Collaborative Nature Research Articles

Queer Identities, Normative Databases: Challenges to Capturing Queerness On Wikidata

The collection, organization, and retrieval of data about queer individuals and their identities challenge the creators and curators of highly structured database systems. While prior research in archival studies and demographics has examined processes of collecting and storing queer identities, they do not examine the complexities of highly democratized platforms that lack top-down mandates that often structure archival schemas. To examine the representation of queer people on open-platform databases, we performed a trace ethnography and thematic analysis of Wikidata, an open collaboration, highly structured database. We specifically examined the creation of, changes to, discussions around, and impacts of properties that encode queer identities, such assexual orientation andsex or gender. We found that changes often have unexpected impacts, that contributors struggled to determine vocabulary for queer identities which were accurate across the diverse cultural contexts of the Wikidata community, that the recording of queer identities could cause a stigmatizing effect for LGBTQ+ individuals, with further concerns of spreading rumors or outing closeted people, and that contributors proposing changes which would cause biased representations of queer people. Our analysis demonstrates inherent and unaddressed frictions when translating queer identities to the confines of a structured database. We conclude by discussing ways that the highly bottom-up, collaborative nature of platforms such as Wikidata, often seen as a major strength, can be vulnerable to individuals or small groups derailing and filibustering changes they disagree with on politically charged topics such as queer identities.

National Psoriasis Foundation Telemedicine Task Force guidance for management of psoriatic disease via telemedicine

Telemedicine emerged as an alternative care delivery system used to offer effective long-term management to patients with chronic, inflammatory conditions such as psoriatic disease. Teledermatology can provide reliable clinical information through thorough history-taking and virtual evaluations that include patient-provided images and disease activity assessment tools that may help accurately diagnose and manage patients with psoriasis. The integration of validated screening tools for psoriatic arthritis and effective teledermatology practices may improve access to specialists, thus avoiding preventable delays in the diagnosis and treatment of patients with psoriatic arthritis. Although the provision of telehealthcare should not completely replace high quality, in-person dermatologic or rheumatologic visits, the convenience and collaborative nature of teledermatology may lead to expanded access and expedited care in the appropriate setting, whether it be in a virtual or in-person visit.

Community-engaged renewable energy deployment: a strategic niche management perspective

ABSTRACT This article explores emergent practice in renewable energy adoption supporting the pursuit of UN Sustainable Development Goal 7, to ‘Ensure access to affordable, reliable, sustainable and modern energy for all.’ A Strategic Niche Management (SNM) model is adapted to interpret a complex web of activities being undertaken in seven Australian longitudinal case studies. The SNM model was developed to better reflect the evolutionary and strong collaborative nature of the observed entrepreneurial practice. A combination of an interactive SNM model and PESTLE analysis helps to provide an explanation in different settings incorporating a theoretical feedback loop. We conclude that community engagement is helping to deliver targeted renewable energy outcomes in the pursuit of UN SDG7 outcomes through collaborative actions being taken at an enterprise project level. Advice is included for practitioners following the renewable energy deployment path articulated.

They Are Talking, But Is It Productive? Exploring EFL Students' Small Group Talk

AbstractCurricular innovations in English language programs have placed increasing emphasis on providing opportunities for students to speak in the classroom, often through communicative group activities. However, despite decades of advocacy for small group talk, a rigorous conception of the quality of talk in these groups is lacking, particularly in the ways students productively use talk to meet curriculum objectives. This paper presents an analytic framework for characterizing the productive use of small group talk, exploring data collected from English language learning students in a South Korean university. Findings demonstrate the students' talk developed in the robustness of the talk repertoires, the collaborative nature, and the connections of their talk to course outcomes. This paper closes with a discussion exploring English language students' talk, challenging current understandings of students' talk abilities by pushing beyond simple communication in a foreign language and towards productive small group talk.

Collaborative practice research in social work: piloting a model for research and professional learning during COVID-19

Given the quintessentially collaborative nature of social work practice research, many researchers have explored the utility of participatory action research for promoting collaborative learning and knowledge production in social work. As a response to this call for participatory practice research methodology, we developed and piloted ‘collaborative practice research in social work’ in the project, ‘Empowering Social Workers in Challenging Times: Learning from Best Practice during COVID-19’. ‘Collaborative practice research in social work’ is a networked approach to social work participatory practice research, designed to integrate practice wisdom and research evidence to produce useful knowledge for social workers to practise ethically and effectively during COVID-19. This article will present some findings from the evaluation of ‘collaborative practice research in social work’, showing how the reversed sequence of involvement (practitioner researchers first and then academics) in research can enable practitioner-led learning, democratise knowledge production and help validate different types of knowledge in social work practice research. ‘Collaborative practice research in social work’ has demonstrated the need to address alienating academic practices that are not sensitive to the needs of practice or see practice as an afterthought. Findings further suggest the need to better prepare academic researchers to engage with participatory practice research, which can be an emotionally unsettling and unfamiliar research environment.

A Neglected Story: Observations on the Manuscript of Wu Dajiang's Film Score for Painted Skin (1993)

Abstract The manuscript of Wu Dajiang's score for Painted Skin is the only one of King Hu's film music scores known to exist today. The manuscript represents new and direct evidence of King Hu and his film composers’ working method. With the aim of investigating the presentational force of the film music, this article reviews several pivotal leitmotifs and their repetitions. Based on the interviewees’ testimonies, this study reveals that the production of the music could not be ascribed to Wu Dajiang alone, as credited in the film. Evidently, King Hu's artistic intentions carried considerable weight in the musical decision-making process, and the manuscript reflects the collaborative nature of the music production process. Music assistant Lu Lianghui's substantial contribution is of particular importance. His compositional devices, including his design of repetitive leitmotifs and a new type of operatic scoring, which features Nuo Opera, make the presentational force of the music self-explanatory. The effective integration of the visual and audio elements owes much to King Hu and Lu Lianghui's close collaboration.

The Twain Shall Meet

Abstract On Wednesday, March 11, 2020, the author received an email that would change the course of his teaching for the following twenty-four months. The university-wide communication indicated that, due to the emerging COVID-19 crisis, all classes, activities, and university business was suspended, with the email further instructing faculty to wait at home for more details. As the author mulled over the educational shifts ahead of him, his training as a technical communicator—and more specifically his knowledge of user-experience (UX) and design thinking—kicked in, offering him a set of tools he could pull from as he sought to create courses that reflected the quickly shifting needs of his students. In this article, the author discusses how the use of design thinking expands the limited conversations about course co-creation, a practice that leads to more effective and equitable course designs. The author additionally uses his experience employing design thinking in the creation of his Shakespeare seminar course as a case study, demonstrating the value that the collaborative nature of design thinking has for pedagogy.

Collaborative clinical facilitation in selected nursing and midwifery colleges in Northern Ghana.

Collaborative clinical facilitation converges key players to guide students individually and within groups towards achieving clinical nursing competence. However, experiences of collaborative clinical facilitation among nurse educators, clinical preceptors and nursing and midwifery students are often fragmented and have been largely unexplored in Ghana. To describe the experiences of collaborative clinical facilitation among nurse educators, clinical preceptors and final year nursing and midwifery students in Northern Ghana. The study was conducted at two nursing and midwifery colleges and an academic hospital in Northern Ghana. A qualitative, descriptive, exploratory design was utilized. Forty-six participants comprising 16 nurse educators, 10 clinical preceptors, 10 nursing students and 10 midwifery students were purposively sampled. Focus groups and in-depth interviews were used to gather data and analysed thematically. Three themes revealed facilitative experiences of collaborative clinical facilitation: team-based clinical mentorship and supervision, personalised preceptorship, and clinical conferences. Two themes emerged inhibitory to collaborative clinical facilitation: staff shortages and lack of timely communication. This study found that team mentorship, preceptorship and conferences fostered collaborative clinical partnerships for students' clinical learning. However, failure to engage in timeous communication in the midst of staff shortages hampered its smooth practice. Orientation workshops need to be organised for key players to share relevant updates and explore ways to navigate the challenges often experienced within the clinical training environment. This paper provides insight into the collaborative nature of clinical facilitation; and highlights the need for coordinated clinical placements to enhance students' clinical learning.

Design and implementation of the participatory German network for translational dementia care research (TaNDem): A mixed-method study on the perspectives of healthcare providers and dementia researchers in dementia care research.

Currently, there is a lack of interaction between research and healthcare practice. As a result, research findings reach healthcare practice only late, and topics relevant to practice are often not known in research. Involving people living with dementia (PlwD), their relatives and healthcare providers in dementia care research can accelerate this process. For inclusion, firm and reliable structures are needed, which are to be established with the help of the Translational Network for Dementia Care Research in Germany. However, there is only limited knowledge about the priorities, expectations and conditions of stakeholders (healthcare providers and dementia researchers) for such cooperation within a network. The aim is to gather stakeholders' views on (i) future research topics to be addressed within the dementia care research network, (ii) the nature of collaboration within the network and (iii) the facilitating and hindering factors for establishing such a network. Within an exploratory sequential mixed-method study, we interviewed 87 stakeholders within eleven semistructured focus group interviews. The interviews were transcribed, pseudonymized and analyzed using qualitative content analysis. The qualitative data were analyzed with MAXQDA. Based on the qualitative results found in the focus group interviews, a supplementary online questionnaire was developed to prioritise and rank these findings afterwards. Stakeholders prioritized a comprehensible transfer of research results into practice, increased involvement of PlwD and their relatives (additionally marginalized groups such as people with a migrant background) in research and exchange between researchers. Cooperation should preferably occur in a regional context with local contacts, and the latest research results should be made available via an online database. The stakeholders' time, finances and human resources should be considered. Stakeholders have partly similar preferences and goals for cooperation and involvement, emphasizing that such interaction in a network offers the possibility of long-term, effective collaboration and added value for practice and research. For this study, dementia healthcare providers and dementia care researchers were asked about their perspectives. Their involvement is further elucidated in the manuscript text.

Brown over Rietveld

In the post-war historiography of Dutch modern architecture, the monograph of Gerrit Rietveld written by the American architectural historian Theodore Morey Brown (1958) played a pioneering role. The Work of G. Rietveld, Architect was the first monograph of a by then already internationally renowned Dutch architect and since it was written in English it was also the only source of detailed information about Rietveld for an international readership. Brown was the first art historian in the Netherlands to write a dissertation on a living architect; as such, his book signalled the start of modern architectural history as practised by art historians. Yet despite the fact that it is almost impossible to overstate the significance of Brown’s study, the book remains until this day a curiosity. Why was the first scholarly work on Rietveld written by an American scholar and published in the English language? Who was Theodore Morey Brown and how did he end up at a Dutch university in the 1950s? This article examines the history of Brown’s book: its genesis from a research initiative by post-war Dutch professors of art history to the contents of the final book. It also discusses the international historiographical debate in which Brown participated. Brown’s book heralded a new era in the relationship between the art historian and the architect, one that was connected with the challenge to write contemporary history from an ideologically engaged attitude. As an ‘operative history’ Brown’s book was distinguished by its collaborative nature. While it was a book about a single architect written by a single historian, in the background there was a ‘team Rietveld’ consisting of, among others, the historian Pieter Singelenberg and the designer Truus Schröder-Schräder, who were vital to its creation. Only with the help of these people could the work of Rietveld be made accessible to a foreign scholar who, upon arrival in the Netherlands, did not speak the Dutch language. This article argues that Brown’s book was important not only for the historiography on Rietveld. The book also had an institutional significance as it ushered in the study of modern architectural history by art historians in the Netherlands.

Closing the Gap between Schools and Community: University/Community Collaboration Addresses Identified Barriers to Student Learning

Two different community-engaged groups in Indianapolis, Indiana recommended trauma-responsive school communities to address barriers to student learning. Before merging their work, both groups represented collaborations of university academics; K-12 educators; dental, mental, and basic health providers; service organizations; youth development specialists; and public school parents. The conclusions from their work were clear: address the social/ emotional and mental health, trauma and violence, chronic absenteeism, and social media distractions of students or fail to impact learning and youth development success. Central to the conclusions was the collaborative nature of the community-engaged studies, input from the field, and survey respondent discussions and analysis of what the findings really meant. A culminating report, Closing the Gap between School & Community Partnerships: An assessment of schools in Indianapolis, recommends adopting whole-child approaches, strength-based family engagement, community school models, and increased public school funding to address the barriers identified from survey responses of 354 educators throughout the city of Indianapolis. This paper focuses on how the collaborative, community-engaged process led to the report findings and recommendations.

Building Community for Participatory Modeling: Network Composition, Trust, and Adaptive Process Design

Complex environmental problems span multiple disciplines and scales of inquiry. Discovering solutions requires inclusive problem-solving spaces. Participatory modeling represents a collaborative research approach that engages stakeholders to co-produce knowledge and problem responses. Scholarship largely features the results of scientific modeling. Lacking are assessments of the nature of participant engagement and collaboration. Our paper offers insights on how to structure, support, and evaluate interactive spaces for participatory modeling, especially during the initial (community building) phase of projects when collaborative culture is established. The Floridan Aquifer Collaborative Engagement for Sustainability (FACETS) convenes stakeholders in the Southeast US from farming, forestry, government, conservation, and academia. We explore network assembly, trust diversity, and iterative process design in FACETS. Through longitudinal reflexive monitoring facilitators appreciate the range of participant needs, integrate feedback into agenda design, and catalyze group reflection.

Recommendations to Improve the Nature and Extent of Relationships Among Organizations Within a Network to Enhance Supports for Transgender Survivors of Sexual Assault.

To enhance the provision of comprehensive supports to transgender (trans) survivors of sexual assault, a structurally marginalized group with complex care needs, we developed an intersectoral network of trans-positive health care and community organizations in Ontario, Canada. As a baseline evaluation of the network, we conducted a social network analysis to determine the extent and nature of collaboration, communication, and connection among members. Relational data (eg, activities of collaboration) were collected from June to July 2021, and analyzed using a validated survey tool, Program to Analyze, Record, and Track Networks to Enhance Relationships (PARTNER). We shared findings in a virtual consultation session with key stakeholders and facilitated discussion to generate action items. Consultation data were synthesized into 12 themes through conventional content analysis. An intersectoral network in Ontario, Canada. Of the 119 representatives of trans-positive health care and community organizations invited to participate in this study, 78 (65.5%) completed the survey. Proportion/count of organizations collaborating with other organizations. Network scores for value and trust. Almost all (97.5%) invited organizations were listed as collaborators, representing 378 unique relationships. The network achieved a value score of 70.4% and trust score of 83.4%. The most prominent themes were "Communication and knowledge exchange channels," "Clearer roles and contributions," "Indicators of success," and "Client voices at the centre." As key antecedents of network success, high value and trust indicate that network member organizations are well positioned to further foster knowledge sharing, define their roles and contributions, prioritize the integration of trans voices in all activities, and, ultimately, achieve common goals with clearly defined outcomes. There is great potential to optimize network functioning and advance the network's mission to improve services for trans survivors by mobilizing these findings into recommendations.

Learning technology as contested terrain: Insights from teaching academics and learning designers in Australian higher education

Learning and teaching is no longer the exclusive domain of teaching academics and is increasingly reliant on third-space professionals, in particular learning designers. The sharing of the design of the learning and teaching space is underlined by the increasing collaboration between teaching academics and learning designers. This qualitative study explores how these two key stakeholders understand learning technology, which is critical to shaping the teaching and learning process in contemporary higher education. Foucauldian discourse and power were employed as the theoretical lens to analyse semi-structured interviews with 12 teaching academics and 5 learning designers at a large Australian university. Although learning designers and teaching academics share a mutual interest in improving the learning and teaching process, the findings also revealed five discourses where practice was contested: centralisation, surveillance, institutional homogenisation, responsibility, and efficiency. This article calls for a new focus on the collaborative aspect of the learning design and teaching process that is constantly (re)negotiated between these two main stakeholders. Implications for practice or policy: Teaching academics and learning designers should develop practices that recognise the collaborative nature of learning technology in higher education. Universities should develop practices and policies that reduce tensions within the five identified discourses of learning technology to ensure a more collaborative teaching academic-learning designer relationship.

A Delegatable Attribute Based Encryption Scheme for a Collaborative E-Health Cloud

With the popularization and growing utilization of electronic health records (EHRs) coupled with the advancements in cloud computing, healthcare providers are interested in storing EHRs in third-party, semi-trusted cloud platforms. Given the collaborative nature of modern e-health environments, integrating access delegation is of paramount importance to strengthen the flexibility of the sharing of health information. However, access delegation has to be enforced in a controlled manner so that it will not jeopardize the security of the system. For such applications, attribute based encryption (ABE) mechanisms are quite useful given the fact that ABE facilitates an efficient way of enforcing secure, fine-grained access control over encrypted data. However, incorporating delegatability with ABE mechanisms is tricky, and the existing schemes lack the control over the process of delegation of encrypted data. As a solution, we propose a novel ABE based access control scheme which can enforce multi-level, controlled access delegation and demonstrated how it could be deployed in an e-health environment to securely share outsourced EHRs of patients. Furthermore, we have shown that the proposed scheme is secure against chosen plaintext attacks as well as attacks mounted via attribute collusion.

Critical reflections on the racialised hierarchies of an ethnically diverse staff-student scholarship project team

This case study article reports on the reflections of the authors who were part of a staff-student collaborative scholarship project investigating the learning experiences of Black distance-learning students. Although there is a growing body of research on the nature, experiences, power dynamics and benefits of staff-student collaborations in higher education contexts, there is much less discussion about how wider racialised hierarchies can influence such collaborations. The project discussed in this article consisted of an ethnically diverse team – including the authors of this piece who are a white male academic staff member and a female PhD student from a Black ethnic background. This case study offers a critically reflective account of the racialised hierarchy inherently present within our relationship. We briefly consider the ways in which the collaborative project was framed by potentially exploitative racialised hierarchies including the privileging of white staff members, before considering how we tried to mitigate these hierarchies by finding ways to involve and empower the ethnic minority student members of the team. These reflections might help those who are embarking upon ethnically diverse staff-student collaborations in higher education to ensure that ethnic minority students feel empowered and to help facilitate their role in promoting institutional change and disrupting exclusionary practice.

창의적 협업을 기반으로 한 융복합 문화예술교육에 관한 연구

The revolution in science and technology in the 21st century has brought about great changes in human life, and demands for innovation in the paradigm of education. Convergence culture and arts education, which aims for non-genre art works, media convergence, creative problem-solving ability, and holistic education, reflects it. However in terms of practice, important issues such as active communication and cooperation of each member remain. This study aims to help the practice of convergence culture and arts education by seeking a plan for convergence culture and arts education based on creative collaboration. For this purpose, this study derives the meaning and nature of creative collaboration and analyzes the meaning, character, and practical problems of convergence culture and arts education. After all, the characteristics and plans of convergence cultural arts education based on creative collaboration, and practical examples were presented to make it a more specific and practical study.

Developing a platform-specific framework for web credibility assessment: A case of social Q&A sites

Social question-and-answer (Q&A) sites have the potential to serve as a useful source of online information based on their content-focused and collaborative nature. Although previous research has examined various attributes of high-quality information on social Q&A sites (e.g., best answers), relatively less attention has been paid to what affects users’ credibility assessments of information in the social Q&A context. The present study developed a social Q&A platform-specific framework for web credibility assessment, including 21 criteria under six types of web credibility, based on a literature analysis and case study of two online Q&A communities, Stack Exchange and Wikipedia Reference Desk. Using the selected sites’ policies and guidelines (n = 46) as the source of evidence, the case study revealed that content-related attributes (e.g., evidence-based, pertinence) were most frequently identified (12 of 21 criteria) as potential cues and heuristics for web credibility assessments of social Q&A sites, followed by author-related (five of 21; e.g., reputation) and design-related (four of 21; e.g., engaging design) factors. Design-related criteria were rarely included in previous models of web credibility on social Q&A or similar peer-knowledge production platforms. However, our findings showing that both Stack Exchange and Wikipedia Reference Desk have policies regarding all four design-related criteria in our framework—engaging design, moderation, design appropriateness, and ease of use—indicate the potential influences of design features on users’ web credibility assessment on social Q&A sites. Some differences emerged between the two cases, such as policies regarding the answerer's credentials or semantic accuracy that are present on Wikipedia Reference Desk but absent on Stack Exchange. Such differences in the sites’ policies reflect how they position themselves as social Q&A communities—Wikipedia, of which Wikipedia Reference Desk is a part, as an encyclopedia, and Stack Exchange as a community-based platform for learning, sharing knowledge, and building careers of users.

Using cloud infrastructure to facilitate data collection and conversion of HLA diagnostic data for the 18th International HLA and Immunogenetics Workshop.

The International HLA and Immunogenetics Workshop (IHIW) is a recurring gathering of researchers, technologists and clinicians where participants contribute to collaborative projects with a variety of goals, and come to consensus on definitions and standards for representing HLA and immunogenic determinants. The collaborative and international nature of these workshops, combined with the multifaceted goals of several specific workshop components, necessitates the collection and curation of a wide assortment of data, as well as an adaptable platform for export and analysis. With the aim of ensuring data quality and creation of reusable datasets, specific standards and nomenclature conventions are continuously being developed, and are an integral part of IHIW. Here we present the 18th IHIW Database, a purpose-built and extensible cloud-based file repository and web application for collecting and analyzing project-specific data. This platform is based on open-source software and uses established HLA data standards and web technologies to facilitate de-centralized data repository ownership, reduce duplicated efforts, and promote continuity for future IHIWs.

Where One Health Meets Food Systems Teaching and Learning: Expanding Skillsets for Food System Transformation

Abstract Food systems are often described as the single biggest contributor to complex global health challenges for people, animals, plants, and the environment through pollution, ecosystem degradation, greenhouse gas emissions, land and water use, chemical use, unhealthy and unsafe diets, animal welfare concerns, infectious disease risks, and biodiversity loss. The collaborative, multisectoral, transdisciplinary and systems-focused nature of One Health allows it to make important contributions to these problems by, for example, mitigating disease across animal and human populations or reducing antimicrobial resistance. In this case study, we explore how the combination of food systems literacy and One Health skills can give postgraduate students a valuable foundation to engage in further opportunities for One Health in food systems and thereby contribute to positive change. Areas for potential expansion of One Health in food systems are presented. The example of the Interdisciplinary Food Systems Teaching and Learning (IFSTAL) programme and the MSc course One Health: ecosystems, humans and animals are used to discuss the value of the combination of One Health and food systems skills. © The Authors 2023