Scholarship Of Integration Research Articles

Equilibrium, Demoi-cracy, and Delegation in the Crisis of European Integration

As my work has argued previously, European integration enjoys an “administrative, not constitutional” legitimacy. This view is in obvious tension with the deeply-rooted conceptual framework—what we might call the “constitutional, not international” perspective—that has dominated the public-law scholarship of European integration over many decades. Although the alternative presented in my work breaks from that traditional perspective, we should not view it as an all-or-nothing rejection of everything that has come before it. The administrative alternative can be seen, rather, as providing legal-historical micro-foundations for certain theories that also emerged out of the traditional perspective even as they too are in tension with it. I am referring in particular to Joseph Weiler's classic notion of European “equilibrium”—now updated as “constitutional tolerance”—as well as Kalypso Nicolaïdis's more recently developed theory of European “demoi-cracy” on which this article focuses in particular. The central idea behind the “administrative, not constitutional” interpretation—the historical-constructivist principal-agent framework rooted in delegation, as well as the balance demanded between supranational regulatory power and national democratic and constitutional legitimacy— directly complements both theories. The administrative alternative suggests how the relationship between national principals and supranational agents is one of “mediated legitimacy” rather than direct control. It has its origins in the evolution of administrative governance in relation to representative government over the course of the twentieth century (indeed before). By drawing on the normative lessons of that history—notably the need for some form of national oversight as well as enforcement of outer constraints on supranational delegation in order to preserve national democratic and constitutional legitimacy in a recognizable sense—this article serves an additional purpose. It suggests how theories of European equilibrium and demoi-cracy might be translated into concrete legal proposals for a more sustainable form of integration over time—a pressing challenge in the context of the continuing crisis of European integration.

EC as PIE: Five Criteria for Executing a Successful DNP Final Project

The goal of doctor of nursing practice (DNP) programs should be to produce nurses that are uniquely prepared to bridge the gap between the discovery of new knowledge and the scholarship of translation, application, and integration of this new knowledge in practice (American Association of Colleges of Nursing [AACN], 2006). However, there is concern over the variability in DNP programs and expected outcomes. The aim of this article is to describe a 5-point system of evaluation to determine whether a DNP final project meets the outcomes of the AACN Essentials of Doctoral Education in Advanced Nursing Practice (2006) in a comprehensive and rigorous way. In brief, the five criteria that must be met are represented by the acronym EC as PIE (E = Enhances; C = Culmination; P = Partnerships; I = Implements; E = Evaluates). Each criterion must be present and come together to form one complete "pie" representing evidence-based practice that is robust and innovative, culminating in a rigorous doctoral level DNP final project. In addition, we provide detailed examples of how these standards are currently being successfully implemented and discuss additional possibilities.

The academic psychologist as a convener of information: Implications for the scholarship of integration and (online) teaching

Historically, the role of the academic psychologist has been fairly set. It has been general practice to emphasize the importance and role of empirical research within the history of psychology. As a means to convey information derived from this source, academic psychologists (like most other academics) have relied on the traditional method of face-to-face communication when teaching students. These means and methods still have considerable relevance and importance to the general field of psychology even though, as discussed in this paper, they have noticeable limitations. This paper aims to stimulate thinking about how and why academic psychology does not need to be rigidly bound by these traditions. In doing so, an alternative role for the academic psychologist is proposed, as a convener of information employing the scholarship of integration. Several examples of how integrative scholarship can be achieved and undertaken in psychology are presented along with a consideration of how the scholarship of integration advances psychological science and the teaching of it.

Continuous Improvement of the QM Rubric and Review Processes: Scholarship of Integration and Application

Continuous Improvement of the QM Rubric and Review Processes: Scholarship of Integration and Application

Communication Dynamics of Immigrant Integration

Researchers across disciplines share an enduring interest in the social impacts of immigration. I review key intersections between communication and immigrant integration scholarship in order to demonstrate how communication research and theory can address gaps in the literature on immigrant integration. These applications also reveal how communication theories, when extended to the integration experiences of immigrants and their children, more robustly reflect the increasing diversity of our globalizing societies. The conclusion provides suggestions for future inquiry at the nexus of these fields.

Plea for more integrative scholarship about intermediate organisations

Plea for more integrative scholarship about intermediate organisations

Does Boyer’s Integrated Scholarships Model Work on the Ground? An Adaption of Boyer’s Model for Scholarly Professional Development

Boyer’s model of four scholarships as an integrated system engaging and integrating the scholarships of discovery, integration, application, and teaching is being increasingly adopted both by individual scholars and institutions. Here I reflect on my own adoption of this approach almost a decade ago, and I describe one application, its use in defining my professional academic profile. While this does not directly address issues of pedagogy, it provides a sound basis for improved pedagogical practice in higher education. I assess my adoption of Boyer’s model against several benchmarks grounded in the social life of academe: success of promotion; mentoring peers into their own professional development and promotion cycles; the development of a integrating research program; and as a basis for curriculum review and development. Drawing on this reflection, I conclude that Boyer’s model offers both promise and applicability across many domains of university scholarly life, and thus provides a sound basis for enhanced university teaching and learning.

Molecular Cloning, Expression, Bioinformatics Analysis, and Bioactivity of TNFSF13 (APRIL) in the South African Clawed Frog (Xenopus laevi): A New Model to Study Immunological Diseases

TNFSF13 is one of the tumor necrosis factor (TNF) superfamily members that plays important roles in immune homeostasis and proliferation or apoptosis of certain tumor cell lines. This report describes the development of Xenopus laevis TNFSF13 as a model to study its important role in relation to immunological diseases. In brief, TNFSF13 from Xenopus laevis (designated XlTNFSF13) was first amplified by RT-PCR and rapid amplification of cDNA end (RACE) techniques. Bioinformatics analyses revealed the gene structure, three-dimensional structure, and evolutionary relationships. Real-time quantitative PCR (QPCR) analysis identified the tissue distribution of XlTNFSF13 in the major visceral organs. The recombinant plasmid SUMO-XsTNFSF13 was expressed in E. coli Rosseta (DE3). Subsequently, the recombinant protein purified through Ni-NTA affinity chromatography was analyzed by SDS-PAGE and confirmed by Western blot analysis. Laser scanning confocal microscopy analysis revealed the binding activity of pSUMO-XsTNFSF13 to the surface of B cells. WST-8 assays further indicated that purified XsTNFSF13 could cause the survival/proliferation of B cells. In conclusion, we underscore that as a model organism for human disease, Xenopus laevis has been widely used in molecular biology research. Yet while TNFSF13 research in mammalian, fish (e.g., zebrafish), mouse, and human is widely available, studies in the amphibian species are limited. The latter area of OMICS and integrative biology scholarship is directly informed with the present study, with a view to implications for the future study of human immunological diseases.

Integrating the scholarship of practice into the nurse academician portfolio

Many nurse academicians are also advanced practice nurses (APNs) in the United States (U.S.). Such faculty are often involved in clinical practice activities which require specific competencies for meeting legal responsibilities and standards for safety. Maintaining practice expectations often takes away the time necessary to address traditional scholarship expected by U.S. institutions for advancement and promotion, and securing tenured academic positions. Scholarship activities for APNs should encompass broad and essential criteria during review and promotional processes; especially important is documentation for the scholarship of application as it applies to APN clinical practice. Nursing faculty who practice as APNs should become adept at documenting scholarship of practice. Appropriate recognition for valid non-traditional types of scholarship activities is essential. According to the Position Statement of the American Association of the Colleges of Nursing (AACN) on Defining Scholarship for the Discipline of Nursing, there are four different dimensions of scholarship. These expand upon the seminal work of Boyer (1990) and consist of: (a) the Scholarship of Discovery, (b) the Scholarship of Teaching, (c) the Scholarship of Application, and (d) the Scholarship of Integration. The purpose of this article is to describe each of the four types of scholarship and demonstrate how the APN/ nurse academician’s clinical practice is an application of scholarship. APN practice is multidimensional and an important basis for review and promotion in academic and/or health care settings.

Scholarship in nursing: current view.

Knowledge, as it relates to scholarship, has traditionally been developed through research, which for years was viewed as the sole method of knowledge generation. An expanded view of scholarship was proposed by Boyer, and includes the scholarship of discovery, integration, teaching, and application. This broader framework of scholarship is more suited to today's world. The aim of this paper is to provide clarification regarding the definition and criteria of scholarship and the differences between scholarly activities and scholarship. Nurses are held to the same standards of knowledge generation as other disciplines. There should be clarity on differentiating scholarly activities from scholarship.

NASPGHAN Guidelines for Training in Pediatric Gastroenterology

G.G.C. has received com M.C. has served on th served on the board o and Enteral Nutrition; her institution has rec collaborative and Prov pensation from Child L.A.G. has received c received compensatio employment, expert t stocks/stock options; LLC, consulted to No received or has grants Institutes of Health, th holds equity interest in has received compens Fibrosis Foundation; M Abbott Laboratories, Foundation, the Natio Diseases/National Ins ticals; E.A.R. has rece sionalism & Ethical institution has receive as the medical editor has received compen Pharmaceuticals, and Nutrition; J.T. has rec Pediatrics, Prometheu conflicts of interest. Copyright # 2012 by E Hepatology, and Nut Gastroenterology, He DOI: 10.1097/MPG.0b01

Applied Clinical Integration in Psychotherapy with Children and Adolescents: A Look Ahead

In this article, I briefly review the integration movement beginning with the early 1970's. Early integration efforts focused on interdisciplinary integration. Beginning in the mid 1990's, integrative scholarship has moved increasingly from interdisciplinary integration to applied clinical integration. Applied clinical integration with children and adolescents is an area of clinical practice in its infancy. I discuss the future of applied clinical integration with children and teens. In doing so, I advocate for the development of developmentally sensitive measures of religion and spirituality with children and teens. I then discuss promising spiritually oriented interventions with children and suggest areas for research in trauma focused therapy with children. I also suggest areas of research and practice related to training Christian therapists.

Financial Crisis, Orthodoxy and Heterodoxy in the Production of Knowledge about the EU

Although the financial/Eurozone crisis has profound effects on the EU, European integration scholarship failed to even recognise that there might be a problem. This article argues that this is due to the highly orthodox nature of European integration scholarship and the blind-spots that inhere in its instrumentalist basic code. It makes the case for a heterodox recasting of the production of knowledge about the EU, and argues that post-Keynesian, post-Marxist and neo-Weberian political economy can make significant contributions in that regard.

The overview of reviews: Unique challenges and opportunities when research syntheses are the principal elements of new integrative scholarship.

In the past two decades, a new form of scholarship has appeared in which researchers present an overview of previously conducted research syntheses on the same topic. In these efforts, research syntheses are the principal units of evidence. Overviews of reviews introduce unique problems that require unique solutions. This article describes what methods overviewers have developed or have adopted from other forms of scholarship. These methods concern how to (a) define the broader problem space of an overview, (b) conduct literature searches that specifically look for research syntheses, (c) address the overlap in evidence in related reviews, (d) evaluate the quality of both primary research and research syntheses, (e) integrate the outcomes of research syntheses, especially when they produce discordant results, (f) conduct a second-order meta-analysis, and (g) present findings. The limitations of overviews are also discussed, especially with regard to the age of the included evidence.

Toward a Model of Institutional Scholarship in Health Professions Education

Using an expanded definition of scholarship that goes beyond the scholarship of discovery (research) to include the scholarship of integration, the scholarship of application, and the scholarship of teaching, this article explains interrelationships among these scholarship types in health professions and specifically dental education. Such interrelationships can lead to meaningful expansion of scholarship especially in the form of translational research, which relies on the development of all four of these types of scholarship. In recent years, health care-related organizations have been seeking ways to expand translational research. At the same time, an increasing number of academic institutions have been considering how to redefine what qualifies as advancing one's discipline in ways that go beyond mere number of publications and grants to better reflect the faculty member's overall scholarly effort. These redefinitions and a new attention to scholarly collaboration have led to the concept of a "complete scholar": one who makes contributions in all four areas of scholarship by collaborating with other scholars, practitioners, and members of the community. Expanding the concept of a complete scholar to that of a "complete institution" is the basis for what we propose as a Model of Institutional Scholarship. This model is exemplified by the Cochrane Collaboration, a gold standard for a complete vision of research on evidence-based health care. In the Model of Institutional Scholarship, an institution can visualize, plan, develop, and orchestrate all scholarship being conducted within its realm, creating collaborations among individual efforts that will enhance effectiveness and the creation of new knowledge.

Eco-logical education for the long emergency

In its inadvertent creation of multiple ecological crises including climate change, humanity as a whole appears caught in a lemmings loop, racing toward a probable future identified as The Long Emergency. One might think that even the possibility of this future scenario should be sufficient to effect a revolution in education. Yet overall there appears to be insufficient depth of respons-ability in this regard, of taking heed of ecological educational discourse. The paper advocates a deeply ecological education through identifying the significance of ecoliteracy as involving a critical contrast between two worldviews (modernism and a prospective ecological worldview). The paper advances futures of ecological thinking through a deep interpretation of ecology and related terms including ecosystem and eco-logics. The complex integrative character of conceptual ecology is foregrounded and extended through associating it with transdisciplinarity, integralism and critical realism under the overarching orientation of Boyer's scholarship of integration.

A proposal for further strengthening science in environmental impact assessment in Canada

We observe ongoing weaknesses in the quality of science underpinning environmental impact assessment (EIA) in Canada. This is frustrating because approaches for strong scientific practice in EIA were published decades ago. A major failing has been the lack of scientific support from outside the EIA practitioner community. We argue for a re-conception of science associated with EIA that includes a rigorous scholarship of application inside EIA and a vigorous scholarship of integration outside it. Cases of exemplary organizational structures and science applications in the Canadian forest sector are given. To turn EIA from the often bitter battleground of shallow impact debates to an enterprise of strong accumulation of effects knowledge, we urge the relevant communities of researchers and practitioners to become embedded communities of practice and reform the way science contributes to EIA.

Across the EU Studies–New Regionalism Frontier: Invitation to a Dialogue

AbstractThis article notes a lack of communication between two broad schools of scholarship on regional integration: EU studies and analyses of the ‘new regionalism’. It is argued that the existence of this divide, which is perpetrated by proponents of both schools, is an impediment to the elaboration of useful theory as well as being a missed opportunity. The benefits and problems of using the EU as a comparator in studies of regionalism are assessed. While the mistake of giving the EU analytical primacy as a benchmark or model is to be avoided, it is argued that careful treatment of accumulated insights from EU studies (including a proper re‐inspection of classical integration theory) brings clear methodological and meta‐theoretical benefits for the project of comparative regional integration scholarship.

The Scholarship of a University Garden Director

More universities are developing on-campus horticultural, landscape, or botanical gardens. Campus gardens often evolved from the life's work of one or a few dedicated faculty members during the second half of the 20th century. Today's faculty face different demands on their time, with pressure to conduct research funded through grants and contracts and resulting in peer-reviewed journal articles. The role of faculty as university garden directors does not blend well with the scholarship associated with fundamental research. The work of a university garden director does blend well within the context of Boyer's model of scholarship that has been modified by others not only to accept the scholarship of research, but also the scholarship of integration, teaching, and engagement as equally valued forms of scholarship.

The Construction and Contributions of “Implications for Practice”: What's in Them and What Might They Offer?

“Most reviewers’ checklists of leading management journals list the criterion, “relevance for practice.” Authors comply with this criterion by pointing out what implications their results might have for practice. Evidence in the form of successful implementations of the results in practice is not required. Essentially, the authors are only supposed to point out what implications practitioners, as they socially construct them, can possibly draw from their results. If the reviewers’ construction of relevance is in accordance with the author’s, the criterion of relevance has been met . . .” (Kieser & Leiner, 2009: 522–523; italics in original).