New Kind Of Collaboration Research Articles

The perspective of psychiatric nurses by the European Psychiatric Nurses (Horatio)

AbstractIn the health care system, nurses are often the biggest professional group and therefore their role is important in the development of service system to meet the current needs of support and help in mental health. Novel solutions are needed, solutions which are not only developed between the professionals, but in collaboration with the people seeking for help, family members, other social networks, and different service providers, like NGOs. Human rights and community-based approaches are guiding this development together with the principles of recovery approach. At the same time there are challenges to overcome, like the shortage of professionals, which also demand new kind of collaboration and solutions to make the field of mental health attractive for future professionals and to support the retention of those who are working in practice at the moment. In the joint symposium the viewpoint of mental health/psychiatric nurses on these issues will be presented.Disclosure of InterestNone Declared

An Exploration of Cross-Patch Collaborations via Patch Linkage in OpenStack

Contemporary development projects benefit from code review as it improves the quality of a project. Large ecosystems of inter-dependent projects like OpenStack generate a large number of reviews, which poses new challenges for collaboration (improving patches, fixing defects). Review tools allow developers to link between patches, to indicate patch dependency, competing solutions, or provide broader context. We hypothesize that such patch linkage may also simulate cross-collaboration. With a case study of OpenStack, we take a first step to explore collaborations that occur after a patch linkage was posted between two patches (i.e., cross-patch collaboration). Our empirical results show that although patch linkage that requests collaboration is relatively less prevalent, the probability of collaboration is relatively higher. Interestingly, the results also show that collaborative contributions via patch linkage are non-trivial, i.e, contributions can affect the review outcome (such as voting) or even improve the patch (i.e., revising). This work opens up future directions to understand barriers and opportunities related to this new kind of collaboration, that assists with code review and development tasks in large ecosystems.

Transformative Agreements at Cambridge University Press

Abstract Like the majority of established publishers, Cambridge University Press (CUP) is in the middle of a major transformation, shifting from pay-to-read to pay-to-publish models; and it has embraced transformative agreements (TA s) as a key lever to support this journey. Importantly, they are seen as a key stepping stone, not a destination or the only route, to full open access (OA). Implementing TA s has required huge change internally and necessitated a new kind of collaboration with librarians. As a publisher with a strong emphasis on humanities and social sciences publishing, CUP sees TA s as providing a route to OA for all of its journals and as ensuring no subject area is disadvantaged by the transformation. The shift to OA does come with challenges; a key one is author equity and how to ensure that in eliminating the financial barriers to read content, no new barriers to publication are created.

Tripod Missions: Five Principles for Solving Society’s Most Pressing Challenges

AbstractThe COVID crisis has forced policymakers to design new and comprehensive rescue programmes under huge time pressure. This task has required innovative policy thinking and the pursuit of new kinds of collaboration. The handling of the pandemic, however, also provides valuable lessons on how to address some of society's other pressing challenges—above all climate change. ‘Tripod Missions’ provide a framework for turning the pandemic's lessons learned into a guide for tackling other major societal problems.

Collaborative Annotation Redefines Gene Sets for Crucial Phytopathogens.

Accurate and comprehensive annotation of genomic sequences underpins advances in managing plant disease. However, important plant pathogens still have incomplete and inconsistent gene sets and lack dedicated funding or teams to improve this annotation. This paper describes a collaborative approach to gene curation to address this shortcoming. In the first instance, over 40 members of the Botrytis cinerea community from eight countries, with training and infrastructural support from Ensembl Fungi, used the gene editing tool Apollo to systematically review the entire gene set (11,707 protein coding genes) in 6–7 months. This has subsequently been checked and disseminated. Following this, a similar project for another pathogen, Blumeria graminis f. sp. hordei, also led to a completely redefined gene set. Currently, we are working with the Zymoseptoria tritici community to enable them to achieve the same. While the tangible outcome of these projects is improved gene sets, it is apparent that the inherent agreement and ownership of a single gene set by research teams as they undergo this curation process are consequential to the acceleration of research in the field. With the generation of large data sets increasingly affordable, there is value in unifying both the divergent data sets and their associated research teams, pooling time, expertise, and resources. Community-driven annotation efforts can pave the way for a new kind of collaboration among pathogen research communities to generate well-annotated reference data sets, beneficial not just for the genome being examined but for related species and the refinement of automatic gene prediction tools.

Weaving the environmental humanities: Australian strands, configurations, and provocations

ABSTRACTThis article contributes an Australian perspective to this special issue’s exploration of the parameters of the emerging cross-disciplinary field of the environmental humanities, and its relationship to ecocriticism. Whereas in the US, and to some extent also in the UK, environmental humanities are seen to be closely associated with literary studies, in Australia, the project of the ‘ecological humanities’, inaugurated at the Australian National University in the late 1990s, was more firmly located in environmental history, ecophilosophy and ethnography (especially Aboriginal Studies). Crossing the divides between the natural and social sciences and the arts and humanities, as well as between western and other (especially, Aboriginal) ways of knowing, this project also had an expressly decolonial agenda. In reflecting on the Australian experience from my current vantage-point in England, I hope to give impetus to the further development of the environmental humanities in the UK and Ireland as a richly inter- and transdisciplinary field, in which ecocritics might be drawn into new kinds of collaboration and forms of knowledge.

The role of networked learning in academics’ writing

This article explores academics’ writing practices, focusing on the ways in which they use digital platforms in their processes of collaborative learning. It draws on interview data from a research project that has involved working closely with academics across different disciplines and institutions to explore their writing practices, understanding academic literacies as situated social practices. The article outlines the characteristics of academics’ ongoing professional learning, demonstrating the importance of collaborations on specific projects in generating learning in relation to using digital platforms and for sharing and collaborating on scholarly writing. A very wide range of digital platforms have been identified by these academics, enabling new kinds of collaboration across time and space on writing and research; but challenges around online learning are also identified, particularly the dangers of engaging in learning in public, the pressures of ‘always-on’-ness and the different values systems around publishing in different forums. Published: 14 November 2017 Citation: Research in Learning Technology 2017, 25 : 1958 - http://dx.doi.org/10.25304/rlt.v25.1958

CHARACTERISTICS OF THE 21ST CENTURY LEARNING IN THE PRACTICE OF GENERAL EDUCATION OF LATVIA

Today’s rapid socio-economic changes are closely correlated with the development of education, identifying the need for new educational content and new kind of collaboration in education. In theoretical knowledge the term “21st century learning” and its content reflects the essence of changes in the context of collaboration, communication, creativity and critical thinking. The goal of the research is to identify the characteristics of 21st century learning in the practice of general education of Latvia. The analysis of theoretical literature and qualitative analysis of documentation has been used. A case study of the practice of general education of Latvia based on the theoretical knowledge was implemented using content analysis of the self-assessment reports of educational institutions. Main characteristics of the 21st century learning in the institutions of general education were identified by structuring the chosen content units. Self-assessment reports of the institutions of general education of Latvia demonstrate a comprehensive understanding of the core and content of the 21st century learning. Educational institutions focus on the development of the main categories of the 21st century learning, such as collaboration and communication, creativity and critical thinking.

Academics' experiences of networked professional learning

This paper explores academics' writing practices, focusing on the importance of digital platforms in their processes of collaborative learning. It draws on interview data from the first phase of a research project working closely with academics across different disciplines and institutions to explore their writing practices. The project is framed within a social practice perspective on literacy, which sees reading and writing as practices developed and maintained through participation in a social context, shaped by aspects of people's purposes, histories and institutional positionings (Barton & Hamilton, 2000; Barton, 2007). The role of an academic in higher education is diverse, and almost every aspect of this role involves specialised forms of writing and knowledge creation in a very wide range of genres for many different kinds of audiences (Hyland, 2011). Transformations in the social and institutional structuring of higher education in recent years have changed the nature of the writing demands faced by academics. At the same time, information and communications technologies have proliferated in the higher education setting. As the demands of academic life have changed in recent years, so the writing practices have changed too. Learning how to engage with these new kinds of genres and practices goes on throughout academics' careers, much of it in an informal way, collaborating with other people on particular projects and learning as they go along. The paper outlines characteristics of academics' ongoing professional learning, demonstrating the importance of collaborations on specific projects in generating learning in relation to intellectual and disciplinary aspects of writing, writing strategies and structures, and using digital platforms. A very wide range of digital platforms have been identified by these academics, enabling new kinds of collaboration across time and space on writing and research; but challenges around online learning are also identified, particularly the dangers of engaging in learning in public, the pressures of 'always-on'-ness, and the different values systems around publishing in different forums.

TermFinder

The TermFinder project is a new kind of collaboration between academic specialists/teachers and applied linguists/terminographers in creating specialized online termbanks for pedagogical purposes. Although there are technical glossaries on the internet, their ad hoc definitions do not target the needs of novices in the discipline, or those with limited English. Specialized terminology remains a substantial barrier for tertiary students grappling with the foundation concepts, overshadowed by the recent emphasis on generic skills. TermFinder termbanks are customized for designated courses, and informed by a computerized corpus of lecture materials and reading texts used by the lecturer. The terminographer uses the corpus to identify the key terms by frequency and to source natural examples of their usage: their grammar as well as their technical sense(s) and connections with other terms in the discipline. The methodology is new for terminography (ie the description of terminology), though well established in general lexicography. This corpus-informed terminography is also pedagogically-informed, in that the selection and definitions of terms are reviewed in consultation with disciplinary teaching staff. It ensures that (a) necessary lower frequency terms are included; and (b) the definitions drafted by the terminographer are conceptually adequate for the level of student. Pilot testing of the statistics termbank confirms its pedagogical value. TermFinder pages contain verbal, audio and graphic elements to develop students’ understanding of disciplinary concepts through multiple cognitive channels.

Designing for health in school buildings: between research and practice.

To investigate the kinds of knowledge practitioners use when planning and designing for health in school buildings. Twelve semi-structured qualitative interviews were conducted with architects, teachers and officials to investigate use of knowledge in the making of school buildings. Practitioners drew on many kinds and sources of knowledge, but in particular they made use of concepts, examples or pictures or thought-provoking knowledge. However, the interviews indicate a number of hurdles for efficient knowledge sharing between research and practice: (1) a considerable discrepancy between kinds of knowledge used by practice and knowledge traditionally produced by research; (2) research-knowledge and practice-knowledge form two circuits and the flow from one circuit to the other is weak; (3) practitioners' knowledge was often based on experience and therefore person-dependent. It makes the knowledge vulnerable. Special attention has to be paid by research to concepts and principles to guide the decision-making in practice. Further is recommended to consider new kinds of collaboration between researchers and practitioners.

Challenges to pharmaceutical policymaking: lessons from Australia’s national medicines policy

National medicines policies (NMP) provide a means for governments to achieve their objectives in relation to pharmaceuticals and other medicines. This research aimed to identify challenges to implementing the objectives of the Australian NMP from the perspective of key stakeholders. In 2012 and 2103, we conducted 30 semistructured interviews with stakeholders involved in the discovery, clinical testing, regulation and funding of medicines in Australia. We asked participants to describe their careers and to give their opinions on specific issues surrounding drug development, clinical research, regulation and subsidisation in Australia. Data were analysed using Morse's outline of the cognitive basis of qualitative research and Charmaz's outline of data analysis in grounded theory. The initial phase of 'open coding' revealed findings that could be mapped to three of the four objectives of the NMP. We then conducted 'focussed coding' for themes relevant to these objectives. Participants identified many issues relevant to the ongoing evolution of the NMP, relating primarily to ongoing tensions between the commercial objective of ensuring a viable medicines industry, and the non-commercial objectives of ensuring that medicines are safe, effective and affordable. There were also several other challenges identified to the achievement of both the commercial and non-commercial objectives of the NMP. These included limits to government funding, globalisation, consumer advocacy, changing scientific paradigms and new information technologies. There are many issues that need to be addressed if policymakers are to achieve the best outcomes from the NMP. Tensions between the commercial and non-commercial objectives of the NMP suggest the need to ensure that one stakeholder group's imperatives do not stifle those of other groups. At the same time, there are several emerging issues that are likely to concern all stakeholders equally, and these are both challenges and opportunities for new kinds of collaboration. What is known about the topic? We know that stakeholders have several concerns about medicines policy, but little is known about the specific challenges to implementing medicines policy from the perspective of those involved. What does this paper add? We demonstrate that stakeholders have many concerns that could impact the implementation of medicines policies. These relate primarily to ongoing tensions between the objective of ensuring a viable medicines industry, and the objectives of ensuring that medicines are safe, effective and affordable. There are also several issues that potentially pose a challenge to achieving both the commercial and non-commercial objectives of the NMP. These include limits to government funding, globalisation, consumer advocacy, changing scientific paradigms and new information technologies. What are the implications for practitioners? Policymakers need to systematically address the barriers to the ongoing implementation of the NMP. Policymakers should also ensure that one imperative (such as the commercial imperative) does not stifle other objectives. Other emerging issues are likely to concern all stakeholders, and these provide opportunities for new kinds of collaboration among stakeholders.

Trading Zones and Interactional Expertise: Creating New Kinds of Collaboration (review)

Cross-disciplinary collaboration increasingly characterizes today's science and engineering research. The problems and opportunities facing society do not come neatly sorted by discipline. Difficulties arise when researchers from disciplines as different as engineering and the humanities work together and find that they speak largely different languages. This book explores a new framework for fostering collaborations among existing disciplines and expertise communities. The framework unites two ideas to emerge from recent work in STS: trading zones, in which scientific subcultures, each with its own language, develop the equivalents of pidgin and creole; and interactional expertise, in which experts learn to use the language of another research community in ways that are indistinguishable from expert practitioners of that community. A trading zone can gradually become a new area of expertise, facilitated by interactional expertise and involving negotiations over boundary objects (objects represented in different ways by different participants). The volume describes applications of the framework to service science, business strategy, environmental management, education, and practical ethics. One detailed case study focuses on attempts to create trading zones that would help prevent marine bycatch; another investigates trading zones formed to market the female condom to women in Africa; another describes how humanists embedded in a nanotechnology laboratory gained interactional expertise, resulting in improved research results for both humanists and nanoscientists. Contributors: Brad Allenby, Donna T. Chen, Harry Collins, Robert Evans, Erik Fisher, Peter Galison, Michael E. Gorman, Lynn Isabella, Lekelia D. Jenkins, Mary Ann Leeper, Roop L. Mahajan, Matthew M. Mehalik, Ann E. Mills, Bolko von Oetinger, Elizabeth Powell, Mary V. Rorty, Jeff Shrager, Jim Spohrer, Patricia H. Werhane

Re‐imagining Infrastructure*

A senior executive of Booz Allen Hamilton and co‐author of a business bestseller called Megacommunities argues that the United States is locked into an obsolete pattern of dealing with infrastructure investment, even as the country's population growth and technology have raced ahead. Three of America's basic “lifeline” infrastructures—energy, transportation, and water—are nearing the end of their useful operating lives and in desperate need of modernization. U.S. capital spending on infrastructure has been inadequate, amounting to less than 2% of GDP, as compared to 9% in China and 5% in India.But if infrastructure renewal will be costly, money is not the biggest obstacle. History shows that modernizing existing infrastructures tends to be even more challenging than creating new ones because of the drag caused by legacy hardware and the associated human “software.” And so the real problems are conceptual, institutional, and political—problems whose solutions demand transformational vision and leadership that will encourage collaborative participation by both the public and private sectors.What is lacking, then, is an oversight and coordination mechanism that restores government's traditional integrating role without creating either new monopolies or a larger, more centralized government. To that end the author issues four imperatives:First is the need to rethink the form and function of our old infrastructures.Second is the need for design principles that make future infrastructures robust and adaptable as technology advances, funding changes, and the needs of our citizens evolve.Third is the need for leadership that succeeds by convening, integrating, and aligning the interests and actions of all important stakeholders.Fourth and last is the need for a national vision for America's infra‐structure that defines the function and performance of the entire system over its total lifecycle.A new kind of collaboration by different constituencies, which the author refers to as the creation of “megacommunities,” is held up as a way for stakeholders with conflicting interests to cooperate on compelling issues of national importance with a shared set of practices and protocols.

The role of taxonomy in species conservation.

Taxonomy and species conservation are often assumed to be completely interdependent activities. However, a shortage of taxonomic information and skills, and confusion over where the limits to 'species' should be set, both cause problems for conservationists. There is no simple solution because species lists used for conservation planning (e.g. threatened species, species richness estimates, species covered by legislation) are often also used to determine which units should be the focus of conservation actions; this despite the fact that the two processes have such different goals and information needs. Species conservation needs two kinds of taxonomic solution: (i) a set of practical rules to standardize the species units included on lists; and (ii) an approach to the units chosen for conservation recovery planning which recognizes the dynamic nature of natural systems and the differences from the units in listing processes that result. These solutions are well within our grasp but require a new kind of collaboration among conservation biologists, taxonomists and legislators, as well as an increased resource of taxonomists with relevant and high-quality skills.

The co-evolution of social and physical infrastructure for biotechnology innovation in Turku, Finland

We studied the emergence of biotechnology in Turku, Finland. First, we analysed it as a result of the interaction between the city and its national and international environment, focusing on the city’s industrial policy as the mediator. Second, we diagnosed the construction of BioCity, the first biotechnology centre building of Turku, as a key event: the conceptualisation and construction of BioCity required a new kind of collaboration between the city administration, the universities and various commercial actors. We argue that the systems approach to regional development needs to be complemented with approaches that focus on the regional mechanisms of adaptation.

Response to Dr Smith

I am pleased to have the opportunity to comment on Dr Smith's article. He has shared with us collaborative approaches to the organization and delivery of health care that have been used in the Dallas inner city to break down structural and cultural barriers to health care at the community level. In the June 1994 issue of Pediatrics, Albert Scheiner points out that "Ninety-five percent of pediatric health care is provided in the community .... All community practice settings are home ground for the family and the child and provide opportunities for a continuity of care experience that is family-centered and that includes such concepts as child advocacy, disease prevention, and health promotion."1 Dr Smith aptly points out that rapidly evolving changes in the health care system and health care financing can provide an opportunity to accomplish many of the positive changes for children that pediatricians long have sought. I would like to share some thoughts about how we create the health care, education, and research components of the new community pediatrics. New kinds of collaboration will be critical to developing these components, and such collaboration will challenge all of us to partner with institutions and individuals with whom in the past we may have been unfamiliar or even uncomfortable. Because it is always good to define our terms, let us take as a starting point Haggerty's definition of community pediatrics,2 which captures the essence of the Dallas program. Says Haggerty: Community pediatrics seeks to provide a far more realistic and complete clinical picture by taking responsibility for all children in a community, providing preventive and curative services, and understanding the determinants and consequences of child health and illness, as well as the effectiveness of services provided.

Towards a new role for the Royal Meteorological Institute in Belgium's civil defence and emergency planning policies: The GIDS Project

AbstractBelgium's Civil Protection organisation, like any other public service these days, has to reorganise itself because of changes m the socio‐economic climate. In a changed society where industrial and technological risks are perceived more sharply, this organisation, which was born in the Cold War era, is nowadays more concerned with fighting industrial accidents and coordinating emergency planning activities. In this context, a project for a digitalised emergency planner is being launched with the support of the European Community. In this so‐called GIDS system, a dispersion module is indispensable. Because of the urgency of the needs of risk management, the meteorological input for it will have to he provided very rapidly, frequently and m great detail. To meet these specific needs the meteorological services may have to consider offering new kinds or new formats of ‘nowcast’ calculations. The conclusion is that, with the various meteorological services rethinking their tasks, new‐technology projects such as the CIDS system may engender a new kind of collaboration.

Restructuring Teacher Education Programs for Higher-Order Thinking Skills

The rising emphasis in schools on the explicit teaching of higher-level cogni tive skills has important implications for preservice teacher education programs. Action on this topic by teacher educators is important now for establishing a strong theoretical model for cognitive education in preservice programs, facul ty development plans for teacher educa tion faculty, new kinds of collaboration between SCDEs and the schools, coordi nation with arts and sciences faculty, re vision of existing courses in teacher edu cation, and a research agenda to study the relationship between instruction in higher-level thinking skills for future teachers and their implementation of those ideas in the classroom. Models for restructuring the teacher education program to include higher-order think ing skills are presented by Martin.