Type Of Collaborative Research Research Articles

People, Museums and the Rhetoric of Temporality: Considerations Regarding the Formation of the Collection at The Museum of Anthropology of Vancouver

In this article I went back to my doctoral research to show, through the analysis of archival material, how the Museum of Anthropology in Vancouver, a majority museum, according to Clifford's definition, turned from “savior” to “patron” in relation to indigenous artifacts and became trough the years, starting with the direction of Michael Ames (1974-97 and 2002-04), an international benchmark for collaborative approach in museums. This article, focusing on the 1950s and 1960s, still shows the outcomes of a salvage anthropology and the idea of disappearing cultures, although in the 1960s the idea of new and original indigenous productions begins to make its way. Since Clifford first visited the museum in the 1990s, significant changes have occurred. In the early 2000's the MOA received funding for the implementation of a new type of collaborative research, the Reciprocal Research Network (RRN), in which research is determined by the interests of the Indigenous communities rather than the museum or scholars.

Electrochemistry and transport properties of electrolytes modified with ferrocene redox-active ionic liquid additives

Used in their pure, undiluted form, ionic liquids usually result in Li-ion battery electrolytes with inadequate performance due low Li+ transport numbers (tLi+). Alternatively, they can be used as additives dissolved in carbonates to maintain a high tLi+ while providing the electrolyte with additional properties such as resistance to combustion, current collector passivation, and decreased Li dendritic growth. Additional properties can be imparted to the ionic liquid via the modification of their structure. Ionic liquids modified with electroactive moieties such as ferrocene (Fc-IL) can be used as an additive in Li-ion battery (LiB) electrolytes to prevent cathode over-oxidation via the redox shuttle mechanism. The aim of the present work is to evaluate the properties of LiB electrolytes modified with such Fc-IL at different concentrations. At low concentrations (0.3–0.5 mol/L), the redox-active ionic liquid behaves as expected for a redox shuttle. We show that at 1 mol/L, however, the redox ionic liquid yields a different discharge behavior after the overcharging step, providing an increase in discharge capacity. This behavior is linked to the deposition of the ferrocenium-IL at the positive electrode. Such electrolyte is non-flammable and is highly efficient to achieve shuttling of excess charge. Based on this principle, it is expected that novel ionic liquids can be designed for development of other types of additives and contribute to developing safer battery electrolytes. As a part of this commemorative issue, this contribution highlights the type of collaborative research currently being done on energy storage devices at the Department of Chemistry at the Université de Montréal.

Improving science learning outcomes material for the healthy and unhealthy environment through a contextual learning model

The contextual learning model is a learning model that emphasizes the process of full student involvement to be able to find the material being studied and connect it to real-life situations to encourage students to apply it in everyday life. The purpose of this study was to improve the learning outcomes of science materials in a healthy environment and an unhealthy environment in third-grade students of SD Advent Merauke using contextual learning models. This research is a Classroom Action Research (CAR) type of collaborative research. This research was conducted in two cycles. In each cycle, there are activities of planning, implementation, observation, and reflection. The subjects of this study were Grade III students of SD Advent Merauke, totaling 19 students. Data collection techniques used are tests of student learning outcomes, observation, and documentation. The instruments used are a syllabus, lesson plan, observation sheet, and test sheet. While the data analysis used is the analysis of learning outcomes tests and analysis of student and teacher activity sheets. The results of the study showed that in the first cycle the percentage of completeness in classical learning of new students reached 31.6% and the class average reached 47.89. In the second cycle, improvements were made based on the shortcomings in the first cycle so that the shortcomings in the first cycle could be overcome. In the second cycle, the percentage of classical learning completeness students reached 94.7% and the class average reached 85.78. Based on the results of the study it can be seen that the contextual learning model is able to improve the learning outcomes of science.

Peningkatan Hasil Belajar IPA Siswa Melalui Penerapan Model Pembelajaran Kooperatif Tipe Group Investigation di Sekolah Dasar

The purpose of this study was to improve the learning outcomes of class V students through the application of Cooperative learning models of type group investigation to science subjects at Wasur Merauke Elementary School. The research used was classroom action research (PTK) with a type of collaborative research and carried out in two cycles. Each cycle consists of 4 stages, namely planning, implementation, observation, and reflection and carried out in 3 meetings. The subjects in the study consisted of 26 students consisting of 15 male students and 11 female students. The data analysis technique used is the data analysis of the observation sheet used to determine the feasibility of the learning model and student learning outcomes in science learning. Based on the results of this study, the results of the implementation of the learning model increased in each cycle I by 66.0% in the sufficient category to 72.5% in the second cycle in the good category. While the percentage of completeness of student learning outcomes in the first cycle amounted to 64.4% and in the second cycle the percentage of student learning completeness increased by 80.7%. It can be concluded that by applying the cooperative learning model type group investigation can improve science learning outcomes of fifth grade students of Wasur Merauke Elementary School.

An exploratory study on the determinants of performance in regional industry technology development programs

PurposeThe purpose of this paper is to analyze the determinants of the performance of regional industrial technology development programs among the regional strategic industrial development program that the central government and Daegu metropolitan city jointly promoted between 2004 and 2012. Specifically, in this research, the authors are trying to identify the effects of R&D capabilities and technical development tasks on technological and managerial performance.Design/methodology/approachThe dependent variables of this study are technical and economic performance. Technical performance, product and process innovation, economic performance, sales and export increases were measured using five-point Likert scales. The authors added the contribution of sales through technology development to economic performance. The independent variable is the company’s R&D capability, measured by the number of R&D staff compared to the average total number of employees from 2004 to 2012. The characteristics of the technology development tasks were measured by technical characteristics, market characteristics and collaborative research types. The technological characteristics were measured by seven factors, including technological change, technical difficulty, potential in commercialization, competition between domestic and foreign competitors, difficulty in introducing overseas technology and the technological gap. Market characteristics were largely divided into complexity, dynamics and competitiveness. The types of collaborative research were divided into whether or not there were collaborative research with the participation of large corporations. The control variables are firm size (number of employees) and firm age. Regression analysis was used to analyze the determinants of performance, and a difference analysis was conducted to determine the effect of collaborative research on performance.FindingsThe main determinants of the regional industrial technology development program performance are the characteristics of the technology development task rather than the internal R&D capability; moreover, the technical characteristics, complexity of the developed product market and participation of large corporations had significant effects on R&D capability. The R&D capacity of firms in internal R&D capacity had a significant effect only on the improvement of technology development ability. Therefore, R&D capacity, which is the main determinant of technology innovation, did not have a significant effect on the performance of short-term technology development tasks. Technological change, technological difficulty, competition between domestic and foreign competitors and the technological gap had positive effects on performance, excluding sales contributions. In addition, the complexity of the developed product market such as the diversification of demand, competitive product and sales distribution channels had positive influences on the performance of technology development programs, unlike dynamics and competitiveness. In this study, the authors cannot confirm the effect of collaborative research on the performance of the technology development programs, but they confirmed that collaborative research involving large corporations had a positive influence on performance.Research limitations/implicationsThe results of the analysis of the determinants of regional industrial technology development programs suggest some implications in the future evaluation of these regional industrial technology development programs. It is necessary to review the application qualification and merit, advance review of the business plans and confirmation, an examination of the research results and performance of the applicants and a review of the technology and market situation of the project. For this, the authors suggest that the written review from the relevant technical experts be submitted to the evaluation committees. Also, when establishing regional industrial development programs, they should be evaluated thoroughly, including detailed information and contents about the technical and market characteristics of the local industry.Originality/valueThis research is one of the first to investigate the achievements of R&D support programs among regional industrial development programs in Korea. The results of this study can substantially contribute to the development and implementation of the R&D support policies of the central and local governments. Furthermore, the findings suggest guidelines for improving the performance of R&D support programs in the future. A theoretical model for enhancing the efficiency of government R&D support programs may be established, and an empirical analysis may be conducted to provide practical and academic implications for further research.

Re-conceptualizing the Anthropocene: A call for collaboration

Since it was first proposed in 2000, the concept of the Anthropocene has evolved in breadth and diversely. The concept encapsulates the new and unprecedented planetary-scale changes resulting from societal transformations and has brought to the fore the social drivers of global change. The concept has revealed tensions between generalized interpretations of humanity’s contribution to global change, and interpretations that are historically, politically and culturally situated. It motivates deep ethical questions about the politics and economics of global change, including diverse interpretations of past causes and future possibilities. As such, more than other concepts, the Anthropocene concept has brought front-and-center epistemological divides between and within the natural and social sciences, and the humanities. It has also brought new opportunities for collaboration. Here we explore the potential and challenges of the concept to encourage integrative understandings of global change and sustainability. Based on bibliometric analysis and literature review, we discuss the now wide acceptance of the term, its interpretive flexibility, the emerging narratives as well as the debates the concept has inspired. We argue that without truly collaborative and integrative research, many of the critical exchanges around the concept are likely to perpetuate fragmented research agendas and to reinforce disciplinary boundaries. This means appreciating the strengths and limitations of different knowledge domains, approaches and perspectives, with the concept of the Anthropocene serving as a bridge, which we encourage researchers and others to cross. This calls for institutional arrangements that facilitate collaborative research, training, and action, yet also depends on more robust and sustained funding for such activities. To illustrate, we briefly discuss three overarching global change problems where novel types of collaborative research could make a difference: (1) Emergent properties of socioecological systems; (2) Urbanization and resource nexus; and (3) Systemic risks and tipping points. Creative tensions around the Anthropocene concept can help the research community to move toward new conceptual syntheses and integrative action-oriented approaches that are needed to producing useful knowledge commensurable with the challenges of global change and sustainability.

Formative interventions and practice-development: A methodological perspective on teacher rounds

In this paper, we examine Rounds as a research-based method of developing practice in school settings, a method that claims to integrate teacher professional development and school improvement. We see these research goals (teacher learning and organisational development) as linked and mutually generative (Corwin, 1975) but as goals that nonetheless raise some questions about the development of practice itself—in this case, the professional practice of teaching in schools. Our focus is on Rounds (specifically Teacher Rounds, Del Prete, 2013) as a means of research-based development that has a wider collective and social dimension, amethod that proposes a structured and systematic approach to collaboration among teachers with the goal of developing the practice of teaching through the generation of new knowledge in the practice situation. In its emphasis on the development of practice as a goal (perhaps the primary goal) of research activity, Rounds might therefore be understood as a formative intervention, an evidence-driven tool that has a practitioner-centred view of the development of their practice at its heart. Engestrom makes a fundamental distinction between formative intervention and design experiment as types of research: formative interventionists workwith practitioners and from their perspective – and do so with a developmental purpose – rather than seeking to deliver findings (e.g. previously published research findings) to practitioners for them to implement with varying degrees of fidelity. In these ways, our discussion in this article is therefore methodological: we analyse Rounds as a type of collaborative research that seeks to generate new knowledge that can inform the development of practice, and our analysis proceeds by way of a comparison with another type of collaborative research that has the same end-goal. Our analysis is not based on our own participation in a Rounds intervention but from our examination of the research literature, our observation of Rounds in action in other settings and the planning of our own Rounds intervention in a group of schools in London. At the same time, our own previous work has involved collaborations with teachers with formative goals and we have also engaged in practice-developing research that has drawn on a related but distinct tradition of work. Ellis (e.g. 2011, 2010, etc.) has worked alongside teachers, to learn in and from practice and to help teachers to develop their collective practices. Gower (2015) is currently engaged in collaborative teacher professional development using video as a tool. Frederick, as a

On the case? Dilemmas of collaborative research

Concerns with 'relevance to the real world' are not new to geography, but have come to the fore recently. Debates examine the seemingly lower status of policy research, what Peck (1999) calls 'grey geography', within the discipline and the place of geographers within the policymaking hierarchy (see also Banks and Mackian 2000; Peck 2000; Pollard et al. 2000; Martin 2001). The UK Government is also interested in this issue. David Blunkett (2000), for example, referred to the increased potential for practical research to have a real impact (p. 3). Additionally, he commented that the dis semination of social scientists' research findings is most effective 'through direct user engagement in research projects' (Blunkett 2000, 7). Recent decades have seen a dramatic increase in col laborative research between academic researchers and non-academic organizations (Bell and Read 1998) which involves the end users, policymakers and practi tioners, throughout the process. There are a number of reasons for this, including the need for new sources of funding for higher education institutions, an increasing tendency for non-academic organizations to contract out research and the emphasis, following the 1993 White Paper Realising Our Potential, on relevant research (Bell and Read 1998, 6). In this climate of collaboration, the ESRC have for a number of years provided funding for collaborative ('CASE) research studentships. These are collaborations between a university department and a non-academic organiza tion (hereafter collaborating organization). They are designed to be of benefit to the collaborating organ ization2 and enable a student to complete a PhD. The collaborating organization provides a financial con tribution to both the university department and to the student as a 'top up' to a normal ESRC postgraduate award. There are a number of different types of collaborat ive research, including for example, contract research undertaken by a university for a non-academic body3 and collaborative research projects between academic institutions, with or without user involvement. In this short paper, however, we focus on the particular example of CASE doctoral research projects.4 It is possible that physical geographers involved in collaborative pro jects may have a contrasting perspective to contribute to the debate, but as social scientists our discussion is limited to our first hand experiences of projects in human geography. In raising these issues, we wish to start to address a gap in debates surrounding 'relevant' and policy research, about the experience of doctoral students. The ESRC itself is interested in stimulating discussion on collaborative practice for research students. It encourages networking between CASE students and has produced On the Case (Bell and Read 1998), which pro vides advice, based on a short study, for those involved in such projects. Here we will focus on the practicalities of undertaking this kind of work and discuss some of the issues we have encountered, not all of which were raised in the ESRC's paper. As Lees (1999) argues, col laborative research is not without its difficulties. No doubt some of the issues we will highlight may arise when undertaking any form of collaborative research examples in the literature show this (e.g. Fuller 1 999), and a number of dilemmas are common to qualitative research more generally. However, CASE collaborative

Collaboration profile of theoretical population genetics speciality

Traces the growth of collaborated and funded research as reflected in research papers in theoretical population genetics research speciality from 1916–80 through a case study. Analyses the proportion and extent of collaborated papers, averge number of authorship per paper, and collaborative coefficient index of research papers thereby giving an overall perspective of the growth of professionalism in the field. Studies the relation between collaboration, productivity, and funding of research papers in theoretical population genetics. Classifies the total collaborative papers/authors by type of collaboration and studies the trends and shifts in the nature and type of collaborative research over the years.

Necrotizing enterocolitis: research agenda for a disease of unknown etiology and pathogenesis.

Necrotizing enterocolitis (NEC) is a significant neonatal public health problem that affects low-birth weight infants in neonatal intensive care units throughout the country. As the survival rate of low-birth weight infants continues to increase and as the number of low-birth weight births remains unchanged, we can anticipate that NEC will continue to be a cause of significant morbidity and mortality in the future. Despite many reports about NEC that describe demographic risk factors and short-term or long-term outcome, there is a paucity of basic science information about neonatal gastrointestinal physiology and pathophysiology in human preterm and even full-term infants. It has become increasingly evident that we need a much better understanding about the developmental aspects of gastrointestinal function in health and disease before we can achieve further advances in our understanding of and thus rational therapy for and prevention of NEC. The purpose of the National Institute of Child Health and Human Development conference "Necrotizing Enterocolitis: Basic Science Approaches to Gut Maturation and Pathogenesis" was to bring together basic science investigators, clinical epidemiologists, and clinical scientists to identify important areas of research that need to be applied to the problem of NEC. The concept of applying the "bench to bedside" type of collaborative research was emphasized and encouraged because many clinical neonatologists may have little scientific interaction with basic scientists. In addition, many basic scientists may be unaware of NEC and the implications for targeted research related to this disease.(ABSTRACT TRUNCATED AT 250 WORDS)