform higher education cultures to eradicate GBV. Change happens because people act, usually with others. At the heart of transformative efforts lie collaborations between faculty, staff, students, activists, and community organizations. The contributors to the book reflect on what makes for constructive, effective collaborations and how to avoid the common mistakes in working with others to end GBV. They consider what has worked to challenge the reluctance—or outright hostility—they have encountered in their work against GBV and how their collaborations have succeeded in transforming the ways GBV is considered and dealt with. The chapters focus on experiences in Canada, the United States, England, Scotland, France, and India to examine different approaches to tackling GBV in higher education. They reveal the cultural variations in which GBV occurs as well as the similarities across cultures. Together, they demonstrate that, to make higher education a safe environment for all, nothing short of a transformation is required.

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Hall, Kara, Brooke A. Stipelman, Amanda L. Vogel, and Daniel Stokols. Understanding Cross-Disciplinary Team-Based Research. Edited by Robert Frodeman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198733522.013.28.

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Cross-disciplinary team-based research is conducted by collaborators from more than one area of expertise. The quality of the scholarship they produce can be influenced strongly by the quality of their collaborative interactions. A new field of study has emerged, called the science of team science (SciTS), that aims to develop an evidence base for the multilevel factors that hinder or facilitate effective research collaboration, such as team characteristics and processes and institutional, funding, and other conditions. This chapter begins with an overview of team science, including a discussion of the major dimensions and processes that shape science teams and unique considerations for cross-disciplinary teams. The chapter then introduces key concepts and milestones in the SciTS field, and reviews conceptual models that explicate the processes and contextual factors that influence research collaboration. The chapter concludes with a discussion of future directions, including additional evidence needed to promote effective cross-disciplinary teamwork.

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28

Ian, Smith, ed. Artificial intelligence in structural engineering: Information technology for design, collaboration, maintenance, and monitoring. Berlin: Springer, 1998.

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29

Kiddey, Rachael. Homeless Heritage. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198746867.001.0001.

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Homeless Heritage describes the process of using archaeological methodologies to collaboratively document how contemporary homeless people use and experience the city. Drawing on fieldwork undertaken in Bristol and York, the book first describes the way in which archaeological methods and theory have come to be usefully applied to the contemporary world, before exploring the historical development of the concept of homelessness. Working with homeless people, the author undertook surveys and two excavations of contemporary homeless sites, and the team co-curated two public heritage exhibitions - with surprising results. Complementing a growing body of literature that details how collaborative and participatory heritage projects can give voice to marginalised groups, Homeless Heritage details what it means to be homeless in twenty-

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M, Healy Lynne, Asamoah Yvonne Wood 1940-, Hokenstad Merl C, and Council on Social Work Education., eds. Models of international collaboration in social work education. Alexandria, VA: Council on Social Work Education, 2003.

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31

Gray, Barbara, and Jill Purdy. Collaborating for Our Future. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198782841.001.0001.

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Organizations turn to multistakeholder partnerships (MSPs) to meet challenges they cannot handle alone. By tapping diverse stakeholders’ resources, MSPs develop the capability to address complex issues and problems, such as health care delivery, poverty, human rights, watershed management, education, sustainability, and innovation. This book provides a comprehensive understanding of MSPs, why they are needed, the challenges partners face in working together, and how to design them effectively. Through the process of collaboration partners combine their differing strengths, vantage points, and expertise to craft innovative responses to pressing societal concerns. The book offers valuable advice for leaders about how to design and scale up effective partnerships and how to address potential obstacles partners may face, such as dealing with the conflicts and power issues likely to arise as partners negotiate with each other. Drawing on three comprehensive cases and countless shorter examples from around the world, the book offers practical advice for organizations embarking on an MSP, as well as theoretical understanding of how partnerships function. Using an institutional theory lens, it explains how partnerships can effect change in institutional fields by reducing turbulence and negotiating a common set of norms and routines to govern partners’ future interactions within the field of concern. Topics covered include: the nature of working collaboratively, why partnerships are needed, types of partnerships, guidelines for partnership design, partnerships and field dynamics, how to deal with conflicts among partners, negotiating across power differences, partnerships for sustainability, collaborative governance, working across scale differences, and how partnerships transform fields.

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Peach, Ken. Cooperation and Competition. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198796077.003.0008.

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This chapter discusses the need for cooperation (or collaboration) to be balanced with competition, including between research groups, within a university or laboratory and between the academic research sector and industry. Healthy competition is a great motivator but unhealthy competition can be disastrous. While it is still possible for an individual scientist working alone or with a couple of graduate students or postdocs to make ground-breaking discoveries, today much experimental science requires large teams working collaboratively on a common goal or set of goals. While this trend is most evident in particle physics and astronomy, it is also present in the other physical sciences and the life sciences. Collaboration brings together more resources–physical, financial and intellectual–to address major challenges that would otherwise be beyond the scope of any individual or group. Multidisciplinary research and interdisciplinary research are examples of cooperation between different disciplines.

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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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34

Moran, Louise. Collaboration in Distance Education: International Case Studies (Routledge Studies in Distance Education). Routledge, 1993.

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35

Strada, E. Alessandra. The Fifth Domain of Palliative Care. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199798551.003.0006.

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This chapter presents palliative psychology competencies in the fifth domain of palliative care, which addresses the existential and spiritual needs of the patient and the family. The constructs of spiritual screening, spiritual history, and spiritual assessment are discussed with attention to their application to the palliative care setting. Through clinical case vignettes and discussions, the chapter discusses how psychologists can effectively use spiritual screening and spiritual history to fully understand spiritual and existential needs. Ways of integrating spiritual concerns and needs during the therapy session are highlighted in this chapter. The interplay of psychological and spiritual concerns offers the opportunity for palliative psychologists and spiritual care providers to collaborate in the psychospiritual care of the patient and the family. Because interdisciplinary collaboration is a hallmark of palliative care, the chapter also describes examples of effective collaboration between psychologists and spiritual care providers, from assessment to treatment planning.

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36

Hydén, Lars-Christer. Stories. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199391578.003.0004.

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Much of the research on dementia and narrative has been based on the often implicit assumption that written stories can serve as the best examples of what a narrative is. A consequence of taking the written narrative as the norm is that it becomes more likely to regard the stories people with dementia tell as expressions of a life story that can be revised and amended and thus become true. In contrast, stressing the importance of theories around conversational storytelling might help to focus on stories and storytelling as a collaborative activity, negotiating joint meaning and thus shared story worlds—and shared imagination. In this perspective, neither people living with dementia nor other persons have one life story. Instead, they might tell many different stories about their lives in different contexts and in collaboration with different persons.

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Horne, Cynthia M. Collaboration, Complicity, and Historical Memory. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198793328.003.0006.

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The widespread complicity evident in the post-communist cases complicates approaches to transitional justice because it lays some of the blame on society. Lustration procedures use information in secret police files to shed light on the past. Those files contain information documenting how neighbors, friends, co-workers, and even relatives might have informed on you. There is a potential for such revelations about the scope of the interpersonal and institutional betrayals to undermine social trust and civil society. This chapter explores the problems associated with complicity and transitional justice measures by examining the cases of Hungary, Romania, Poland, and Bulgaria. The cases highlight how historical memory is affected by negative revelations about the past. These cases illustrate how rising nostalgia can collide with truth telling, forcing the reconsideration and sometimes revision of historical memory.

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38

Kates, Nick, and Ellen Anderson. Canadian Approach to Integrated Care. Edited by Robert E. Feinstein, Joseph V. Connelly, and Marilyn S. Feinstein. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190276201.003.0003.

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This chapter describes the evolution of collaborative mental health care in Canada over the past 15 years, and the ways in which integrated care is becoming an increasingly integral part of Canada’s provincial and territorial healthcare services. It explores the underlying principles and models that can be found across the country. There is a particular emphasis on three things: (1) changes any mental health service can make to improve collaboration, (2) programs to increase the mental health skills and capacity of primary care, and (3) the integration of mental health services within primary care.A program in Hamilton, Ontario, has successfully integrated mental health counselors and psychiatrists into the offices of 170 family physicians across a city of 500,000 people for the past 20 years. The authors present data from the program’s evaluation, as well as key lessons learned and advice for other programs looking to set up similar models.

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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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40

West, Joel, and Jonathan Sims. How Firms Leverage Crowds and Communities for Open Innovation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198816225.003.0004.

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There are many similarities in how firms pursuing an open innovation strategy can utilize crowds and communities as sources of external innovation. At the same time, the differences between these two network forms of collaboration have previously been blurred or overlooked. In this chapter, we integrate research on crowds and communities, identifying a third form—a crowd–community hybrid—that combines attributes of both. We compare examples of each of these three network forms, such as open source software communities, gated contests, crowdsourcing tournaments, user-generated content, and crowd science. We then summarize the intrinsic, extrinsic, and structural factors that enable individual and organizational participation in these collaborations. Finally, we contrast how these collaborative forms differ regarding their degree of innovativeness and relevance to firm goals. From this, we identify opportunities for future research on these topics.

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41

Schneck, Christopher. Treating Depression and Bipolar Disorder in Integrated Care Settings. Edited by Robert E. Feinstein, Joseph V. Connelly, and Marilyn S. Feinstein. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190276201.003.0012.

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Primary care clinics are the de facto treatment settings for patients with major depression and bipolar disorder. Primary care patients with mood disorders are more difficult to assess and treat than patients without such disorders, often have comorbid medical and psychiatric conditions, and require greater practice resources for optimal management. Because current treatment of mood disorder patients in primary care settings is often minimally adequate, changes in overall management strategies are needed to improve outcomes. This chapter describes pathways by which primary care providers can implement an integrated care and collaborative model likely to improve patient outcomes. It describes the epidemiology and costs of mood disorders, as well as basic pharmacologic and psychosocial approaches useful in primary care settings. Depressed patients who are refractory to treatment and patients with bipolar disorder are more complicated to manage and almost always require collaboration with a behavioral health specialist and a consulting psychiatrist.

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42

Moller, David Wendell. Notes from the Trenches. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199760145.003.0010.

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Being in the trenches with patients and other caregivers while working collaboratively toward a patient’s goals is a fantastic experience. However, it is equally important to be cognizant of the many difficulties to be encountered while working in the trenches. When caring for patients who are marginalized, the highs and lows of being a medical provider for this population can be extreme because of the circumstances surrounding both their medical and social situations. Practicing principles of collaborative decision-making, along with seeking to understand and empathize with others, serves to complement the other tools that are required to navigate this profession successfully. Educating the next generation of medical providers on how to step out of their comfort zone and engage a diversified population of patients will ensure that patients have providers who are willing to be in the trenches with them for the days to come.

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43

Beyerlein, Michael, Soo Jeoung Han, and Ambika Prasad. A Multilevel Model of Collaboration and Creativity. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190222093.003.0008.

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This chapter provides a framework for making sense of multilevel collaboration for enabling creative knowledge work. The work environment can be deliberately designed, but it must allow for emergent properties as the flow of information creates changes in the team members, the process, the structure, and the outcomes. The interrelationships that provide the channels for the flow represent a complex system subject to both enhancing and constraining influences from multiple sources. We examine network structure, learning, and complexity as key facets of that complex system that generate intangible forms of capital that fuel the creative work.

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44

Fikret, Berkes, Armitage Derek R. 1967-, and Doubleday Nancy 1951-, eds. Adaptive co-management: Collaboration, learning, and multi-level governance. Vancouver: UBC Press, 2007.

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45

Gardner, Heidi. Teamwork and Collaboration in Professional Service Firms. Edited by Laura Empson, Daniel Muzio, Joseph Broschak, and Bob Hinings. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199682393.013.21.

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The nature of teamwork in professional service firms, as in many other knowledge-intensive environments, is evolving from highly structured project teams to more fluid, open-ended, peer-to-peer collaboration such as that between powerful, high-autonomy partners. This shift is especially challenging because senior-level collaboration requires peers from different practice groups or offices with different sub-cultures to negotiate task allocation, credit recognition, and decision-making norms, which can be difficult and politically charged. Increased partner-level collaboration is further complicated by other trends in the PSF arena such as expertise specialization, heightened professional mobility, and increased competition. Yet, this phenomenon remains largely under-researched and under-theorized. The chapter therefore lays out a research agenda focusing on opportunities to better understand peer collaboration in PSFs. In addition, the chapter identifies ways that recent changes in the professional sector challenge our understanding of traditional teamwork, and it identifies specific gaps that deserve scholarly attention.

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46

Wolfe-Hill, Nana. Collaboration and Meaning Making in the Women’s Choral Rehearsal. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.10.

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This chapter gives examples of collaborative choral methods that impact female singers positively and holistically as individuals and musicians. A brief overview of the inception and facets of feminist pedagogy reveal its potential influence on singers and lays the groundwork for a qualitative research study of a collegiate women’s choir led by a conductor who has adopted the values of feminist pedagogy. The case study illustrates ways in which feminist pedagogy can be implemented in the choral rehearsal through collaborative methods that give singers the opportunity to make their own decisions within the music-making process. Through these collaborative learning techniques, singers experience an increase in mental engagement, confidence in their abilities, ownership in the music-making process, and improved musicianship. The exploration of multiple meanings and meaning-making via collaborative methods is a catalyst for self-expression, improved performance experiences, and a greater capacity within choral pedagogy to understand and relate with others.

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47

Palloff, Rena M., and Keith Pratt. Collaborating Online: Learning Together in Community (Jossey-Bass Guides to Online Teaching and Learning). Jossey-Bass, 2004.

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48

Martz, Erin, ed. Promoting Self-Management of Chronic Health Conditions. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190606145.001.0001.

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This book explores the theories and practices that help to facilitate self-management of chronic health conditions (also known as chronic impairments or chronic diseases). It consists of four parts, in addition to an introductory chapter and a chapter on defining self-management, for a total of 22 chapters. This book includes discussions about self-management models, psychological interventions, and collaborative care on both individual and systemic levels for the promotion of self-management. Self-management requires that individuals understand the range of symptoms related to their specific chronic impairment, what those symptoms may indicate, and what actions to take to address those symptoms. Healthcare providers are an integral part of providing self-management support (SMS) to these individuals. Self-management includes the micro-decisions that individuals with chronic health conditions make about their conditions and the macro-decisions (e.g., creating treatment plans) that healthcare providers make in collaboration with individuals with chronic health conditions. This book focuses on exploring a range of self-management practices that can empower individuals with chronic health conditions to be less dependent on healthcare systems and, ultimately, to be more in control of their lives.

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49

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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50

Michener, J. Lloyd, Brian C. Castrucci, Don W. Bradley, Edward L. Hunter, Craig W. Thomas, Catherine Patterson, and Elizabeth Corcoran, eds. The Practical Playbook II. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190936013.001.0001.

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Nontraditional collaborations have produced some of the most sweeping, health-improving results in recent memory. But whether it is public/private, cross-discipline, or interagency, the formula for identifying these partnerships — not to mention making them work — remains very much in progress. This text elucidates what works (and what doesn't) when it comes to collaborating for change in and around health. It brings together voices of experience and authority to answer this topic's most challenging questions and provide guideposts for applying what they've learned to today's thorniest problems. The book aims to answer questions related to identifying sectors and actors that can help to collaborate to improve health; effective practices for initial engagement; specifics related to collaborations with government, business, faith communities, and other types of partners; the role of data in establishing and running a partnership; scaling up to maximize impact and remain sustainable; the role of financing; and implications for policy.

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