Relevant bibliographies by topics / Interaction with colleagues

Contents

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

Academic literature on the topic 'Interaction with colleagues'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Interaction with colleagues"

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Chou, Wei-Po, Peng-Wei Wang, Shiou-Lan Chen, Yu-Ping Chang, Chia-Fen Wu, Wei-Hsin Lu, and Cheng-Fang Yen. "Voluntary Reduction of Social Interaction during the COVID-19 Pandemic in Taiwan: Related Factors and Association with Perceived Social Support." International Journal of Environmental Research and Public Health 17, no. 21 (October 31, 2020): 8039. http://dx.doi.org/10.3390/ijerph17218039.

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This study aimed to determine the proportion of individuals who voluntarily reduced interaction with their family members, friends, and colleagues or classmates to avoid coronavirus disease 2019 (COVID-19) infection and the associations of reduced social interaction with perceived social support during the COVID-19 pandemic in Taiwan. Moreover, the related factors of voluntary reduction of social interaction were examined. We recruited participants via a Facebook advertisement. We determined the reduced social interaction, perceived social support, cognitive and affective constructs of health belief and demographic characteristics among 1954 respondents (1305 women and 649 men; mean age: 37.9 years with standard deviation 10.8 years). In total, 38.1% of respondents voluntarily reduced their social interaction with friends to avoid COVID-19 infection, 36.1% voluntarily reduced their interaction with colleagues or classmates, and 11.1% voluntarily reduced interaction with family members. Respondents who voluntarily reduced interaction with other people reported lower perceived social support than those who did not voluntarily reduce interaction. Respondents who were older and had a higher level of worry regarding contracting COVID-19 were more likely to voluntarily reduce interaction with family members, friends, and colleagues or classmates to avoid COVID-19 infection than respondents who were younger and had a lower level of worry regarding contracting COVID-19, respectively. The present study revealed that despite strict social distancing measures not being implemented in Taiwan, more than one-third of respondents voluntarily reduced their interaction with friends and colleagues or classmates. The general public should be encouraged to maintain social contacts through appropriately distanced in-person visits and telecommunication.
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Coffey, Frank, Keiko Tsuchiya, Stephen Timmons, Bryn Baxendale, Svenja Adolphs, and Sarah Atkins. "Analysing voice quality and pitch in interactions of emergency care simulation." BMJ Simulation and Technology Enhanced Learning 4, no. 4 (September 6, 2017): 196–200. http://dx.doi.org/10.1136/bmjstel-2017-000212.

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Background/aimsIn emergency care, healthcare professionals (HCPs) interact with both a patient and their colleagues at the same time. How HCPs regulate the two distinct interactions is our central interest. Focusing on HCPs’ use of their voice quality and pitch, a multimodal analysis of the interaction in a simulation training session was conducted. Our aims are (1) to compare the use of HCPs’ voice quality and pitch in HCP–patient and HCP–HCP interactions, (2) to examine how different voice quality and pitch function in interaction, and (3) to develop the research methodology so as to integrate multimodal features in emergency care interaction for analysis.MethodsThree HCPs performed a scripted acute care scenario (chest pain) at the simulation centre. The multimodal corpus-based approach was applied to analyse the varying voice pitch and quality of the HCPs, in interactions with a simulated patient (SP) and with two other HCPs, in emergency care training.ResultsThe HCPs tended to use a clear voice when they talk to an SP and a ‘shattered’ voice to colleagues in the team. The pitch was raised to talk to an SP, by Helen (a nurse) and Mike (a doctor).ConclusionThis indicates that the HCPs strategically change their voice quality and pitch according to the addressees, regulating the interaction.
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McDonald, Kathryn M. "The diagnostic field’s players and interactions: from the inside out." Diagnosis 1, no. 1 (January 1, 2014): 55–58. http://dx.doi.org/10.1515/dx-2013-0023.

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AbstractFor diagnoses that require inputs from multiple players – patients, informal caregivers, health care professionals – a team approach to coordinating diagnostic care has the potential to improve outcomes. Taking a patient-system perspective helps elucidate important factors relevant to team-based diagnostic performance. These factors are conceptualized as a metaphoric playing field that has goals, players interacting, unavoidable uncertainties and influential social conditions specifically tied to the diagnosis phase of care. In terms of rules of the game, the patient-system interaction might be guided by application of Gittell and colleague’s relational coordination concepts, and understood within a broader social network framework of diagnosis, adapted from work by Berkman and colleagues. Patient-centered metrics are also needed to monitor the success of diagnosis.
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Wu, Wei-Li, Chien-Hsin Lin, Bi-Fen Hsu, and Ryh-Song Yeh. "Interpersonal trust and knowledge sharing: Moderating effects of individual altruism and a social interaction environment." Social Behavior and Personality: an international journal 37, no. 1 (February 1, 2009): 83–93. http://dx.doi.org/10.2224/sbp.2009.37.1.83.

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The relationship between interpersonal trust and knowledge sharing was explored, along with the impact of individual altruism and a social interaction environment. Participants were employees in Taiwanese high-tech industries. Employees' perceived interpersonal trust, of either their colleagues or supervisor, was found to be positively correlated with their knowledge-sharing behaviors in the workplace. Employees' altruism traits were found to be a factor for them to share knowledge in the workplace and the trait of altruism was also found to reduce the positive association between trust of colleagues and knowledge sharing. An organizational social interaction environment intensifies the positive association between trust of colleagues and knowledge sharing. Theoretical and managerial implications of the study are discussed.
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Spence, Susan H., and Peter Lee. "Observation and Social Validation of Staff Behaviours in a Residential Care Setting." Behavioural Psychotherapy 13, no. 1 (January 1985): 43–58. http://dx.doi.org/10.1017/s0141347300009320.

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Eleven residential care staff working in a secure unit with disruptive or delinquent youths were trained to use a variety of behavioural methods and teaching-parent interaction skills as outlined by the Achievement Place Programme. Three months following a 1-month full-time training programme, staff were observed in the work environment using a behaviour coding system. An attempt was made to identify which care staff behaviours influenced the clients' and colleagues' judgements about staff behaviour towards the youths. Staff who frequently asked for information from the youths were rated more positively by both colleagues and youths. The use of praise influenced the youths' judgements of care staff, whereas the expression of affection towards the youths influenced staff judgements of colleagues. Other aspects of conversation or teaching interaction skills did not correlate with boys' or colleagues' judgements of the care staff. Responses such as checking for understanding, requesting practice, giving prompts and feedback were rarely used by care staff. The study provides evidence of social validity for certain staff behaviours as influencing judgements made by clients and colleagues.
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Pink, Sebastian, Thomas Leopold, and Henriette Engelhardt. "Fertility and social interaction at the workplace: Does childbearing spread among colleagues?" Advances in Life Course Research 21 (September 2014): 113–22. http://dx.doi.org/10.1016/j.alcr.2013.12.001.

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Weigelt, Sarah, Kami Koldewyn, and Oliver Doehrmann. "Cross-Category Adaptation Reveals Tight Coupling of Face and Body Perception." Journal of Neurophysiology 104, no. 2 (August 2010): 581–83. http://dx.doi.org/10.1152/jn.00288.2010.

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Faces and bodies are arguably the visual stimuli most relevant for human social interactions. Only recently, however, has research begun to reveal the interaction between face and body perception. Here we report on a recent study by Ghuman and colleagues and other behavioral and neuroimaging investigations that, taken together, provide compelling evidence for a tight coupling of face and body perception.
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Davis, Gregory G. "The Art of Attorney Interaction and Courtroom Testimony." Archives of Pathology & Laboratory Medicine 130, no. 9 (September 1, 2006): 1305–8. http://dx.doi.org/10.5858/2006-130-1305-taoaia.

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Abstract Context.—In our society it is well for a physician to know something of the workings of court and how to interact with attorneys. One need not go to law school to successfully navigate a legal proceeding as a physician witness. Objective.—To show that a physician skilled at interacting with colleagues and patients can successfully apply those skills to interacting with attorneys and testifying in court. Data Sources.—This work is based primarily on the author's experience in interacting with attorneys and testifying in court, with supplemental contributions from textbooks. Conclusions.—Skillful testifying is simply the transmission of medical information in court in a professional, polite, and compelling manner, an ability within the grasp of any physician who has mastered the art of working with colleagues and patients. Careful, honest assessment of the medical matters in a legal case places a physician in a strong position, which the physician can maintain by remaining polite, even in the face of attempts by an attorney to denigrate the physician's professional abilities. The best witnesses tell the truth in a manner that compels people in the courtroom to listen.
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Wendler, Kathrin, Jie Liu, and Ingo Zettler. "Honesty-Humility Interacts With Context Perception in Predicting Task Performance and Organizational Citizenship Behavior." Journal of Personnel Psychology 17, no. 4 (October 2018): 161–71. http://dx.doi.org/10.1027/1866-5888/a000203.

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Abstract. In this study, we investigated the interaction effects between honesty-humility and two contextual perception variables (perceptions of organizational politics and perceptions of interactional justice) on two dimensions of job performance (task performance and organizational citizenship behavior). In a multiple rater design, we dissociated the assessments of the contextual perception variables (rated by target employees), personality traits (rated by colleagues), and job performance (rated by supervisors) from each other. We expected employees lower in honesty-humility to adapt their behavior according to the perceived context, whereas employees higher in honesty-humility were expected to perform equally well irrespective of the perceived environment. Results supported the hypothesized interactions in general.
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Hewett, Suniti, Karen Becker, and Adelle Bish. "Blended workplace learning: the value of human interaction." Education + Training 61, no. 1 (January 14, 2019): 2–16. http://dx.doi.org/10.1108/et-01-2017-0004.

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Purpose The purpose of this paper is to study the use of blended learning in the workplace and questions whether interpersonal interaction facilitates learner engagement (specifically behavioral, cognitive and/or emotional engagement), and if so, the means by which this occurs. Design/methodology/approach A qualitative approach was taken to this exploratory study, a single-case study design was utilized, and data collection methods involved interviews with facilitators and past participants of a blended workplace learning (BWL) program. Findings Human interaction in the BWL program included learner–facilitator, learner–learner and learner–colleague interaction. Where human interaction was present, it was reported to be linked with more active behavioral engagement, higher cognitive engagement and stronger and more positive emotional engagement than where human interaction was absent. Research limitations/implications The single-case study design does not allow for generalizability of findings. Reliance on self-reported data through interviews without cross-validation from other forms of measurement is a further limitation of the study. Practical implications Effective blended learning programs for workplaces are those that provide opportunities for learners to engage through human interaction with facilitators, other learners and colleagues. The findings advance current knowledge of BWL, and have implications for human resource development professionals, and designers and facilitators of blended learning programs for workplaces. Originality/value The study contributes to existing literature on blended learning in the workplace and emphasizes the importance of ensuring that human interaction is still an element of blended learning to maximize the benefits to learners and organizations.
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Dissertations / Theses on the topic "Interaction with colleagues"

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Flink, Maria. "Att bevittna,benämna och baka en kaka : En studie av uppfattningar om gott kollegialt samspel, ur några undersköterskors perspektiv." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-241706.

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Denna kvalitativa studie har med utgångspunkt i det sociokulturella perspektivet undersökt fenomenet samspel mellan kollegor. Studiens syfte var att undersöka uppfattningar om gott kollegialt samspel, utifrån några undersköterskors perspektiv, och urvalsgruppen bestod av sju yrkesverksamma undersköterskor från fem olika arbetsplatser. För att genomföra studien användes en fenomenologisk ansats och metoden fokusgruppssamtal och empirin analyserades tematiskt. Studiens resultat utgjordes av fem gemensamma teman, som kallades samspelsnycklar: Att investera och se varandra i arbetet, Att sträva efter att vara ett lag, Att arbeta utifrån tillit och jämlika samspelsvillkor, Att kunna förmedla och variera arbetsattityd, Att kunna ge och be om hjälp med respekt. Resultatet analyserades med begrepp från Wengers teori Communities of practice och genom det framkom att uppfattningar om ett gott kollegialt samspel i omvårdnadspraktiken kan sägas innehålla samma grundfaktorer som utgör en etablering och utveckling av en praktikgemenskap. Detta på grund av att det i alla samspelsnycklarna förekommer utsagor som kan förstås genom Wengers begrepp område, gemenskap och praktik. Resultatet kan även förstås utifrån det sociokulturella perspektivets antagande att språket är ett centralt medierande redskap för lärande i en social kontext.
This qualitative study has, on the basis of the sociocultural perspective, examined the phenomenon of interaction between colleagues. The study's purpose was to examine perceptions of good interaction, based on some enrolled nurses ' perspective and the selection group consisted of seven professional enrolled nurses from five different workplaces. The study used a phenomenological approach and focus group discussions, and the research data was thematically analyzed. The results of the study consisted of five core themes, called interaction keys: Investing and see each other at work, To endeavor to be a team, To work on the basis of trust and equal interaction terms, To convey, and vary work attitude, To be able to provide and receive assistance with respect. The results were analyzed using the concepts from Wenger's theory Communities of practice, and thru that it was revealed that perceptions of a good collegial interaction in enrolled nursing practice can be said to contain the same basic elements that constitute and develops a Community of practice. This is because all interaction keys include statements that can be understood by Wenger's concept area, fellowship and internship. The result can also be understood on the basis of the sociocultural perspective's assumption that language is an essential mediating tool for learning, in a social context.
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Nikorowitsch, Johannes. "The influence of music sharing at work on social relationships between colleagues : a thesis presented in partial fulfilment of the requirements for the degree of Master of Management in Communications Management at Massey University, Wellington." Massey University, 2009. http://hdl.handle.net/10179/1079.

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This study explores the influence of music sharing at work on social relationships between colleagues. Music sharing has been proven to facilitate friendship and maintenance in various social environments (Brown, Sellen, & Geelhoed, 2001; Voida, Grinter, & Ducheneaut, 2006). However, music sharing at work in its influence on friendships between colleagues has never been explored, even though establishing and strengthening social relationships within the workplace have become increasingly important within organisations (Berman, West, & Richter, 2002). Informal relationships are beneficial for the overall well-being of an organisation as they increase the exchange of resources between colleagues. For the individual workers these relationships satisfy their need for social interaction. The study applied a mixed methods approach involving quantitative as well as qualitative methods. Twenty-nine employees from design agencies throughout New Zealand participated in an online survey and seven in semi-structured interviews. Both online survey and interviews were used in combination in order to achieve complementarily and triangulation between quantitative and qualitative data. The results suggest that music sharing contributes to the development of social bonding that occurs in the workplace. On the basis of the music that was shared through various technologies colleagues appeared to form impressions of each other. This involved determining each others’ music preferences and associating other personality aspects with those music preferences. It appeared that the more similarly colleagues perceived each others’ musical tastes, the more likely they were to become friends and/or to form informal music taste groups at work. The degree of reciprocity of music predicted the degree of intimacy between colleagues. When colleagues who were friends shared music with each other, they were much more concerned about reciprocating the music adequately than when they shared with colleagues they knew only superficially. The findings of this study are relevant for employers who want to promote relationship development between colleagues in a work environment where employees are passionate about music.
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Byra, M. Adelle. "An investigation of the interactions of Reading Recovery® teachers during colleague visits." Laramie, Wyo. : [University of Wyoming], 2006. http://proquest.umi.com/pqdweb?did=1216755911&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Ötting, Sonja Kristine [Verfasser]. "Artificial intelligence as colleague and supervisor: Successful and fair interactions between intelligent technologies and employees at work / Sonja Kristine Ötting." Bielefeld : Universitätsbibliothek Bielefeld, 2021. http://d-nb.info/1231994789/34.

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Lal, Banita, Y. K. Dwivedi, and M. Haag. "Working from Home During Covid-19: Doing and Managing Technology-enabled Social Interaction With Colleagues at a Distance." 2021. http://hdl.handle.net/10454/18593.

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Yes
With the overnight growth in Working from Home (WFH) owing to the pandemic, organisations and their employees have had to adapt work-related processes and practices quickly with a huge reliance upon technology. Everyday activities such as social interactions with colleagues must therefore be reconsidered. Existing literature emphasises that social interactions, typically conducted in the traditional workplace, are a fundamental feature of social life and shape employees' experience of work. This experience is completely removed for many employees due to the pandemic and, presently, there is a lack of knowledge on how individuals maintain social interactions with colleagues via technology when working from home. Given that a lack of social interaction can lead to social isolation and other negative repercussions, this study aims to contribute to the existing body of literature on remote working by highlighting employees' experiences and practices around social interaction with colleagues. This study takes an interpretivist and qualitative approach utilising the diary-keeping technique to collect data from twenty-nine individuals who had started to work from home on a full-time basis as a result of the pandemic. The study explores how participants conduct social interactions using different technology platforms and how such interactions are embedded in their working lives. The findings highlight the difficulty in maintaining social interactions via technology such as the absence of cues and emotional intelligence, as well as highlighting numerous other factors such as job uncertainty, increased workloads and heavy usage of technology that affect their work lives. The study also highlights that despite the negative experiences relating to working from home, some participants are apprehensive about returning to work in the traditional office place where social interactions may actually be perceived as a distraction. The main contribution of our study is to highlight that a variety of perceptions and feelings of how work has changed via an increased use of digital media while working from home exists and that organisations need to be aware of these differences so that they can be managed in a contextualised manner, thus increasing both the efficiency and effectiveness of working from home.
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Books on the topic "Interaction with colleagues"

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Making conversation: Collaborating with colleagues for change. Portsmouth, NH: Boynton/Cook Publishers, 1997.

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Huff, Daniel Maurice. The impact of interactions with students, community, colleagues and the institution of schooling on the teaching practices of secondary choral music educators: Two case studies. [Madison: s.n.], 1989.

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Primary School People: Getting to Know Your Colleagues. Routledge, 1995.

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Saenz, Adam, and Jeremy Dew. Relationships That Work: Four Ways to Connect with Colleagues, Students and Parents. Taylor & Francis Group, 2015.

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Saenz, Adam, and Jeremy Dew. Relationships That Work: Four Ways to Connect with Colleagues, Students, and Parents. Routledge, 2015.

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Pang, Alex Soojung-Kim. Distraction Addiction: Getting the Information You Need and the Communication You Want, Without Enraging Your Family, Annoying Your Colleagues, and Destroying Your Soul. Little Brown & Company, 2013.

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The Distraction Addiction: Getting the information you need and the communication you want, without enraging your family, annoying your colleagues, and destroying your soul. New York: Little, Brown and Co., 2013.

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Alfano, Mark, and Joshua August Skorburg. Extended Knowledge, the Recognition Heuristic, and Epistemic Injustice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198769811.003.0014.

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This chapter argues that the interaction of biased media coverage and widespread employment of the recognition heuristic can produce epistemic injustices. It explains the recognition heuristic as studied by Gigerenzer and colleagues, highlighting how some of its components are largely external to the cognitive agent. Having connected the recognition heuristic with recent work on the hypotheses of embedded, extended, and scaffolded cognition, it argues that the recognition heuristic is best understood as an instance of scaffolded cognition. It considers the double-edged sword of cognitive scaffolding before using Fricker’s (2007) concept of epistemic injustice to characterize the nature and harm of these false inferences, emphasizing the Darfur Inference. Finally, it uses data-mining and an empirical study to show how Gigerenzer’s population estimation task is liable to produce Darfur Inferences. It ends with some speculative remarks on more important Darfur Inferences, and how to avoid them by scaffolding better.
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Healey, Richard. Measurement. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198714057.003.0006.

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If a quantum state completely specified the properties of a system to which it was assigned then application of quantum theory to an interaction intended to correlate properties of a measured system to those of a measuring device would leave that device recording no determinate outcome, contrary to what we observe. This is the quantum measurement problem. But the problem does not arise if the function of a quantum state assignment is not descriptive but prescriptive, so that all quantum state assignments are relational. Models of decoherence can certify the empirical significance of rival claims about which measurement outcome a device records, but their application does not explain but presupposes that exactly one such claim is true. The reality criterion which Einstein and colleagues applied to show the incompleteness of quantum description of reality is inapplicable to their chosen system while a slightly modified criterion is false.
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Cooper, Alan. Biblical Studies and Jewish Studies. Edited by Martin Goodman. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199280322.013.0002.

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This article examines two commentaries on Leviticus, Jews in the mainstream, biblical versus post-biblical literature, and the pre-critical, critical, and post-critical stances. It describes two particular developments within biblical studies that may be ascribed to the influence of Jewish biblical scholarship. Both of them, broadly speaking, entail the recognition that the Bible (that is, the Tanakh) is a Jewish book, and both therefore legitimate the study of the Bible in its Jewish contexts. This view of the Bible is both a point of entry for Jewish scholars into critical biblical scholarship, and also the potential meeting-ground for biblical scholars with their colleagues in Jewish studies. Interaction between specialists in those fields may yield important new insights into the formation of the Jewish Bible, and into the way the Bible, in turn, has served to shape Jewish mentalities and communities throughout the ages.
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Book chapters on the topic "Interaction with colleagues"

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Dimaki, Andrey V., and Evgeny V. Shilko. "Theoretical Study of Physico-mechanical Response of Permeable Fluid-Saturated Materials Under Complex Loading Based on the Hybrid Cellular Automaton Method." In Springer Tracts in Mechanical Engineering, 485–501. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60124-9_21.

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AbstractWe give a brief description of the results obtained by Prof. Sergey G. Psakhie and his colleagues in the field of theoretical studies of mechanical response, including fracture, of permeable fluid-saturated materials. Such materials represent complex systems of interacting solid and liquid phases. Mechanical response of such a medium is determined by processes taking place in each phase as well as their interaction. This raised a need of developing a new theoretical approach of simulation of such media—the method of hybrid cellular automaton that allowed describing stress-strain fields in solid skeleton, transfer of a fluid in crack-pore volume and influence of fluid pressure on the stress state of the solid phase. The new method allowed theoretical estimation of strength of liquid-filled permeable geomaterials under complex loading conditions. Governing parameters controlling strength of samples under uniaxial loading and shear in confined conditions were identified.
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Gellersen, Hans-W., and Michael Beigl. "Ambient Telepresence: Colleague Awareness in Smart Environments." In Managing Interactions in Smart Environments, 80–88. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0743-9_8.

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Cheuk, Bonnie Wai-yi. "Using Social Networking Analysis to Facilitate Knowledge Sharing in the British Council." In Human Computer Interaction, 1905–14. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-87828-991-9.ch125.

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Prior to the establishment of the Knowledge Management (KM) strategy, the British Council defined knowledge as objects. Knowledge sharing was about sharing documents and information on the intranet or via global databases. Since December 2002, Dervin’s Sense-Making Methodology has been applied to manage knowledge. Knowledge is seen not as a product that can be transferred from one colleague to another but as a communication practice. This means that shared knowledge has to be interpreted and made sense of by its recipients through genuine dialogue. During this phase of KM implementation, the focus shifted to linking up colleagues and providing space for dialogue through building global communities of practice and virtual teams. This article presents an example of how we have used the theory of Social Networking Analysis as a diagnostic tool to promote knowledge sharing among our newly formed 30-people global leadership team. The three steps we have taken to carry out the exercise and its limitations also are discussed.
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Branch, Jennifer L., and Joanne de Groot. "“I Love Being Able to Have my Colleagues around the World at my Fingertips:”." In Cross-Cultural Interaction, 1530–46. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch087.

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Teacher-librarians are often “lone wolves” in schools. This chapter explores how Canadian teacher-librarians are participating in life-long learning in the 21st century using Web 2.0 technologies. It also explores how one online distance education program implemented changes to help prepare teacher-librarians to participate in local and global personal learning networks. Findings from a Canadian survey on this topic found that teacher-librarians often seek out other teacher-librarians for advice and support, as well as relying on regular interaction (both face-to-face and online) with their colleagues. Other informal professional learning occurs through listservs, online networks, Elluminate sessions, webinars, TED talks, podcasts, Nings, blogs, and Twitter. New and emerging technologies are helping teacher-librarians connect to one another locally and, more importantly, globally. It is this combination of both local and global personal learning networks that helps teacher-librarians move from being lone wolves to members of the pack.
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Switzer, Jamie S. "Impression Formation in Computer-Mediated Communication and Making a Good (Virtual) Impression." In Human Computer Interaction, 1837–48. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-87828-991-9.ch120.

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In face-to-face interactions, people generally form impressions by focusing on a variety of nonverbal cues. Increasingly, however, people are communicating virtually and forming impressions based on mediated interactions. In an online environment, the range of nonverbal cues that normally aid in impression formation is drastically narrowed. In the absence of these nonverbal cues, forming impressions via computer-mediated communication places a greater emphasis on verbal (text-based) and linguistic cues. This chapter offers strategies to ensure virtual workers make a good impression on their clients and colleagues when interacting online.
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Fonner, Kathryn L., and Lara C. Stache. "Teleworkers’ Boundary Management." In Virtual Work and Human Interaction Research, 31–58. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0963-1.ch003.

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Building on boundary theory, this chapter analyzes the open-ended responses of home-based teleworkers (N = 146) to identify the temporal and spatial strategies used by teleworkers to manage the boundary between work and home domains, and the expectation-setting strategies teleworkers use to uphold this boundary with family and work contacts. Teleworkers used temporal routines and physical space to segment work from home domains, but also maintained a degree of permeability between work and home domains in order to preserve the flexible benefits of their work arrangement. Teleworkers employed direct and indirect strategies with their families and colleagues to manage the work-home boundary. Relationships between boundary management choices, demographic variables, work-life conflict, and life-work conflict are also examined.
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Klobas, Jane. "Wikis as Tools for Collaboration." In Human Computer Interaction, 1283–90. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-87828-991-9.ch081.

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Tim Berners-Lee, the inventor of the World Wide Web, envisioned it as a place where “people can communicate … by sharing their knowledge in a pool … putting their ideas in, as well as taking them out” (Berners-Lee, 1999). For much of its first decade, the Web was, however, primarily a place where the majority of people took ideas out rather than putting them in. This has changed. Many “social software” services now exist on the Web to facilitate social interaction, collaboration and information exchange. This article introduces wikis, jointly edited Web sites and Intranet resources that are accessed through web browsers. After a brief overview of wiki history, we explain wiki technology and philosophy, provide an overview of how wikis are being used for collaboration, and consider some of the issues associated with management of wikis before considering the future of wikis. In 1995, an American computer programmer, Ward Cunningham, developed some software to help colleagues quickly and easily share computer programming patterns across the Web. He called the software WikiWikiWeb, after the “Wiki Wiki” shuttle bus service at Honolulu International Airport (Cunningham, 2003). As interest in wikis increased, other programmers developed wiki software, most of it (like WikiWikiWeb) open source. Although wiki software was relatively simple by industry standards, some technical knowledge was required to install, maintain and extend the “wiki engines.” Contributors needed to learn and use a markup language to edit pages, and even if the markup languages were often simpler than HTML, non-technical users did not find these early wikis compelling. In the early years of the twenty-first century, a number of developments led to more widespread use of wikis. Wiki technology became simpler to install and use, open source software was improved, and commercial enterprise-grade wiki software was released. The not insignificant issues associated with attracting and managing a community of people who use a wiki to share their knowledge were discussed in forums such as MeatballWiki (http://www.usemod.com/cgibin/ mb.pl?action=browse&id=MeatballWiki&ol did=FrontPage). The public’s attention was drawn to wikis following the launch, in January 2001, of the publicly written Web-based encyclopedia, Wikipedia (www.wikipedia.org). And wiki hosting services and application service providers (ASPs) were established to enable individuals and organizations to develop wikis without the need to install and maintain wiki software themselves. By July 2006, nearly 3,000 wikis were indexed at the wiki indexing site www.wikiindex. org, popular wiki hosting services such as Wikia (www.wikia.org) and seedwiki (www.seedwiki. org) hosted thousands of wikis between them, and Wikipedia had more than four and a half million pages in over 100 languages. Moreover, wikis were increasingly being used in less public ways, to support and enable collaboration in institutions ranging from businesses to the public service and not-for-profit organizations.
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Westphal, James, and Sun Hyun Park. "The Social Psychological Dynamics of Symbolic Management." In Symbolic Management, 180–205. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198792055.003.0009.

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While previous chapters described dyad-level and group-level behavioral processes of symbolic management, in this chapter we examine processes of symbolic management at a more micro-level of analysis. We describe a kind of self-regulated cognition in which managers and directors reflect on personal and social characteristics held in common with colleagues, and avoid thoughts about attributes not shared, prior to interaction. We explain how such cognitions increase the efficiency and efficacy of social influence behavior toward powerful colleagues within the firm, security analysts, and powerful institutional investors. We further describe how managers engage in self-regulated cognition about firm strategy and governance prior to social influence opportunities with security analysts and institutional investors, and how such cognitions enhance the efficacy of impression management. We also reveal important side benefits of self-regulated cognition, including reduced symptoms of burnout in top executives, and reduced interpersonal conflict in diverse top management teams.
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Cuevas, Arleen, and Fritz Kohle. "Social Media." In Social Media and the Transformation of Interaction in Society, 15–23. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8556-7.ch002.

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Social media has become ubiquitous in the daily personal lives of students and teachers alike. But the question remains if social media should be integrated effectively in higher education or if it should be left out in the realm outside the classroom. This paper explores how students use social media in school, whether or not they find social media useful in the learning process and provides further discussion on the importance of adopting a social media strategy in the education sector. The authors facilitated a study in 2010 and a follow-up survey in 2011 to students taking the course International Media and Entertainment Management at NHTV Breda University of Applied Sciences in the Netherlands to assess how students are using social media in a learning environment. The study reveals a need for social media to be used as a learning tool in order to promote active participation through content creation and encourage a virtual space for dynamic dialogue which in turn helps link formal and informal learning connecting students, teachers, and colleagues around the world. But more complex issues such as privacy, copyright, policing and governance of social media needs to be addressed.
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Branch, Jennifer L., and Joanne de Groot. "“I Love Being Able to Have my Colleagues Around the World at my Fingertips:”." In Advances in Library and Information Science, 110–26. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3688-0.ch007.

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Teacher-librarians are often “lone wolves” in schools. This chapter explores how Canadian teacher-librarians are participating in life-long learning in the 21st century using Web 2.0 technologies. It also explores how one online distance education program implemented changes to help prepare teacher-librarians to participate in local and global personal learning networks. Findings from a Canadian survey on this topic found that teacher-librarians often seek out other teacher-librarians for advice and support, as well as relying on regular interaction (both face-to-face and online) with their colleagues. Other informal professional learning occurs through listservs, online networks, Elluminate sessions, webinars, TED talks, podcasts, Nings, blogs, and Twitter. New and emerging technologies are helping teacher-librarians connect to one another locally and, more importantly, globally. It is this combination of both local and global personal learning networks that helps teacher-librarians move from being lone wolves to members of the pack.
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Conference papers on the topic "Interaction with colleagues"

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Lüdtke, Stefan, Max Schröder, Frank Krüger, and Thomas Kirste. "Where are my colleagues?" In iWOAR '17: 4th international Workshop on Sensor-based Activity Recognition and Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3134230.3134237.

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Xu, J., and H. Zhang. "Cell Adhesion and Deformation Under Dynamic Shear Flow in a Micro-Channel." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-32789.

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Progress has been made in the area of cell-fluid interaction considering deformation, adhesion, and rolling in a shear flow, for example, the seminal work of Dembo and colleagues [1]. Several other studies have also performed to provide a better understanding on the phenomena [2–4]. The dynamics of fluid flow and cell deformation add complexity to the complicated adhesion interaction problem. The objective of this study has aimed on developing a biomechanical model that can be used to predict the cell-endothelium interaction under the transient flow condition. To elucidate the roles of flow force, adhesion force, adhesion interaction, and cell deformation in leukocyte rolling under a shear flow, a model combining fluid-cell interaction and reaction-limited cell-substrate adhesion kinetics has been developed. In this paper, the cell is modeled as an elastic solid and fluid-cell interaction is modeled as the fluid-solid interaction.
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Billingsley, William. "Revisiting the Intelligent Book: Towards seamless intelligent content and continuously deployed courses." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0144.

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In the early 2000s, colleagues and I developed The Intelligent Book – a suite of technologies for adaptive materials, that let students work with smart graphical exercises as if the AI was their partner rather than their marker. We envisaged a future where online content would be brimming with interactive models, lettings students explore and tinker with problems alongside AI that would guide students in their thinking. The browsers of the day were technically limited, but since then, the technological landscape of the web has transformed. Meanwhile, online education (especially during the Covid-19 pandemic) has grown the need for interactive materials that “understand what they teach” and can make explanations explorable and “proddable”. In online education, physical group activities (e.g., programming robots) are not available to us, and we see a growing need for digital experiences and models to replace the responsiveness that comes from tangible interaction with a device or experiment. Over the last two years, I have begun revisiting the ideas of the Intelligent Book for the modern technology landscape. This paper gives an early overview of the project, working once again towards infrastructure for self-publishable courses that can be full to overflowing with proddable and explorable models.
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Oliff, Harley, Ying Liu, Maneesh Kumar, and Michael Williams. "Integrating Intelligence and Knowledge of Human Factors to Facilitate Collaboration in Manufacturing." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85805.

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The implementation of automation has become a common occurrence in recent years, and automated robotic systems are actively used in many manufacturing processes. However, fully automated manufacturing systems are far less common, and human operators remain prevalent. The resulting scenario is one where human and robotic operators work in close proximity, and directly affect the behavior of one another. Conversely to their robotic counterparts, human beings do not share the same level of repeatability or accuracy, and as such can be a source of uncertainty in such processes. Concurrently, the emergence of intelligent manufacturing has presented opportunities for adaptability within robotic control. This work examines relevant human factors and develops a learning model to examine how to utilize this knowledge and provide appropriate adaptability to robotic elements, with the intention of improving collaborative interaction with human colleagues, and optimized performance. The work is supported by an example case-study, which explores the application of such a control system, and its performance in a real-world production scenario.
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Robinson Fryer, Bryan John, and M. Dolores Olvera-Lobo. "Making friends with your team: The benefits of raising learner awareness of intra-team relations." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5481.

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To highlight the importance of teamwork and intra-team relationships beyond the classroom, in a small study population of undergraduate students of Translation studies, we have attempted to raise awareness of teamwork processes so as to empower learners in managing their interaction and ensure they gain valuable pre-professional experience. Following specific input and the construction of randomized teams, we questioned learners about their previous and current experience of teamwork, their knowledge of team colleagues and the changes their relationships underwent, and prior academic performance versus expectations of current performance and how teamwork might influence this. Our results indicate teamwork substantially improved levels of intimacy, enhanced the quality of the experience, and raised awareness of the benefits of the team per se. However, some learners recognized personal difficulties with teamwork that they were unable to overcome and, in this context, “people problems” became increasingly important. Nonetheless, learners were convinced that teamwork would have a positive influence on their final grades.
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Morbiducci, Umberto, Raffaele Ponzini, Matteo Nobili, Diana Massai, Franco M. Montevecchi, Danny Bluestein, and Alberto Redaelli. "Prediction of Shear Induced Platelet Activation in Prosthetic Heart Valves by Integrating Fluid–Structure Interaction Approach and Lagrangian-Based Blood Damage Model." In ASME 2009 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2009. http://dx.doi.org/10.1115/sbc2009-206162.

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Altered haemodynamics are implicated in the blood cells damage that leads to thromboembolic complications in presence of prosthetic cardiovascular devices, with platelet activation being the underlying mechanism for cardioemboli formation in blood flow past mechanical heart valves (MHVs). Platelet activation can be initiated and maintained by flow patterns arising from blood flowing through the MHV, and can lead to an enhancement in the aggregation of platelets, increasing the risk for thromboemboli formation. Hellums and colleagues compiled numerous experimental results to depict a locus of incipient shear related platelet activation on a shear stress – exposure time plane, commonly used as a standard for platelet activation threshold [1]. However, platelet activation and aggregation is significantly greater under pulsatile or dynamic condition relative to exposure to constant shear stress [2]. Previous studies do not allow to determine the relationship existing between the measured effect — the activation of a platelet, and the cause — the time-varying mechanical loading, and the time of exposure to it as might be expected in vivo when blood flows through the valve. The optimization of the thrombogenic performance of MHVs could be facilitated by formulating a robust numerical methodology with predictive capabilities of flow-induced platelet activation. To achieve this objective, it is essential (i) to quantify the link between realistic valve induced haemodynamics and platelet activation, and (ii) to integrate theoretical, numerical, and experimental approaches that allow for the estimation of the thrombogenic risk associated with a specific geometry and/or working conditions of the implantable device. In this work, a comprehensive analysis of the Lagrangian systolic dynamics of platelet trajectories and their shear histories in the flow through a bileaflet MHV is presented. This study uses information extracted from the numerical simulations performed to resolve the flow field through a realistic model of MHV by means of an experimentally validated fluid-structure interaction approach [3]. The potency of the device to mechanically induce activation/damage of platelets is evaluated using a Lagrangian-based blood damage cumulative model recently identified using in vitro platelet activity measurements [4,5].
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Gamarli, Saida, and Diana Ukleyn. "TEACHER ROLES IN CLASSROOM MANAGEMENT." In Proceedings of the XXVII International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25032021/7465.

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This paper deals with teacher roles in classroom management. It begins with two outlines used in teaching process. They concern the teacher, what they can do, and aspire to, and a discussion of classroom management techniques. The outlines are followed by an expansion of many of the points made. Classroom management is included in a course on ESP because most of students will, at some point in their lives, teach English in school. The material is based on our own personal experience of struggling to become a teacher, and our interaction with students and our colleagues. Teacher’s roles take account of teacher’s classroom language, teacher’s responsibilities, and the criticism and the evaluation of teacher’s performance. The teacher who makes great activation of his roles in classroom, tends to be the top and the most first factor that improves classroom management and enriches learners’ knowledge. Quantitative method has been chosen because it provides statistical data from English teachers using questionnaire. Factual information was collected and arranged in graphs. The results were analyzed and compared with previous studies. The participants’ responses provided supportive evidence and were fully consistent with this study
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Feldhammer-Kahr, Martina, Stefan Dreisiebner, Martin Arendasy, and Manuela Paechter. "ONE MONTH BEFORE THE PANDEMIC: STUDENTS’ PREFERENCES FOR FLEXIBLE LEARNING AND WHAT WE CAN LEARN." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact039.

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"Flexible learning has been associated with e-learning, even before the COVID-19 pandemic. Flexible learning gives the students large degrees of freedom to learn what, when, how and where they want. The aim of this study was to evaluate students’ preferences in e-learning and traditional classroom teaching, and was conducted from October 2019 to January 2020. Students from four courses were assigned randomly to two groups, an online and a classroom group. The study included two phases: three lectures by the lecturer (podcasts vs. classroom) and seven classroom units with student presentations and discussions. Performance and different personal characteristics and attitudes of 93 students were examined. Knowledge on the course topic was measured before the first lecture took place (t1), after the three lectures (t2) and after the following seven units (t3). Statistical analyses found no performance differences between the two groups (online/classroom); this held true for all three points in time. All students appreciated the opportunity of an intermediate exam at t2 (a change in comparison to former courses on the topic). Qualitative data showed that students felt a need for interaction with their colleagues and the lecturer, which they decided could be better fulfilled in the classroom, whereas the flexible learning setting had advantages for the exam preparation (e.g. repeating listening to the podcasts, taking breaks and learning tempo). Students’ arguments fit well to previous literature. Altogether, the study gives valuable insights into the didactic design of flexible learning."
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Siino, Rosanne M., Justin Chung, and Pamela J. Hinds. "Colleague vs. tool: Effects of disclosure in human-robot collaboration." In 2008 RO-MAN: The 17th IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2008. http://dx.doi.org/10.1109/roman.2008.4600725.

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Sollier, Arnaud, and Emilien Lescoute. "Characterization of the ballistic properties of ejecta from laser shock-loaded samples using high resolution picosecond imaging." In 2019 15th Hypervelocity Impact Symposium. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/hvis2019-097.

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Abstract Anticipating the generation of high velocity debris from shock-loaded specimens and the damage that their impacts may cause to nearby equipment is a major safety issue in applications involving shock waves, such as pyrotechnics [1] or inertial confinement fusion (ICF) experiments on large scale laser facilities [2]. Microjetting is one of the processes governing such debris generation. It is due to the interaction of a shock wave with a free surface presenting geometrical defects such as pits, cavities, scratches, or grooves, leading to material ejection from these defects, in the form of thin jets expanding ahead of the main surface and breaking up into small particles [3]. Over the last few years, we have used laser shock loading in order to expand microjetting investigations over ranges of small spatial scales (μm scale), extremely high loading rates (~ 107 s-1) and very short pressure pulses (a few ns) [4-11]. Optical shadowgraphy and Photonic Doppler Velocimetry (PDV) have been used to measure both jet tip and planar surface velocities [4-6], while attempts to infer fragments size distributions, to be compared with model predictions, have been made using either fast transverse shadowgraphy [7] or ejecta recovery [8]. More recently, picosecond x-ray radiography has been used to provide estimates of the density gradients along the jets and of the total ejected mass at different times after shock breakout [9-11]. Here, we present the development of a new picosecond laser imaging diagnostic intended to overcome the limitations of our current transverse optical shadowgraphy setup. We describe our experimental setup and show the results of our first experiments performed using both visible (532 nm) and UV (355 nm) lightning of the sample. These results are compared to those obtained at LANL under high explosive loading using ultraviolet in-line Fraunhofer holography [12], and also to molecular dynamics (MD) simulations performed by our colleagues at lower space and time scales [15-18].
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Reports on the topic "Interaction with colleagues"

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Russell, Daniel A. A Brief Summary of a Four Week Interaction with Dr. Christian Soize and his Colleagues at ONERA in Chatillon, France. Fort Belvoir, VA: Defense Technical Information Center, April 1994. http://dx.doi.org/10.21236/ada282419.

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