Integration Of Multiple Perspectives Research Articles

TEACHING HISTORY IN HIGH SCHOOL AS A WAY TO BUILD A COMPLEX OF SELF-IDENTIFICATIONS OF HIGH SCHOOL STUDENTS

This study examines the role of history education in shaping the complex self-identifications of high school students, highlighting its significance in the broader context of democratic education principles and human rights. Recognizing the transformative power of history education, the research investigates how historical narratives and teaching methodologies influence students’ identity formation and their perception of societal roles. Through a mixed-methods approach, involving surveys and observations from 300 high school students across ten schools in the Dnipropetrovsk region, this study explores the interplay between historical education and student self-identity, focusing on the integration of multiple perspectives, critical thinking, and ethical reflection in the curriculum. The findings reveal that exposure to diverse historical viewpoints not only enhances students' understanding of history but also actively supports their personal and social identity development. Critical engagement with historical content, especially involving ethical dilemmas and social injustices, encourages deep reflection and aids in forming a nuanced personal and social identity. Moreover, the study addresses the challenges posed by global educational dynamics and the media, which often contrast with the objectives of historical education, suggesting that an enriched historical curriculum can serve as a counterbalance to external influences. The research underscores the need for history educators to adopt inclusive and reflective pedagogical strategies that foster a critical understanding of history while supporting complex identity formation among students. By doing so, history education not only contributes to the academic development of students but also plays a crucial role in preparing them for active and informed citizenship in a democratic society. The study’s recommendations advocate for continuous teacher development and curricular adjustments to better meet the diverse needs of students, ensuring that history education remains a pivotal element of modern educational systems.

Reconciling critical zone science with ecosystem and soil science—a personal-scientist perspective

The critical zone has been the subject of much discussion and debate as a term in the ecosystem, soil and earth system science communities, and there is a need to reconcile how this term is used within these disciplines. I suggest that much like watershed and soil ecosystems, the critical zone is an ecosystem and is defined by deeper spatial and temporal boundaries to study its structure and function. Critical zone science, however, expands the scope of ecosystem and soil science and more fully embraces the integration of earth sciences, ecology, and hydrology to understand key mechanisms driving critical zone functions in a place-based setting. This integration of multiple perspectives and expertise is imperative to make new discoveries at the interface of these disciplines. I offer solid examples highlighting how critical zone science as an integrative science contributes to ecosystem and soil sciences and exemplify this emerging field.

Panarchy theory for convergence.

Coping with surprise and uncertainty resulting from the emergence of undesired and unexpected novelty or the sudden reorganization of systems at multiple spatiotemporal scales requires both a scientific process that can incorporate diverse expertise and viewpoints, and a scientific framework that can account for the structure and dynamics of interacting social-ecological systems (SES) and the inherent uncertainty of what might emerge in the future. We argue that combining a convergence scientific process with a panarchy framework provides a pathway for improving our understanding of, and response to, emergence. Emergent phenomena are often unexpected (e.g., pandemics, regime shifts) and can be highly disruptive, so can pose a significant challenge to the development of sustainable and resilient SES. Convergence science is a new approach promoted by the U.S. National Science Foundation for tackling complex problems confronting humanity through the integration of multiple perspectives, expertise, methods, tools, and analytical approaches. Panarchy theory is a framework useful for studying emergence, because it characterizes complex systems of people and nature as dynamically organized and structured within and across scales of space and time. It accounts for the fundamental tenets of complex systems and explicitly grapples with emergence, including the emergence of novelty, and the emergent property of social-ecological resilience. We provide an overview of panarchy, convergence science, and emergence. We discuss the significant data and methodological challenges of using panarchy in a convergence approach to address emergent phenomena, as well as state-of-the-art methods for overcoming them. We present two examples that would benefit from such an approach: climate change and its impacts on social-ecological systems, and the relationships between infectious disease and social-ecological systems.

Understanding implementation research collaborations from a co-creation lens: Recommendations for a path forward.

Increasing calls within the field of implementation science (IS) research seek to promote active engagement of diverse and often disenfranchised stakeholder voices to increase buy-in, fidelity, outcome relevance, and sustainment of evidence-based practices (EBPs). Including such voices requires cultural humility and the integration of multiple perspectives and values among organizations, groups, and individuals. However, the IS field lacks guidance for researchers on structuring collaborative approaches to promote a co-created process (i.e., synergistic approach to goal attainment). We contend that improved operationalization of co-created implementation collaborations is critical to sparking synergy and addressing differentials based on power, privilege, knowledge, and access to resources among stakeholders. These differentials can undermine future implementation and sustainment efforts if not addressed early in the research effort. An insufficient understanding of the guiding principles of co-created implementation collaborations may limit the scientific value of evaluation processes, and researchers' ability to replicate outcomes. We propose a perspective foregrounded in the concept of co-creation to guide the structuring of implementation collaboratives through five principles. We offer three case examples informed by the Exploration, Preparation, Implementation, Sustainment (EPIS) Framework to illustrate the application of these co-creation principles. Lastly, we offer recommendations for promoting co-creation in IS research moving forward.

A scoping review of longitudinal studies of children with vision impairment

In past comparative studies, children with vision impairment were often shown a developmental delay compared to sighted children in several developmental domains. Medical treatments of vision impairments and societal attitudes toward disabilities changed considerably. Besides, within the rehabilitation practices, a stronger integration of multiple perspectives and increased focus on social inclusion and participation in society is present. The main goal of this scoping review was to investigate what is known about the development in cognition, language and communication, motor, social–emotional, and adaptive skills development of children with vision impairment by longitudinal studies. Besides, the results of the past studies were related to a contemporary view on disability, the participation concept. This was done by applying the family of participation-related constructs (fPRC) framework to examine which factors were covered and which not. A systematic literature search was performed in Web of Science, PsycInfo, ERIC, and Medline. Studies were included if they have been published in peer-reviewed journals between 1994 and 2020 had a longitudinal design and examined the development of children with vision impairment with no additional impairments up to 18 years of age. From the 2698 identified studies, 32 studies were included. The most commonly assessed variables concerned cognition and language and communication development. To a lesser extent, studies examined adaptive skills, motor, and social–emotional development. The majority used vision status as a predictor variable for developmental outcomes. In terms of the fPRC framework, most studies included variables related to the factor activity competences. The factors preferences, sense of self, environment, and involvement were studied far less often. The review suggested a positive impact on developmental outcomes for including variables that can mediate the relation between vision status and developmental outcomes and variables that are related to the fPRC factors environment, sense of self, and preferences.

Challenges and Strategies to Adapt the Provision of Support Services to Older Adults and Caregivers During the COVID-19 Pandemic: The Perspective of Community Organizations.

This study documented the provision of services and issues experienced by community organizations supporting older adults and caregivers in the province of Quebec during the coronavirus disease (COVID-19) pandemic, as well as promising strategies to adapt the provision of services in this context. A cross-sectional electronic survey using open- and closed-ended questions was conducted in July 2020. Almost three-quarters of the 307 respondents (71.4%) reported having maintained services at least partially throughout the lockdown, and the majority (85.3%) adapted their services. Among key challenges, participants reported difficulties identifying and supporting older adults at greater risk of vulnerability (54.8%), managing health risks for service users (60.2%), and recruiting volunteers (59.5%). Promising strategies included strategies to reach out to older adults and understand their needs (e.g., systematic phone calls) in addition to direct interventions supporting them (e.g., activities promoting social ties); implementing prevention and protection measures; accessing and using technologies; human resources management (e.g., recruiting new volunteers); finding financial support for their organization; developing intersectoral partnerships (e.g., multisectoral crisis cell); and promoting a positive view of older adults. The integration of multiple perspectives from different stakeholders may help identify strategies potentially transferable to other crises in order to meet older adults' needs.

The relevance of practice development for professionalisation of social work

ABSTRACT This article explores the relevance of Practice Development (PD), as developed in nursing, for fostering practice improvement and the external recognition of social work. The findings of a Delphi study among 17 social work experts reveal that PD in social work is framed as a collective endeavour embedded in a professional learning community of social workers aimed at systematically developing their practice with regard to shared recurring complex social problems. The experts reached consensus on the core components that constitute PD in the context of social work: Cooperation with a diversity of stakeholders; Linking, including the integration of multiple perspectives and adjustment to the context; Evidence Based Practice. With regard to the organisation of PD, experts agree on the importance of the practice developer role but disagree on the mandate for PD, allocation of the pd-role and competences for this role. The emphasis on collective sense making and on organisational and outside realities implies that PD in social work is consistent with the notion of connective professionalism. However, the framing of PD as a meta-activity for which only social workers share responsibility, raises also questions about its role in moving social work towards more connective forms of professionalism.

多视角整合下企业社会责任对绿色技术创新的影响研究

多视角整合下企业社会责任对绿色技术创新的影响研究

A Framework for Developing Organizational Crisis Leadership: An Integration of Multiple Perspectives

How may crisis leadership be developed prior to an organizational crisis occurring? I address this crucial question by reviewing and integrating three leadership perspectives when it comes to recru...

Adaptation and Evaluation of a Multi-Criteria Decision Analysis Model for Lyme Disease Prevention.

Designing preventive programs relevant to vector-borne diseases such as Lyme disease (LD) can be complex given the need to include multiple issues and perspectives into prioritizing public health actions. A multi-criteria decision aid (MCDA) model was previously used to rank interventions for LD prevention in Quebec, Canada, where the disease is emerging. The aim of the current study was to adapt and evaluate the decision model constructed in Quebec under a different epidemiological context, in Switzerland, where LD has been endemic for the last thirty years. The model adaptation was undertaken with a group of Swiss stakeholders using a participatory approach. The PROMETHEE method was used for multi-criteria analysis. Key elements and results of the MCDA model are described and contrasted with the Quebec model. All criteria and most interventions of the MCDA model developed for LD prevention in Quebec were directly transferable to the Swiss context. Four new decision criteria were added, and the list of proposed interventions was modified. Based on the overall group ranking, interventions targeting human populations were prioritized in the Swiss model, with the top ranked action being the implementation of a large communication campaign. The addition of criteria did not significantly alter the intervention rankings, but increased the capacity of the model to discriminate between highest and lowest ranked interventions. The current study suggests that beyond the specificity of the MCDA models developed for Quebec and Switzerland, their general structure captures the fundamental and common issues that characterize the complexity of vector-borne disease prevention. These results should encourage public health organizations to adapt, use and share MCDA models as an effective and functional approach to enable the integration of multiple perspectives and considerations in the prevention and control of complex public health issues such as Lyme disease or other vector-borne and zoonotic diseases.

A Social Values Typology for Comprehensive Assessment of Coastal Zone Ecosystem Services

Coastal areas provide a wealth of resources and represent the most developed spaces worldwide. As pressures on these resources increase, managers and policymakers require understanding that facilitates comprehensive valuation of ecosystem services, including social–ecological dynamics and the coupling of social and natural systems. Adoption of ecosystem management approaches has created a need for increased knowledge of social systems commensurate to baseline ecological understanding; that is, managers benefit from integrating stakeholder values into decision-making processes. This study, using the Delphi technique, elicited knowledge and opinions from international coastal experts regarding relevant social values of ecosystem services, facilitating integration of multiple perspectives into an informed consensus typology of 16 social values. Agencies across the board see inclusive evaluation of ecosystem services, including social values, as critical to robust decision making regarding relevant resources. The next step for research findings is application of the typology in resource assessment initiatives within research and practice-based efforts.

Content validity of patient-reported outcome measures: perspectives from a PROMIS meeting

Content validity of patient-reported outcome measures (PROs) has been a focus of debate since the 2006 publication of the U.S. FDA Draft Guidance for Industry in Patient Reported Outcome Measurement. Under the auspices of the Patient Reported Outcomes Measurement Information System (PROMIS) initiative, a working meeting on content validity was convened with leading PRO measurement experts. Platform presentations and participant discussion highlighted key issues in the content validity debate, including inconsistency in the definition and evaluation of content validity, the need for empirical research to support methodological approaches to the evaluation of content validity, and concerns that continual re-evaluation of content validity slows the pace of science and leads to the proliferation of study-specific PROs. We advocate an approach to the evaluation of content validity, which includes meticulously documented qualitative and advanced quantitative methods. To advance the science of content validity in PROs, we recommend (1) development of a consensus definition of content validity; (2) development of content validity guidelines that delineate the role of qualitative and quantitative methods and the integration of multiple perspectives; (3) empirical evaluation of generalizability of content validity across applications; and (4) use of generic measures as the foundation for PROs assessment.

Group Modelling and Integration of Multiple Perspectives in the Functional Selection of a New Technology: The Case of a Next‐generation Electronic Portfolio System

ABSTRACTUsing a group decision‐making structured approach as the discussion framework, this study focuses on an 18‐month long development of a model for the selection of a next‐generation electronic portfolio at a higher‐education institution. Emphasis is given to the group decision‐making process that led to the development of a next‐generation ePortfolio selection model and how analytic hierarchy process methodology, implemented in the Decision Lens™ software (Decision Lens Inc. 4250 North Fairfax Dr. Suite 1410, Arlington, VA 22203), allowed the development and integration of decision‐making models from the perspective of each of the stakeholders: faculty, administration and students. The group decision‐making process described in this paper can be applied to the functional selection of any new technology where different organizational perspectives are present. Copyright © 2011 John Wiley & Sons, Ltd.

Exploring social representations of tourism planning: issues for governance

A major challenge for tourism as a social and economic activity and as an academic study is the integration of multiple perspectives into coherent frameworks. This paper explores this challenge and argues that a social representations approach allows for the critical analysis of formal approaches to tourism planning. Special attention is given to tourism development and governance in Africa and other emerging destinations. A content/semiotic analysis was conducted to examine figures summarising tourism planning models presented in the academic and government planning literature. This revealed a dominant social representation of tourism planning in which destination residents play only a minor role and are typically excluded from tourism governance and external agents, from both the private and public sectors, and their views of tourist needs are dominant. Most planning models were narrowly focused, had limited evaluation of all tourism benefits and costs, paid little attention to non-economic factors and did not integrate into wider development processes. The paper argues that this social representation assumes the core objective of tourism planning is to enhance outcomes for tourists and tourism businesses rather than for destination residents. Measures to enhance local governance capacity are suggested, with examples from the health, education and tourism sectors.

Being Blind in a World of Multiple Perspectives: The Evaluator’s Dilemma Between the Hope of Becoming a Team Player and the Fear of Becoming a Critical Friend with No Friends

Background: A large number of evaluation theorists have debated the issue of objectivity and bias in evaluation over the last five decades. In particular, the degree to which distance from the evaluand enhances the validity and reliability of evaluation findings has been a prominent topic of discussion. Purpose: This article has two primary objectives. First, it intends to present some of the positivist and post-positivist theories on distance that have dominated the evaluation discourse since the late 1960’s, by also showing the limitations of their respective assumptions. Second, it describes a more recent evaluation theory on distance that is proving to help evaluators rapport with their evaluand more effectively, especially in the case of complex programs involving a large variety of stakeholders. Setting: Not applicable. Subjects: Not applicable. Research Design: Not applicable. Data Collection and Analysis: The paper is the result of both a desk review and a series of interviews with some major evaluation theorists aimed to compare and contrast some of the most relevant ideas on distance in evaluation expressed over the last five decades. Findings: The author shows that evaluators today are still facing the dilemma of whether they should seek proximity to or distance from the evaluand. However, the author identifies an increasingly popular evaluation approach (herewith referred as the pluralist approach as opposed to the niche approach) that promises to overcome the issue of distance in evaluation more successfully than any other earlier theory. The author dismisses the idea of absolute distance, predicated by both Scriven and Campbell. In doing so, he also shows that evaluators who are closer to the evaluand and the context contiguous to it tend to have a deeper understanding of the issues at stake and therefore enhance the overall quality of their evaluation. In addition, the author acknowledges that evaluators today have a new important role to play vis-à-vis their evaluand: mediating stakeholders’ competing values and agendas for the sake of equity and social justice. Conclusions: The author concludes that the proximity to the evaluand and the integration of multiple perspectives in an evaluation represent two of evaluation’s most enriching—rather than detrimental—factors. The author also asserts that a truly participatory approach can effectively coexist with advocacy, so long as evaluators are able to clarify their stances vis-à-vis the social, economic, and political issues associated with their evaluand. Keywords: distance, bias, transformative evaluation, advocacy, pluralist and niche approaches

Developing Synergistic Knowledge in Student Groups

As organizations increasingly require employees to work in cross-functional teams and expect college graduates to be good team players and effective communicators (Colbeck, Campbell, & Bjorklund, 2000), student groups with members representing different majors are often used in higher education to provide cross-functional team experience to students and to enhance their learning (Baldwin, Bedell, & Johnson, 1997). Discussion of diverse viewpoints with other group members enables students to evaluate critically and integrate various perspectives and develop knowledge and skills at higher levels of Bloom's (1956) taxonomy: analysis, synthesis, and evaluation (Lang & Dittrich, 1982). As Colbeck and colleagues (Colbeck, Campbell, & Bjorklund, 2000) suggest, tasks involving examination and integration of multiple perspectives are likely to help students develop more holistic knowledge. Despite the importance of higher-order knowledge, we know little about factors that may help or hinder the development of synergistic knowledge. Accordingly, this research examines two questions: (a) what factors influence the development of synergistic knowledge in multimajor student groups? And (b) to what extent does synergistic knowledge enhance students' perceptions of their group's performance? To examine these questions, we develop a conceptual model based on the literature from social cognition, group processes, and organizational learning and empirically test the model using the context of students working on complex business-case projects. We define synergistic knowledge development (SKD) as a process by which a group constructively integrates diverse perspectives of individual group members. We examine the extent to which task conflict (a cognitive element), psychological safety (a psychosocial element), and social interaction (a procedural element) influence SKD. Task conflict is defined as awareness of differences in viewpoints and opinions pertaining to group task (Jehn, 1995; Jehn & Mannix, 2001). Team psychological safety is defined as beliefs held by group members that the group environment is safe for bringing diverse viewpoints (Edmondson, 1999). And, social interaction is defined as the process of communication among group members (Barker & Camarata, 1998) experienced by students. Given the context of student groups, we suggest that high-task conflict might hinder synergistic knowledge development because disagreements may increase tension and reduce students' focus on the task. Negative influence of task conflict could be mitigated if group members feel psychologically safe in bringing up their diverse perspectives for discussion (Edmondson, 1999). Further, extensive interaction among group members facilitates SKD by allowing the members to better understand each other's perspectives. We also suggest that the greater the development of synergistic knowledge, the greater the likelihood that students will be satisfied with the outcome of the group project. We examine these arguments using a sample of undergraduate students enrolled in a capstone course required of all majors in the college of business at a major state university. Each multimajor student group analyzed one complex company case and presented its analysis to the class. The group also critiqued the analysis of a case performed by another group. The results support our hypotheses, and have important implications for teaching courses involving student groups. Conceptual Framework Figure 1 presents the conceptual framework developed and examined in this paper. As the figure shows, the development of synergistic knowledge is influenced by task conflict, psychological safety, and social interaction. Further, the greater the synergistic knowledge development, the greater the students' perceptions of the quality of their group work. We develop below arguments related to each element of the conceptual model. …

Nonprofit Board Culture and the Public Trust: Reconciling Rival Ideals

This article explores the relationship between the underlying culture of a nonprofit board of directors and its ability to negotiate conflict, which in turn may enable the board to better uphold the public trust. Using three “hard cases,” the article highlights the importance of values such as inclusiveness, responsiveness, and communication in developing a shared way of thinking that helps the board reconcile competing legal and moral obligations. It is shown that boards with clearly articulated goals and objectives are apt to develop strong norms around the sharing of knowledge and the integration of multiple perspectives. These stable group norms are essential if the board is to become a reflective community of interpretation and uphold the public trust.