Relevant bibliographies by topics / Collaborative Research-action

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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 Research-action'

Author: Grafiati
Published: 8 September 2021
Last updated: 18 February 2022

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Journal articles on the topic "Collaborative Research-action"

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Curry, Katherine A., Jackie Mania-Singer, ED Harris, and Shawna Richardson. "Teacher Collaborative Action Research." Journal of School Leadership 28, no. 2 (2018): 173–201. http://dx.doi.org/10.1177/105268461802800202.

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This qualitative case study utilized distributed leadership theory and Capobianco and Feldman's (2006) conceptualization of conditions for collaborative action research (CAR) to describe the implementation of CAR as professional development (PD) and school improvement strategy in two educational contexts, one alternative school and one rural, in a Midwestern state. Findings indicate that distributed leadership facilitates CAR as a powerful PD tool and results in development of action plans for school improvement; however, conditions are necessary for CAR to effect professional practice.
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Watt, Molly Lynn, and Daniel Lynn Watt. "Teacher Research, Action Research: the Logo Action Research Collaborative." Educational Action Research 1, no. 1 (1993): 35–63. http://dx.doi.org/10.1080/0965079930010104.

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Middel, Rick, David Coghlan, Paul Coughlan, Louis Brennan, and Tim McNichols. "Action research in collaborative improvement." International Journal of Technology Management 33, no. 1 (2006): 67. http://dx.doi.org/10.1504/ijtm.2006.008192.

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Carlarne, John. "Collaborative action research and peacebuilding." International Peacekeeping 4, no. 4 (1997): 79–85. http://dx.doi.org/10.1080/13533319708413693.

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Sandberg, A., L. Pareto, and T. Arts. "Agile Collaborative Research: Action Principles for Industry-Academia Collaboration." IEEE Software 28, no. 4 (2011): 74–83. http://dx.doi.org/10.1109/ms.2011.49.

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Titchen, Angie, and Alison Binnie. "Research partnerships: collaborative action research in nursing." Journal of Advanced Nursing 18, no. 6 (1993): 858–65. http://dx.doi.org/10.1046/j.1365-2648.1993.18060858.x.

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Thompson, Bradley C. "Collaborative Action Research In Academic Administration." West East Journal of Social Sciences 8, no. 3 (2019): 227–52. http://dx.doi.org/10.36739/wejss.2019.v8.i3.30.

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This research involved a study exploring the changes in an academic institution expressed through decision-making in a shifting leadership culture. Prior to the study, the school was heavily entrenched in authoritarian and centralized decision-making, but as upper-level administrators were exposed to the concept of collaborative action research, they began making decisions through a reflection and action process. Changing assumptions and attitudes were observed and recorded through interviews at the end of the research period. The research team engaged in sixteen weekly cycles of reflection and action based on an agenda they mutually agreed to and through an analysis of post-research interviews, weekly planning meetings, discussions, and reflection and action cycles. Findings revealed experiences centering around the issues of:  The nature of collaboration- it created discomfort, it created a sense of teamwork, it created difficulty.  The change of environment in the process- team members began to respect each other more, and the process became more enjoyable.  The freedom and change in the process- freedom to voice opinions and to actively listen, the use of experience to lead elsewhere in the school.  How issues of power are better understood by working together- the former process was less collaborative, politics will always be part of the process. As a result of this study, members have started using this decision-making methodology in other areas of administration.
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Rowell, Lonnie. "Collaborative Action Research and School Counselors." Professional School Counseling 9, no. 1 (2005): 28–36. http://dx.doi.org/10.5330/prsc.9.1.x6302t28qp670x65.

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Smulyan, Lisa. "Collaborative action research: A critical analysis." Peabody Journal of Education 64, no. 3 (1987): 57–70. http://dx.doi.org/10.1080/01619568709538559.

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Platteel, Tamara, Hans Hulshof, Petra Ponte, Jan van Driel, and Nico Verloop. "Forming a collaborative action research partnership." Educational Action Research 18, no. 4 (2010): 429–51. http://dx.doi.org/10.1080/09650792.2010.524766.

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Dissertations / Theses on the topic "Collaborative Research-action"

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Levinger, Joshua Sable. "Boycott Toolkit : collaborative research for collective economic action." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/62119.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2010.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references.<br>Many modern social movements advocate boycotts as a mechanism to pursue social change. However, these campaigns are often broad in scope and limited to committed activists as potential adherents. This thesis describes a web-based platform to organize highly targeted boycotts, perform collaborative research, and disseminate information through social networks. The approach differs from current boycott lists by allowing for community contributed content and by linking specific geographic contexts with potential individual actions. To better understand the needs of a real-world boycott campaign, the author traveled to Israel and the West Bank to meet with human rights advocates, international aid workers, journalists and activists. This field work suggested an appropriate structure in which a better boycott could be developed. After fully developing a tool that addressed these needs and constraints, the tool was broadened to demonstrate wider applications. The Boycott Toolkit was deployed to an international network of activists with seven campaigns that follow several major ongoing boycotts of today. These focused on a diverse set of issues: immigrant rights, environmental justice, marriage equality, reactionary media, and the ongoing Israel-Palestine conflict. The project was released to media attention, and a user survey indicated an appreciation for the careful differentiation between targets, revealing an enthusiastic, though small, set of active contributors.<br>by Joshua Sable Levinger.<br>S.M.
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Ng, Heung Sang Anita. "Creating an art education website through collaborative action research." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439859.

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Johannes, Edgar Anthony. "Using collaborative action research to improve classroom discipline: an action research study at a secondary school in the Boland." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study focused on improving the learners behaviour through classroom management and the implementation of human rights awareness as an intervention strategy. The purpose of the research was to prevent learners from misbehaving through the implementation of different teaching strategies. Learners transgression will not stop completely and a second objective was to use the implementation of human rights awareness as an intervention strategy if the learners behaviour become unacceptable. The strategies the educators has to instigate were primarily considered to be those associated with classroom management.
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Babcock, Denise A. "Reconstructing my teaching through collaborative-interactive learning, an action research study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0005/MQ54687.pdf.

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Dunstan-Lewis, Nicola Louise. "Collaborative excellence support with elite student-athletes : an action research study." Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340159.

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Banegas, Dario Luis. "Teachers developing language-driven CLIL through collaborative action research in Argentina." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/57142/.

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CLIL (Content and Language Integrated Learning) is an umbrella term for the integration of content and second/foreign language learning through different models. As in a continuum, these models range from content-driven to language-driven explorations. Such a broad learning approach may be European in origin and driving aims but its influence has reached other diverse contexts outside Europe. As a teacher-researcher working in collaboration with three colleagues, I investigated the beliefs, motivations, and overall experiences of a group of teachers and learners who adopted an indigenous language-driven CLIL version in a secondary school in southern Argentina. In the year 2009, we started to include curricular content in our EFL lessons. Although these were isolated episodes, I noted the potential of content and language integration and decided to research and improve our own practices through a collaborative action research project from March to November 2011. The action research comprised three cycles over the 2011 school year. Each cycle included three stages: action (teachers developed their materials), intervention (teachers taught with those materials; lessons were audio-recorded) and evaluation (student surveys and group interview with teachers and students). Data analysis focused on a thematic approach using inductive coding as categories emerged from the data themselves. The experience revealed (1) higher levels of motivation and participation among learners and teachers, (2) teachers’ professional development through collaborative materials development and research instruments such as group interviews, (3) a rise in teachers’ autonomy, (4) reconfiguration of teachers’ identity, (5) an interest in combining a grammar-based coursebook with teacher’s materials, (6) the belief that CLIL is an approach to be adopted after students have been exposed to a more traditional language learning approach for a number of years, (7) syllabus negotiation, and (8) the development of teacher-derived principles which may constitute the backbone of CLIL didactic transposition. This action research project indicates that language-driven CLIL experiences need to create spaces for equal participation and autonomy in syllabus planning which includes lessons and materials. Furthermore, CLIL in EFL contexts may offer significant outcomes if contents are truly context-responsive.
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Gilbourne, David. "Collaborative research involving the sport psychologist within sports injury settings : action research themes and processes." Thesis, University of Brighton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245933.

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Wilkinson, Deborah. "The use of questions in primary science : a collaborative action research study." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/403920/.

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Science education research and policy highlight the importance of children being able to ask questions and engage in discussions in order to develop their conceptual understanding (Ofsted, 2013; Kim and Tan, 2011; Scott and Mortimer, 2003). However, ‘teacher talk’ and tightly controlled questioning sequences often dominates classroom exchanges and does little to develop children’s understanding of concepts(Yip, 2004). To challenge this practice, there is a need to understand the variables that support or prevent teachers from reflecting upon and changing their practices. This research, therefore, focuses on qualitative case studies to explore how two primary school teachers engaged in a collaborative action research project designed to advance questioning skills. Using periodic video recordings of lessons and interviews I examine the variables that contributed to a modification in questioning skills over the duration of two academic terms. The teachers chose different teaching approaches to achieve this: puppets or Thinking Cubes. Analysis of the data revealed that changing practice is complex. The choices teachers make when delivering science lessons are dependent upon an amalgam of variables such as level of subject knowledge, subject specific pedagogy, and the curriculum aims, as well as personal attributes and contextual issues relating to the school. However, the choice of teaching approach is important and may enable a teacher to modify their practice within a shorter time frame than expected. Previous research identified that change often takes more than a year (Postholme, 2012; Loughran, 2002). However, the teacher who used a puppet was able to plan his questioning sequences and the structure of his lessons strategically so that children actively problem-solved and raised questions. The implications of the study suggest that to support teacher development, there is a need to understand the individual biography of each teacher so that support can be personalised as well as supporting them to use a teaching approach that develops problem-solving and discussion.
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Trent, Allen W. "Community : a collaborative action research project in an arts impact elementary school /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819623491133.

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Sansak, Avorn, of Western Sydney Hawkesbury University, Faculty of Agriculture and Horticulture, and School of Agriculture and Rural Development. "Empowering women in rural development : a collaborative action research project in northern Thailand." THESIS_FAH_ARD_Sansak_A.xml, 1996. http://handle.uws.edu.au:8081/1959.7/722.

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The development policy and plans of the Thai government have emphasized economic growth aimed at 'modernising' the country, enacted through agricultural modernisation and industrialisation under the name 'rural development'. Women In Development (WID) approaches based on the modernisation model have been added to 'development' plans more recently. Examination of the effects of these WID programmes upon rural women demonstrates that poor women are disempowered by the 'top-down' rural development programmes. This study is an attempt to test collaborative action research (CAR) as a methodology to empower rural women to become the decision makers in the rural development process. CAR was carried out in Sandee Village, northern Thailand. This suggests that rural women can be empowered through continuous cycles of the collaborative learning process of planning, acting, observing and critical reflection with the researcher acting as a facilitator. Through this learning process, rural women have increased their capacity to make choices, to deal with existing constraints and to create changes. In this respect 'development' can be initiated from within.<br>Doctor of Philosophy (PhD)
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Books on the topic "Collaborative Research-action"

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Network, Classroom Action Research. Collaborative action research. Cambridge Institute of Education, 1986.

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Improving teaching with collaborative action research. ASCD, 2011.

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Sagor, Richard. How to conduct collaborative action research. Association for Supervision and Curriculum Development, 1992.

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

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How to conduct collaborative action research. Association for Supervision and Curriculum Development, 1992.

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Goodnough, Karen. Taking Action in Science Classrooms Through Collaborative Action Research. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-583-3.

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Collaborative action research for professional learning communities. Solution Tree Press, 2010.

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Canadian Association for Teacher Education. Invitational Conference (3rd 1989 Université Laval [Montréal, Qué.]). Collaborative action research in Canadian teacher education. Canadian Association of Teacher Educators, 1991.

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Sagor, Richard. Collaborative action research for professional learning communities. Solution Tree Press, 2010.

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Dexheimer, Pharris Margaret, ed. Community-based collaborative action research: A nursing approach. Jones & Bartlett Learning, 2012.

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Book chapters on the topic "Collaborative Research-action"

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Airaud, Manon, Laurent Tezenas, Gala Moreno, Laurent Dagorn, and Jefferson Murua. "Action Research in Tropical Tuna Purse Seine Fisheries: Thoughts and Perspectives." In Collaborative Research in Fisheries. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-26784-1_12.

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Whyte, Shona. "Collaborative Action Research and Communities of Practice." In Implementing and Researching Technological Innovation in Language Teaching. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137470348_3.

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Loughran, J. "Reflection Through Collaborative Action Research and Inquiry." In Handbook of Reflection and Reflective Inquiry. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-85744-2_20.

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Karseras, Annette. "CoLeARN: Collaborative Learning and Action Research Networkommunications." In Computer Supported Cooperative Work. Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0411-7_18.

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Wakefield, Sarah. "A collaborative Action Research project within a data-driven culture." In Action Research for Inclusive Education. Routledge, 2019. http://dx.doi.org/10.4324/9781351048361-11.

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Goodnough, Karen. "Creating Learning Spaces." In Taking Action in Science Classrooms Through Collaborative Action Research. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-583-3_1.

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Goodnough, Karen. "Problem-Posing Spaces." In Taking Action in Science Classrooms Through Collaborative Action Research. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-583-3_2.

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Goodnough, Karen. "Problem-Solving Spaces." In Taking Action in Science Classrooms Through Collaborative Action Research. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-583-3_3.

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Goodnough, Karen. "Meaning-Making Spaces." In Taking Action in Science Classrooms Through Collaborative Action Research. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-583-3_4.

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Goodnough, Karen. "Generating Spaces for Sharing." In Taking Action in Science Classrooms Through Collaborative Action Research. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-583-3_5.

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Conference papers on the topic "Collaborative Research-action"

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Lai-Chung Lee and Whei-Jane Wei. "Action research on collaborative design : A case study." In in Design (CSCWD). IEEE, 2008. http://dx.doi.org/10.1109/cscwd.2008.4536966.

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Chan, Rosanna Yuen-Yan, and Yuming Zhang. "Collaborative Learning in Engineering Students under Social Distancing: An Action Research." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274005.

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Ma, Jiankun. "Research on Collaborative Data Governance Action Research Under the Integration of Colleges and Universities." In 3rd International Conference on Judicial, Administrative and Humanitarian Problems of State Structures and Economic Subjects (JAHP 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/jahp-18.2018.110.

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Baptista, Mónica. "COLLABORATION BETWEEN PHYSICS AND CHEMISTRY TEACHERS AND EXPERT: A CONTRIBUTION TO TEACHERS’ PROFESSIONAL DEVELOPMENT." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.22.

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The aim of the research was to know the contribution of collaborative work between teachers and an expert for their professional development. The collaboration was promoted during a training program involving five steps: Plan, Action, Collect, Interpret and Reflect. This study involved six physics and chemistry teachers. Results show that the teachers felt that the collaborative work promoted learning related to the applicability of the theory to practice, with the formulation of inquiry tasks and their implementation in the classroom. Keywords: professional development, teachers’ collaboration, training program.
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Rae, John, Carole Roberts, and Gary Taylor. "Collaborative Learning: A Connected Community Approach." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2946.

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Collaborative Learning in group settings currently occurs across a substantial portion of the UK Higher Education curriculum. This style of learning has many roots including: Enterprise in Higher Education, Action Learning and Action Research, Problem Based Learning, and Practice Based Learning. As such our focus on Collaborative Learning development can be viewed as an evolutionary. This collaborative and active group learning provides the foundation for what can be collectively called connectivist ‘Learning Communities’. In this setting a primary feature of a ‘Learning Community’ is one that carries a responsibility to promote one another’s learning. This paper will outline a developmental collaborative learning approach and describe a supporting software environment, known as the Salford Personal Development Environment (SPDE), that has been developed and implemented to assist in delivering collaborative learning for post graduate and other provision. This is done against a background of much research evidence that group based activity can enhance learning. These findings cover many approaches to group based learning and over a significant period of time. This paper reports on work-in-progress and the features of the environment that are designed to help promote individual and group or community learning that have been influenced by the broad base of research findings in this area.
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Ma, Hong, Zheng Yun Chen, and Zhi Yuan Pan. "A case study of collaborative action research: lexical chunk theory and its implication on reading performance." In The 2013 International Conference on Applied Social Science Research (ICASSR-2013). Atlantis Press, 2013. http://dx.doi.org/10.2991/icassr.2013.12.

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Grenier, Naomi, and Mirela Moldoveanu. "THE CONTRIBUTION OF COLLABORATIVE ACTION RESEARCH TO THE USE OF RESEARCH KNOWLEDGE ON DIFFERENTIATED INSTRUCTION BY SCHOOL STAKEHOLDERS IN DISADVANTAGED AREAS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1716.

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Lundell, Bjorn, and Jonas Gamalielsson. "Collaborative Research Involving Small Companies: Experiences from Co-Production of Knowledge for Research and Practice through Use of an Action Case Approach." In 2017 IEEE/ACM 4th International Workshop on Software Engineering Research and Industrial Practice (SER&IP). IEEE, 2017. http://dx.doi.org/10.1109/ser-ip.2017..4.

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Zeng, Juan, Yuwei Zhang, Bibing Shi, and Liyan Huang. "Enhancing Chinese EFL Learners’ Coherence and Cohesion in the Continuation Task through Blended Learning: A Collaborative Action Research." In 2021 International Symposium on Educational Technology (ISET). IEEE, 2021. http://dx.doi.org/10.1109/iset52350.2021.00059.

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VAT, Kam. "Modeling Human Activity Systems for Collaborative Project Development: An IS Development Perspective." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2846.

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This paper investigates the idea of human activity systems (HAS) appropriate to the characterization of the purposeful human activities behind the design of suitable information systems (IS) support, especially in the context of group-based project work. Specifically, we are interested in the knowledge context of a group of people collaborating in the peculiar scenario of project development. Our discussion describes a traceable framework of information systems development (ISD), which should accommodate the application of soft systems methodology (SSM) that acknowledges the importance of people in organization. The paper situates our discussion in the action research experience of the author conducting a junior core course of Software Psychology, delivered through the pedagogy of problem-based learning (PBL), in our four-year undergraduate program of Software Engineering. We intend to clarify the contextualization of designing IS support in relation to teamwork design. This is done by elaborating the IS design issues through the exposition of the human processes in which, in a specific organizational scenario, a particular group of people can conceptualize their world and hence the purposeful action they wish to undertake. That provides the basis for ascertaining what IS support is needed to undertake the necessary action and how modern information technology (IT) can help to provide that support. We conclude by reiterating the challenge of designing truly relevant HAS systems in which people selectively perceive parts of their world, attribute meaning to what they perceive, make judgment about their perceptions, form intentions to take particular actions, and carry out the action themselves. All these activities carry tremendous connotations in the HAS-based process of IS development for group project work, especially in collaborative project participation.
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Reports on the topic "Collaborative Research-action"

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Chambers, Jeanne C., Nora Devoe, and Angela Evenden. Collaborative management and research in the Great Basin - examining the issues and developing a framework for action. U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2008. http://dx.doi.org/10.2737/rmrs-gtr-204.

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Carpenter, Jan. Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.395.

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Hilbrecht, Margo, David Baxter, Alexander V. Graham, and Maha Sohail. Research Expertise and the Framework of Harms: Social Network Analysis, Phase One. GREO, 2020. http://dx.doi.org/10.33684/2020.006.

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In 2019, the Gambling Commission announced a National Strategy to Reduce Gambling Harms. Underlying the strategy is the Framework of Harms, outlined in Measuring gambling-related harms: A framework for action. "The Framework" adopts a public health approach to address gambling-related harm in Great Britain across multiple levels of measurement. It comprises three primary factors and nine related subfactors. To advance the National Strategy, all componentsneed to be supported by a strong evidence base. This report examines existing research expertise relevant to the Framework amongacademics based in the UK. The aim is to understand the extent to which the Framework factors and subfactors have been studied in order to identify gaps in expertise and provide evidence for decision making thatisrelevant to gambling harms research priorities. A social network analysis identified coauthor networks and alignment of research output with the Framework. The search strategy was limited to peer-reviewed items and covered the 12-year period from 2008 to 2019. Articles were selected using a Web of Science search. Of the 1417 records identified in the search, the dataset was refined to include only those articles that could be assigned to at least one Framework factor (n = 279). The primary factors and subfactors are: Resources:Work and Employment, Money and Debt, Crime;Relationships:Partners, Families and Friends, Community; and Health:Physical Health, Psychological Distress, and Mental Health. We used Gephi software to create visualisations reflecting degree centrality (number of coauthor networks) so that each factor and subfactor could be assessed for the density of research expertise and patterns of collaboration among coauthors. The findings show considerable variation by framework factor in the number of authors and collaborations, suggesting a need to develop additional research capacity to address under-researched areas. The Health factor subcategory of Mental Health comprised almost three-quarters of all citations, with the Resources factor subcategory of Money and Debt a distant second at 12% of all articles. The Relationships factor, comprised of two subfactors, accounted for less than 10%of total articles. Network density varied too. Although there were few collaborative networks in subfactors such as Community or Work and Employment, all Health subfactors showed strong levels of collaboration. Further, some subfactors with a limited number of researchers such as Partners, Families, and Friends and Money and debt had several active collaborations. Some researchers’ had publications that spanned multiple Framework factors. These multiple-factor researchers usually had a wide range of coauthors when compared to those who specialised (with the exception of Mental Health).Others’ collaborations spanned subfactors within a factor area. This was especially notable forHealth. The visualisations suggest that gambling harms research expertise in the UK has considerable room to grow in order to supporta more comprehensive, locally contextualised evidence base for the Framework. To do so, priority harms and funding opportunities will need further consideration. This will require multi-sector and multidisciplinary collaboration consistent with the public health approach underlying the Framework. Future research related to the present analysis will explore the geographic distribution of research activity within the UK, and research collaborations with harms experts internationally.
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Atkinson, Dan, and Alex Hale, eds. From Source to Sea: ScARF Marine and Maritime Panel Report. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.09.2012.126.

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The main recommendations of the panel report can be summarised under four headings: 1. From Source to Sea: River systems, from their source to the sea and beyond, should form the focus for research projects, allowing the integration of all archaeological work carried out along their course. Future research should take a holistic view of the marine and maritime historic environment, from inland lakes that feed freshwater river routes, to tidal estuaries and out to the open sea. This view of the landscape/seascape encompasses a very broad range of archaeology and enables connections to be made without the restrictions of geographical or political boundaries. Research strategies, programmes From Source to Sea: ScARF Marine and Maritime Panel Report iii and projects can adopt this approach at multiple levels; from national to site-specific, with the aim of remaining holistic and cross-cutting. 2. Submerged Landscapes: The rising research profile of submerged landscapes has recently been embodied into a European Cooperation in Science and Technology (COST) Action; Submerged Prehistoric Archaeology and Landscapes of the Continental Shelf (SPLASHCOS), with exciting proposals for future research. Future work needs to be integrated with wider initiatives such as this on an international scale. Recent projects have begun to demonstrate the research potential for submerged landscapes in and beyond Scotland, as well as the need to collaborate with industrial partners, in order that commercially-created datasets can be accessed and used. More data is required in order to fully model the changing coastline around Scotland and develop predictive models of site survival. Such work is crucial to understanding life in early prehistoric Scotland, and how the earliest communities responded to a changing environment. 3. Marine &amp; Maritime Historic Landscapes: Scotland’s coastal and intertidal zones and maritime hinterland encompass in-shore islands, trans-continental shipping lanes, ports and harbours, and transport infrastructure to intertidal fish-traps, and define understanding and conceptualisation of the liminal zone between the land and the sea. Due to the pervasive nature of the Marine and Maritime historic landscape, a holistic approach should be taken that incorporates evidence from a variety of sources including commercial and research archaeology, local and national societies, off-shore and onshore commercial development; and including studies derived from, but not limited to history, ethnology, cultural studies, folklore and architecture and involving a wide range of recording techniques ranging from photography, laser imaging, and sonar survey through to more orthodox drawn survey and excavation. 4. Collaboration: As is implicit in all the above, multi-disciplinary, collaborative, and cross-sector approaches are essential in order to ensure the capacity to meet the research challenges of the marine and maritime historic environment. There is a need for collaboration across the heritage sector and beyond, into specific areas of industry, science and the arts. Methods of communication amongst the constituent research individuals, institutions and networks should be developed, and dissemination of research results promoted. The formation of research communities, especially virtual centres of excellence, should be encouraged in order to build capacity.
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5

Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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Vergani, Matteo. Community-centered P/CVE Research in Southeast Asia: Opportunities and Challenges. RESOLVE Network, 2021. http://dx.doi.org/10.37805/rve2021.1.

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The definition and understanding of community-centered preventing and countering violent extremism (P/CVE) research lacks analytical clarity. This chapter examines this concept with a focus on the Southeast Asian context, reflecting on opportunities, challenges, and pitfalls, to lay the foundation for future theorization and comparative P/CVE research in local contexts. Collaboration with independent and genuine community actors is advantageous for all stakeholders, since deficient trust, tamed and crystallized relationships, and a lack of resources and capacities can result in biased research findings. The chapter advocates for the establishment of research and evaluation frameworks in National Action Plans, with the aim to set out common definitions, measurement tools, and methodologies in consultation with all stakeholders, including community actors. This is a necessary step in producing systematic, cumulative, and comparative research and evaluation findings that hold true across local contexts. Finally, the chapter discusses the ethical implications of conducting community-centered P/CVE research with minority communities––such as the creation of suspicious, ostracized, and alienated communities––as well as with majority communities. It also speaks to the potential for research findings and topics of focus interfering in or being instrumentalized to impact a country’s democratic process. Although the Southeast Asian context is used to discuss the opportunities and challenges of the different approaches to community-centered P/CVE research, key findings are likely relevant to other contexts.
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Bogdan, Alex, and Nikki Soo. Survey of consumer practices with respect to coated frozen chicken products. Food Standards Agency, 2021. http://dx.doi.org/10.46756/sci.fsa.hrb725.

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The Food Standards Agency (FSA) is investigating a spike in Salmonella cases in the UK linked to the consumption of coated frozen chicken products. In March 2021, FSA, in collaboration with Food Standards Scotland (FSS) commissioned Ipsos MORI to conduct an online survey in order to identify consumer behaviours which could increase their risk to foodborne disease. The key research questions were: •Which consumers are purchasing coated frozen chicken products? •How do consumers store and cook these products? •Do consumers follow packaging instructions when cooking and storing these products?•Are consumers putting themselves at risk of Salmonellain the way they, store, cook and handle these products? •Do consumers take appropriate action to protect themselves from risk by washing their hands, and avoiding cross-contamination when handling these products? •Do children (aged 12 or under) or teenagers (aged 13-15) handle and cook these products?
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Forced sexual relations among married young women in developing countries. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1007.

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Recent research in developing countries suggests that a considerable number of young women may experience forced sex within marriage, but most women may be inhibited from reporting these experiences due to shame, fear of reprisal, or deep-rooted unequal gender norms. In September 2003, a global consultative meeting on nonconsensual sex among young people in developing countries was held in New Delhi, India. The meeting was organized by the Population Council in collaboration with World Health Organization/Department of Reproductive Health and Research, and Family Health International/YouthNet. Participants included researchers, legal analysts, representatives from community-based NGOs, policy-makers, and young people themselves. Papers highlighting the nature and prevalence of coercion among married young women were presented. Sessions examined the following issues in relation to nonconsensual sex: experiences of young females and males: prevalence, forms, and contexts; youth perspectives; patterns of transactional sex; roles of the legal system; outcomes of coercion at the individual and community level; interventions to prevent nonconsensual sex and to support and treat victims; and research design and methods. Several recommendations for action to address factors that heighten young women’s vulnerability to coercive sexual relationships within marriage were presented.
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