Relevant bibliographies by topics / Collaborative narrative approach

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Collaborative narrative approach'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Collaborative narrative approach"

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Røhnebæk, Maria Taivalsaari. "The Role of Narratives in Collaborative Innovation – Transitions towards Relational Forms of Dementia Care." Journal of Innovation Management 8, no. 3 (2020): 28–47. http://dx.doi.org/10.24840/2183-0606_008.003_0004.

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This article advances the relevance of a narrative approach in studies of collaborative innovation. The narrative approach outlined is based in translation theory, developed within science and technology studies (STS) and organizational studies. The research is based in a case study of an innovation initiative in municipal elderly care in Norway. The case study follows the implementation processes of the initiative in three elderly care institutions. Various forms of resistance were encountered in the implementation process, and the analysis shows how narrative strategies worked as brokering m
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Pfeffer, Joseph G. "A Narrative-Collaborative Approach to Custody Evaluation." Journal of Systemic Therapies 18, no. 4 (1999): 1–17. http://dx.doi.org/10.1521/jsyt.1999.18.4.1.

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Nasheeda, Aishath, Haslinda Binti Abdullah, Steven Eric Krauss, and Nobaya Binti Ahmed. "Transforming Transcripts Into Stories: A Multimethod Approach to Narrative Analysis." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691985679. http://dx.doi.org/10.1177/1609406919856797.

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Stories are essential realities from our past and present. As the primary sources of data in narrative research, interview transcripts play an essential role in giving meaning to the personal stories of research participants. The pragmatic narratives found in transcripts represent human experience as it unfolds. Analyzing the narratives found in interview transcripts thus moves beyond providing descriptions and thematic developments as found in most qualitative studies. Crafting stories from interview transcripts involves a complex set of analytic processes. Building on the first author's pers
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Flanagan, Tom. "Scripting a Collaborative Narrative: An Approach for Spanning Boundaries." Design Management Review 19, no. 3 (2010): 80–86. http://dx.doi.org/10.1111/j.1948-7169.2008.tb00133.x.

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Rizki, Indra, Deyan Nouvaldi, and Yanuarti Apsari. "TEACHING WRITING NARRATIVE TEXT BY USING COLLABORATIVE LEARNING." PROJECT (Professional Journal of English Education) 3, no. 3 (2020): 329. http://dx.doi.org/10.22460/project.v3i3.p329-336.

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Writing is an important skill that should be mastered by English learner. This research deals with teaching writing narrative text by using Collaborative Learning Approach (round table technique) and Scientific Approach. The subjects of this research were X RPL 1 as experimental class and X RPL 3 as control class. Both classes consist of 33 students. The objectives of this research are to know wheter or not the difference between students’ writing ability who were taught by using Collaborative Learning. This research employs the quasi experimental design. The instrument of this ressearch are w
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Vasiloiu, Dorina-Daniela. "Taking Collaborative Stances to Tell the Story. A Socio-linguistic Approach to Nick Hornby’s A Long Way Down." American, British and Canadian Studies Journal 20, no. 1 (2013): 199–213. http://dx.doi.org/10.2478/abcsj-2013-0015.

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Abstract In the present study, I seek to examine narrative in consideration of three of its most important dimensions: the social (others’ narratives), the cognitive (acquisition of knowledge through stories), and the linguistic (acquiring and producing knowledge through language). There is no point of contention that ‘narrative’ is essentially communicative and dependent on a sociolinguistic and cultural context. Yet, with regard to fictional narratives, recent studies on text processing challenge the view of text as communication in its conventional sense. I explore the way(s) in which ficti
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McNicol, Sarah, and Cathy Leamy. "Co-creating a graphic illness narrative with people with dementia." Journal of Applied Arts & Health 11, no. 3 (2020): 267–80. http://dx.doi.org/10.1386/jaah_00040_1.

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This article reports on a project that aimed to pilot a collaborative, patient-led approach to comics creation by developing an artistic process that allows people living with dementia to communicate their experiences and express their opinions. People living with dementia are rarely given the opportunity of speaking for themselves in the media; someone else usually speaks on their behalf, for example family or carers. In the novel approach to comics creation reported here, people with early- to mid-stage dementia worked collaboratively with artists to tell their stories as a way to offer alte
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Anderson, Isobel, and Tullis Rennie. "Thoughts in the Field: ‘Self-reflexive narrative’ in field recording." Organised Sound 21, no. 3 (2016): 222–32. http://dx.doi.org/10.1017/s1355771816000194.

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This article considers the presence of ‘self-reflexive narrative’ in field recording. The authors interrogate a common presumption within sonic arts practice and sound studies discourse that field recordings represent authentic, impartial and neutral documents. Historically, field recording practice has not clearly represented narratives of how, when, why and by whom a field recording is made. In contrast, the social sciences have already experienced a narrative ‘turn’ since the 1970s, which highlighted the importance of recognising the presence and role of the researcher in the field, and als
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Taylor, Kara Michelle, Evan M. Taylor, Paul Hartman, et al. "Expanding repertoires of resistance." English Teaching: Practice & Critique 18, no. 2 (2019): 188–203. http://dx.doi.org/10.1108/etpc-11-2018-0114.

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Purpose This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971). Design/methodology/approach Situated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in t
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McGough, David J., Claudine Bedell, and Barri Tinkler. "Building a dangerous outpost in the Green Mountain State: A case study of educator preparation policymaking." education policy analysis archives 26 (March 12, 2018): 37. http://dx.doi.org/10.14507/epaa.26.2848.

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Poised at a bifurcation, the educator preparation community in Vermont faced either the adoption of a generic product for the assessment of initial educator licensure candidates or the comprehensive revision of a longstanding state-based assessment portfolio. Using a case study approach and narrative methods, specifically the Narrative Policy Framework (McBeth, Jones, & Shanahan, 2014), the authors analyze a project in which teacher educators intervened to shape the direction of educator preparation policymaking by designing an innovative assessment portfolio and a collaborative calibratio
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Dissertations / Theses on the topic "Collaborative narrative approach"

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Yu, Hong. "A data-driven approach for personalized drama management." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53851.

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An interactive narrative is a form of digital entertainment in which players can create or influence a dramatic storyline through actions, typically by assuming the role of a character in a fictional virtual world. The interactive narrative systems usually employ a drama manager (DM), an omniscient background agent that monitors the fictional world and determines what will happen next in the players' story experience. Prevailing approaches to drama management choose successive story plot points based on a set of criteria given by the game designers. In other words, the DM is a surrogate for th
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Parry, Stefan. "Influences on beginning teacher construing : beliefs, stories and trajectories." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/15433.

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This study focuses on the experiences of beginning teachers in the British Army’s training and education branch. The research sought to identity what influenced participants’ construing about teaching and learning, teacher identity, role, and trajectory during initial teacher education. By utilising Personal Construct Psychology (PCP) and Communities of Practice as analytical frameworks, the impact of influences on the construing of the research participants was identified. The research was underpinned by a constructivist and interpretive epistemology and utilised a collaborative, narrative-ba
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Bava, Saliha. "Transforming Performances: An Intern-Reseacher's Hypertextual Journey in a Postmodern Community." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/25951.

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I present the dissertation web as a montage of a postmodern inquiry of my doctoral internship and research experiences—concerns and jubilation—positioned within the discourses of <a href="site_map2.htm#2">postmodern</a>, dissertation, academia, experimentalism and cyberspace innovations among others. I create a <a href="site_map2.htm#3">social constructionistic</a> interactive interplay, using <a href="site_map2.htm#5">hypertext</a>, among my various voices of an intern, a researcher and a person. In the dissertation web—my inquiry—I practice the characterization of postmodernism on numerous
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Parker, Anne Christine. "Leadership narratives : a learning community develops a systemic approach to primary school leadership through collaborative and responsive inquiry and by making leadership visible." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37092.

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Set within the context of constant change in primary education in England the research aim was to investigate how one school develops as a learning community. It is a narrative representation of developing school leadership within a systemic approach (Whitaker, 2009). Marshall’s (1999) theory of living life as inquiry informed the identification of four research themes which are interwoven throughout the thesis; ‘living life as’ a teller of tales, the leading learner and learning leader, as a global learner and as a practitioner/leader researcher. A thematic framework was created for the purpo
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Maclennan, Maria. "Forensic jewellery : a design-led approach to exploring jewellery in forensic human identification." Thesis, University of Dundee, 2018. https://discovery.dundee.ac.uk/en/studentTheses/58ace496-6d42-4ea1-966e-a89080e69d6f.

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Jewellery as a tool in the identification of the deceased is increasingly referenced within the scientific process of Forensic Human Identification (FHI). Jewellery’s prevalence in society, connection to both place and geographic region, potential to corroborate primary methods of identification (such as DNA, fingerprinting, or odontology), and robust physical form, means it progressively contributes to practices surrounding identification in a number of forensic fields. Physical marks or characteristics such as hallmarks or serial numbers, personal inscriptions or engravings, representational
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Chang, Su-Chen, and 張素貞. "Use of the Collaborative-Narrative Approach to Facilitate Preschool Teachers’ Professional Development." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/24581075288963986843.

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博士<br>國立臺灣師範大學<br>課程與教學研究所<br>104<br>As a teacher educator, I have long concerned myself with the professional development of preschool teachers to identify an alternative approach to facilitate their improvement. In this study, a collaborative-narrative approach was used to facilitate the professional development of preschool teachers. The process and effectiveness of the said approach were later investigated and reconceptualized. I invited eight preschool teachers from a preschool in Changhua to form a “collaborative-narrative group,” which focused on the narration of life and teaching stori
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Burnett, Josephine. "Elementary preservice teachers' constructions of themselves as students and as teachers: A collaborative narrative autobiographical approach." 2007. https://scholarworks.umass.edu/dissertations/AAI3300413.

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Elementary preservice teachers often struggle with their relationships with their students. Research suggests that they have internalized robust teaching scripts that limit their learning of progressive pedagogical methods. As a result of these scripts and relational patterns learned in their family of origin they become progressively more authoritarian and controlling under the situational pressures of traditional classrooms. From the perspective of narrative psychology our sense of self is constructed from meanings that we attach to critical early childhood events, the stories we tell about
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Fayad, François. "Le sensemaking collectif dans une équipe virtuelle." Thèse, 2009. http://hdl.handle.net/1866/3443.

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Les équipes virtuelles font l’objet de beaucoup d’attention depuis près de deux décennies. Elles font désormais partie des organisations qui ont dû s’ajuster à l’internationalisation des marchés. Elles sont aussi de plus en plus présentes dans les universités qui mettent en place des cours en environnement virtuel pour préparer leurs étudiants aux nouvelles réalités du marché du travail. Elles sont aussi le fruit des modes nées sous l’impulsion de l’approche constructiviste de la pédagogie. Les recherches qui s’intéressent a elles ont des préoccupations principalement téléologiques et utilitar
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Saayman, Jurita Yvonne. "The influence of the philosophical stance of the narrative pastoral therapist in group therapy." Thesis, 2007. http://hdl.handle.net/10500/1675.

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This study enquires into the influence of the philosophical stance of a narrative pastoral therapist in therapeutic groups for people living with depression within a church context. For the purpose of this study, a philosophical stance is defined as a metaphorical position which represents the therapist's epistemological stance and which shapes his or her interactions with the therapy group members. An explanation of the building blocks of the therapist's preferred philosophical stance is provided, the influence of modern and postmodern discourses in developing such a stance is discussed, and
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Stein, Christian. "Water Ties: Towards a Relational Understanding of Water Governance Networks in Tanzania and Ethiopia." Doctoral thesis, 2019. https://repositorium.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-201907101711.

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This interdisciplinary thesis studies the diverse multi-stakeholder networks that are constitutive of contemporary water governance. It examines collaborative governance networks from a relational perspective in two case study watersheds in Tanzania and Ethiopia. Collaborative and networked governance approaches are increasingly promoted to address complex water challenges, but relatively little is known about how the everyday collaborative relationships (i.e. collaboration practices) among the multiple actors involved in the development, management and use of water, shape contemporary water g
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Books on the topic "Collaborative narrative approach"

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Brioni, Simone, and Shirin Ramzanali Fazel. Scrivere di Islam. 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
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Hamkins, SuEllen. The Art of Narrative Psychiatry. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199982042.001.0001.

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Narrative psychiatry empowers patients to shape their lives through story. Rather than focusing only on finding the source of the problem, in this collaborative clinical approach psychiatrists also help patients diagnose and develop their sources of strength. By encouraging the patient to explore their personal narrative through questioning and story-telling, the clinician helps the patient participate in and discover the ways in which they construct meaning, how they view themselves, what their values are, and who it is exactly that they want to be. These revelations in turn inform clinical d
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Varieties of Civic Innovation: Deliberative, Collaborative, Network, and Narrative Approaches. Vanderbilt University Press, 2014.

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Sirianni, Carmen, and Jennifer Girouard. Varieties of Civic Innovation: Deliberative, Collaborative, Network, and Narrative Approaches. Vanderbilt University Press, 2014.

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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. Th
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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: navigat
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McNeil, Daniel W., Sarah H. Addicks, and Cameron L. Randall. Motivational Interviewing and Motivational Interactions for Health Behavior Change and Maintenance. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199935291.013.21.

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Motivational interviewing (MI) is a patient-centered and collaborative approach to clinical care (Miller &amp; Rollnick, 2013). This narrative review describes MI and then concentrates on evidence for its use with patients to help enhance health behaviors in a variety of settings. Because of the proliferation of research in the area, this overview necessarily is selective. This review focuses on some of the most common chronic health behavior problems, such as those associated with obesity, oral hygiene behavior, and chronic disease management. Additionally, motivational interactions (MIACTs),
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Polillo, Simone. The Ascent of Market Efficiency. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501750373.001.0001.

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This book weaves together historical narrative and quantitative bibliometric data to detail the path financial economists took in order to form one of the central theories of financial economics—the influential efficient-market hypothesis—which states that the behavior of financial markets is unpredictable. As the notorious quip goes, a blindfolded monkey would do better than a group of experts in selecting a portfolio of securities, simply by throwing darts at the financial pages of a newspaper. How did such a hypothesis come to be so influential in the field of financial economics? How did f
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Curkpatrick, Samuel. Voices on the wind. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199352227.003.0007.

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The musical project Crossing Roper Bar (CRB) is based on a collaboration between Wägilak songmen from Australia’s Northern Territory and the Australian Art Orchestra (AAO). Individuals drawn into this collaboration bring their distinct voices and histories to performance, while opening themselves to those of others. A new, malleable approach to orchestral performance in Australia is the result of this collaboration, which places improvisation at the centre of conversational musical interaction. This chapter introduces orthodox narrative elements of Wägilak manikay (song) that are creatively re
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Høeg Karlsen, Kristine, ed. Teaching through Stories. Renewing the Scottish Storyline Approach in Teacher Education. Waxmann Verlag GmbH, 2020. http://dx.doi.org/10.31244/9783830989868.

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This book aims to meet the demands on teaching and learning in the twenty-first century, and in specific, how teacher education may transform pedagogical approaches and didactic methods to support future teachers in enhancing needful skills. In particular, it focuses on the pedagogical approach of Storyline, and how a Storyline can be applied in teacher education. It argues that teacher education benefits from the potency of various disciplines while applying an interdisciplinary methodology. Storyline is a problem-based, cross-curricular approach, based on learning through an evolving narrati
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Book chapters on the topic "Collaborative narrative approach"

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Min, Wookhee, Jonathan P. Rowe, Bradford W. Mott, and James C. Lester. "Personalizing Embedded Assessment Sequences in Narrative-Centered Learning Environments: A Collaborative Filtering Approach." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39112-5_38.

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Sharma-Brymer, Vinathe, and Eric Brymer. "The elephant in the room: an autoethnographic approach." In The elephant tourism business. CABI, 2021. http://dx.doi.org/10.1079/9781789245868.0003.

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Abstract In this chapter, the authors position themselves as insider and outsider applying collaborative autoethnography to narrate their personal accounts of the elephant phenomenon in India. They also reflect on issues that have affected elephants in the interrelational world of human-elephant interactions. The authors write together as collaborative autoethnographers storying how human-elephant relationship differs between and across cultures and feelings. Yet, their intention is to deepen the understanding of that relationship through common standpoints for collectively shared actions.
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Elçi, Alev, and Begüm Çubukçuoğlu Devran. "A Narrative Research Approach: The Experiences of Social Media Support in Higher Education." In Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07482-5_4.

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Byers, Terry. "What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments?" In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_16.

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AbstractThe very nature of what constitutes an effective learning environment is undergoing substantial re-imagination. Authors have suggested that the affordances of existing learning spaces, often termed conventional or traditional classrooms, is limited and constrains the possible pedagogies available to teachers. Architects, authors and governments have put forward innovative learning environments (ILEs) as a better alternative. ILEs provide affordances thought to be somewhat better at providing to students learning needs than traditional classrooms, particularly in terms of creative and critical thinking, and collaborative and communicative workers. However, there is little evidence available to show of either spatial type (traditional classroom or ILE) performs pedagogically to either hinder or support the desired approach/es to teaching and learning being sought by current educational policies. One could suggest that a populistic narrative often drives the growing investment in new school learning spaces, facilitated by a vacuum of credible evidence of their impact. This paper will report findings from a three-year study that tracked the practices over time of secondary school Engineering, Mathematics and Science teachers (n = 23) as they occupied two quite dissimilar spatial layouts. The Linking Pedagogy, Technology, and Space (LPTS) observational metric, with its provision of instantaneous quantitative visual analysis, was used to track their practice, and student learning, in a variety of spatial layouts. Subsequent analysis identified broad trends within the data to identify those factors, spatial, subject or confounding teacher factors, which influenced student and teacher activities and behaviours. Importantly, it presented new evidence that works against the current, overt focus on contemporary spatial design. It suggests that greater emphasis on unpacking, and then developing, the mediating influence of teacher spatial competency (how, when and why one uses the given affordances of space for pedagogical gain) is required for any space to performance pedagogically.
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Bietti, Lucas M., Ben Zion Slakmon, Michael J. Baker, Françoise Détienne, Stéphane Safin, and Baruch B. Schwarz. "The DIALLS Platform: Supporting Cultural Literacy and Understanding of European Values Over the Internet." In Dialogue for Intercultural Understanding. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_7.

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AbstractIn this chapter we present the process of designing and developing a novel online platform for supporting cultural literacy learning, involving the elaboration and understanding of European values in collaborative dialogue between students, with teacher-led reflection on wordless texts. Wordless texts are books or videos that comprise sequences of pictures which stimulate student readers to reconstruct the attendant narratives (see Chapters 10.1007/978-3-030-71778-0_5 and 10.1007/978-3-030-71778-0_6, this volume). The narratives in question, available publicly, are designed to stimulate discussions relating to European values, notably tolerance, empathy and inclusion (Lähdesmäki et al. in Intercultural dialogue in European education policies: A conceptual approach. Palgrave Macmillan, New York, 2020). The main questions for platform design were therefore how to facilitate productive discussions involving European values, on or around such wordless texts, and to structure such discussions in a way that is closely anchored in the texts.
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Al-Shehhi, Aamna, Zeyar Aung, and Wei Lee Woon. "Argument Visualization and Narrative Approaches for Collaborative Spatial Decision Making and Knowledge Construction: A Case Study for an Offshore Wind Farm Project." In Data Analytics for Renewable Energy Integration. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-27430-0_10.

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Trencsényi, Klára, and Vlad Naumescu. "Migrant Cine-Eye: Storytelling in Documentary and Participatory Filmmaking." In IMISCOE Research Series. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67608-7_7.

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AbstractThe so-called European ‘refugee crisis’ has bred a profusion of audiovisual accounts throughout the region, many of which aimed to give voice to hitherto voiceless, uprooted people. But as many of these ‘untold stories’ gain material expression as storylines, we are urged to consider the implications of yet another form of displacement: from the historical person to the film character, from personal stories to media representations. The growing interest into the migrant issue and visual representations of refugees have played an important role in the public construction of the ‘crisis’ but have also, paradoxically, obscured or silenced migrant voices. The authors of this paper, a documentary filmmaker (Trencsényi) and a social anthropologist (Naumescu) seek to explore narrative strategies and ethics of representation in European documentaries made after 2010 as well as their participatory filmmaking project developed in the wake of the 2015 refugee crisis in Hungary. Having collaborated on several documentary films and filmmaking workshops, they approach this issue from the perspective of practitioners, offering a critical reflection as well as possible strategies for those aiming to produce audiovisual works in this field. The inclusion of refugees’ insight and their ways of constructing their own stories as well as their own observations on the receiving societies can open new possibilities for collaboration and creative engagement for social scientists and filmmakers preparing visual fieldnotes, ethnographic and documentary films as well as participatory projects.
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Bellanca, Nicolò, and Luca Pardi. "Limiti alla crescita, universalismo e progresso sociale." In Studi e saggi. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-195-2.11.

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The paradigm of limits to growth has been legitimized by important contributions, both scientific and philosophical. Although it has oriented the political program of the major ecological movements, its weakness is to be "negative" (placing constraints) and paternalistic (preaching to others what it would be right to do). We evaluate the weight of these criticisms by examining Ingrid Robeyns' recent refined version of it, according to which it would be efficient and right to put an upper limit on income and wealth. We then move on to criticize the universalist ideology that has always permeated the ecological paradigm, arguing that, ultimately, Humanity will be able to awaken and jointly face the ongoing crises. Evolutionary biology helps to account for the weakness of this approach: the human species reproduces by mixing conflict and cooperation on an individual and group level. Humans have always been divided into many tribes, which can collaborate, but which sometimes exist as they defend and affirm borders and identities. It is rather empty to imagine the ecumenical convergence of all humans on the same order of priorities. Finally, we distinguish between growth and social progress. We try to formulate a definition of progress that constitutes the premise for a more adequate narration of the story of our biosphere.
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Hamkins, SuEllen. "Collaborating in Choosing Treatment Options: Medicine and Other Psychiatric Resources." In The Art of Narrative Psychiatry. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199982042.003.0011.

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In practicing narratively, the doctor and patient can examine together what the doctor’s kit of psychiatry might have to offer in light of the values and preferences of the person seeking consultation, which authorizes the patient as the arbiter of what is helpful and what is not. Narrative psychiatry holds the perspective that while the doctor may have specialized knowledge about treatments, the patient is the expert on his or her life, and medicine or other treatments can be evaluated according to the values and preferences of the patient. In its nuanced approach to effective collaboration, narrative psychiatry offers ways to more fully manifest the intentions of the mental health recovery movement. This chapter will show how to collaborate with patients in considering and choosing among psychiatric resources such as psychotropic medications. In doing so, it will touch on the range of competing discourses about psychiatric treatments that may be influencing our patients and us. The story we have come to hold about who the patient is and what the problem is determines the therapeutic options we consider. All the skills described in the previous chapters—emotional attunement; developing a rich portrait of who the person is separate from the problem; clarifying the patient’s vision for his or her life; creating an externalized, experience-near description of the problem and its effects; and cultivating a narrative of how the person is resisting the problem and how that is linked to personal hopes and values—are prerequisites for being able to collaboratively consider which resources might best meet the patient’s needs. From our initial consultation on, we cultivate very different stories about the patient and the problem depending on the questions we ask—or don’t ask. Creating narratives that articulate our patients’ personal experiences of their problems and that honor their resiliencies, skills, and preferences sets the stage for considering treatments that will be most effective and life enhancing. When we have a collaborative therapeutic stance, we can look side by side with our patients at the wealth of treatment options that might be helpful and weigh the pros and cons together.
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Mangione, Giuseppina Rita, Maria Chiara Pettenati, and Alessia Rosa. "Professional Vision Narrative Review." In Integrating Video into Pre-Service and In-Service Teacher Training. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0711-6.ch001.

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Using a Narrative-based Review approach in this chapter we aim to provide a system perspective on the use of videos in supporting teachers' professional development, with specific regard to professional vision. We first look at the ‘affordances' of video: the capacities that it adds to the toolkits of teacher educators. We then look specifically at evidence for the development of specific abilities related to the professional vision through video: capacity for reflection, noticing and other potential benefits. Later, we focus on how to analyse video so as to develop reflective practice in teachers by presenting meaningful experiences and studies. Lastly, we propose an in-depth view of the possibilities related to collaborative analysis for professional vision development paying specific attention to the more widely used and validated methodologies such as lesson-study, teaching video club, and the dialogic video cycle.
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Conference papers on the topic "Collaborative narrative approach"

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"A NARRATIVE APPROACH TO COLLABORATIVE WRITING - A Business Process Model." In 8th International Conference on Enterprise Information Systems. SciTePress - Science and and Technology Publications, 2006. http://dx.doi.org/10.5220/0002462901660173.

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Wendrich, Robert E. "Mixed Reality Tools for Playful Representation of Ideation, Conceptual Blending and Pastiche in Design and Engineering." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34926.

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This paper describes the development and evaluation of mixed reality tools for the early stages of design and engineering processing. Externalization of ideal and real scenes, scripts, or frames are threads that stir the imaginative exploration of the mind to ideate, formulate, and represent ideas, fuzzy thoughts, notions, and/or dreams. The body in the mind, embodied imagination is more important than knowledge. Current computational tools and CAD systems are not equipped or fully adapted in the ability to intuitively convey creative thoughts, closely enact or connect with users in an effecti
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Mezzino, Davide, and Francesca Valentina Luisa Lori. "THE DIGITAL TRANSFORMATION OF THE MUSEO EGIZIO." In ARQUEOLÓGICA 2.0 - 9th International Congress & 3rd GEORES - GEOmatics and pREServation. Editorial Universitat Politécnica de Valéncia, 2021. http://dx.doi.org/10.4995/arqueologica9.2021.12041.

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The project of digital transformation of Museo Egizio di Torino started in response to the rapid change of its structure and needs. The project is centred on the integration of heterogeneous information and data to implement collection management, conservation and research workflows. This paper presents the concept and design of a management system, called SiME (Sistema Museo Egizio) that the Museum conceived in collaboration with Politecnico di Milano. The project is intended not only as a mere acquisition of technological tools, but rather as the construction of an integrated system that fac
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Tseng, Tiffany, Maria Yang, and Stephen Ruthmann. "Documentation in Progress: Challenges With Representing Design Process Online." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34686.

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Web-based documentation platforms afford lightweight and visually rich mechanisms for designers to share documentation online, yet present challenges regarding representation, particularly for collaborative teams. This paper highlights some of these issues through a descriptive case study based on the use of a new web-based social media tool for documenting the development of design projects called Build in Progress. Undergraduate students worked in teams to design musical construction kits and documented their process using Build in Progress over the course of three weeks. We examined student
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Schmitt, Ulrich. "Devising Enabling Spaces and Affordances for Personal Knowledge Management System Design." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3744.

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[This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)] Aim/Purpose: Personal Knowledge Management (PKM) has been envisaged as a crucial tool for the growing creative class of knowledge workers, but adequate technological solutions have not been forthcoming. Background: Based on former affordance-related publications (primarily concerned with communication, community-building, collaboration, and social knowledge sharing), the common and differing narratives in relation to PKM are investigated in order to sugges
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Baetens, Jan, Roberta Pireddu, and Frederik Truyen. "UPGRADING MOOC STUDENTS' ENGAGEMENT AND PARTICIPATION IN HUMANITIES-ORIENTED ONLINE COURSES: THE EXAMPLE OF THE MOOC BASED ON THE PROJECT “DETECT”." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end089.

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Massive Online Open Courses (MOOCs) have become a grounded reality and a stable concept in the distance education panorama with worldwide universities continuously creating and offering every year broad selections of online courses. Nevertheless, despite the many developments in terms of individual and distance learning approaches, it is indetermined if MOOCs can deliver effective pedagogical methods and tools suitable for the implementation of online courses in the categories of art and humanities as well as in creating environments that give equal space to the two complementary layers of dis
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Reports on the topic "Collaborative narrative approach"

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Hall, Mark, and Neil Price. Medieval Scotland: A Future for its Past. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.09.2012.165.

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The main recommendations of the panel report can be summarised under five key headings. Underpinning all five areas is the recognition that human narratives remain crucial for ensuring the widest access to our shared past. There is no wish to see political and economic narratives abandoned but the need is recognised for there to be an expansion to more social narratives to fully explore the potential of the diverse evidence base. The questions that can be asked are here framed in a national context but they need to be supported and improved a) by the development of regional research frameworks
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Downes, Jane, ed. Chalcolithic and Bronze Age Scotland: ScARF Panel Report. Society for Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.09.2012.184.

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The main recommendations of the panel report can be summarised under five key headings:  Building the Scottish Bronze Age: Narratives should be developed to account for the regional and chronological trends and diversity within Scotland at this time. A chronology Bronze Age Scotland: ScARF Panel Report iv based upon Scottish as well as external evidence, combining absolute dating (and the statistical modelling thereof) with re-examined typologies based on a variety of sources – material cultural, funerary, settlement, and environmental evidence – is required to construct a robust and up to da
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