Years Of Collaborative Work Research Articles

Constructions of difference sets in nonabelian 2-groups

Difference sets have been studied for more than 80 years. Techniques from algebraic number theory, group theory, finite geometry, and digital communications engineering have been used to establish constructive and nonexistence results. We provide a new theoretical approach which dramatically expands the class of $2$-groups known to contain a difference set, by refining the concept of covering extended building sets introduced by Davis and Jedwab in 1997. We then describe how product constructions and other methods can be used to construct difference sets in some of the remaining $2$-groups. We announce the completion of ten years of collaborative work to determine precisely which of the 56,092 nonisomorphic groups of order 256 contain a difference set. All groups of order 256 not excluded by the two classical nonexistence criteria are found to contain a difference set, in agreement with previous findings for groups of order 4, 16, and 64. We provide suggestions for how the existence question for difference sets in $2$-groups of all orders might be resolved.

The new buildings acoustic classification scheme in Spain: the standard UNE 74201

In September 2021, the document that develops an acoustic classification scheme was approved in Spain. It is the UNE 74201 standard that is described in this paper. The Spanish ACS is applicable to new and existing buildings for private or public residential use, for health/hospital and educational use. The development of this document has been a challenge which, requested by the construction sector, has been completed after 5 years of collaborative work, within the Technical Committee CTN74/SC2 - Building Acoustics of the Spanish Standardisation Body, UNE. It's been achieved an ACS compatible with the "DB HR" Spanish building acoustics regulations and, in turn, in agreement as much as possible with ISO/TS 19488:2021. The standard defines different levels of noise protection by using a system of six classes for the requirements, A to F, where Class D defines the minimum requirements for acoustic quality that are mandatory to fulfil in the building code. Criteria for airborne, impact and façade sound insulation, for service equipment noise and for reverberation time are included. This paper shows in detail the verification, sampling and class assignment procedures developed in the standard. A comparison of the most general aspects with other European schemes is also shown.

‘On Our Own Terms’: Refusal, Masks, and Indigenous Counter-narratives in Santiago de Chile Public Space

Abstract The exhibition MapsUrbe: The invisible City (December 2018 – January 2019) staged the creations of young Mapuche artists and activists addressing the politics and history of the indigenous diaspora in Santiago (Chile). Engaging with urban space materiality and the trajectories shaped by displacement and endurance within the city, the exhibition explored subversive aesthetics and political imaginations, crafting alternative spatialities and temporalities. Building on two years of collaborative work with Mapuche artists and activists, and moving from an initial act of generative refusal, this paper explores a redefinition of curatorial practices within collective artistic projects that aim at opposing dominant historical narratives. By reflecting on an experience of collective co-curation, it shows how these practices challenge established and institutionalized narratives embedded in public spaces, resulting in creative appropriations and powerful counter-narratives ‘on our own terms.’

Celebrating 20 years of the UK Dermatology Clinical Trials Network. Part 1: Developing and delivering high-quality independent clinical trials.

SummaryThe UK Dermatology Clinical Trials Network (UK DCTN) was formed in 2002 with the aim of developing and supporting high‐quality independent national clinical trials that address prioritized research questions for people with skin disease. Its philosophy is to democratize UK dermatological clinical research and to tackle important clinical questions that industry has no incentive to answer. The network also plays a key role in training and capacity development. Its membership of over 1000 individuals includes dermatology consultants, trainees, dermatology nurses, general practitioners, methodologists and patients. Its organizational structures are lean and include a co‐ordinating team based at the Centre of Evidence‐Based Dermatology in Nottingham, and an executive with independent members to ensure probity and business progression. A prioritization panel and steering group enable a pipeline of projects to be prioritized and refined for external funding from independent sources. The UK DCTN has supported and completed 12 national clinical trials, attracting investment of over £15 million into UK clinical dermatology research. Trials have covered a range of interventions from drugs such as doxycycline (BLISTER), silk clothing for eczema (CLOTHES) and surgical interventions for hidradenitis suppurativa (THESEUS). Trial results are published in prestigious journals and have global impact. Genuine partnership with patients and carers has been a strong feature of the network since its inception. The UK DCTN is proud of its first 20 years of collaborative work, and aims to remain at the forefront of independent dermatological health technology assessment, as well as expanding into areas including diagnostics, artificial intelligence, efficient studies and innovative designs.

Integrating global sustainability into social studies teachers' education: a collaborative self-study

PurposeThere have been increasing calls for social studies educators to engage issues of sustainability. Proponents argue that the very survival of the planet depends on the degree to which teachers can move learners away from unsustainable beliefs and behaviors to those grounded in interdisciplinary approaches to solving community and global challenges. How to implement this vision of sustainability education? The purpose of the paper is to report the results of teacher-educators' curriculum and pedagogical approaches to implement the National Council for Social Studies (NCSS) C3 framework to engage and empower prospective and practicing teachers to teach for a sustainable future.Design/methodology/approachThe study is guided by the growing field of self-study in teacher education, a type of research undertaken by teacher-educators with the dual purpose of personal professional development and a deep understanding of teacher-education practices. Most data were derived from multiple, recursive conversations (both formal and informal) around curriculum decisions and pedagogical choices to integrate sustainability issues into teacher-education courses. Additional data sources include classroom lecture notes and PowerPoint presentations, course readings and resources.FindingsThe authors' three years of collaborative work has shown that an issues-centered, interdisciplinary approach to select and integrate global issues, the current event article analysis, young adult literature and discussion and deliberation of local sustainable development issues that are some of the most effective pedagogical tools to engage and empower teacher candidates in learning about issues that affect the sustainable development of global community. The NCSS C3 provides a powerful framework to scaffold the process of analyzing sustainable issues while also teaching social studies curriculum and standards and skills.Originality/valueScholars of global education have called for shifting from an anthropocentric philosophy to a bio-centric worldview emphasizing the embeddedness of humans within the environment. How can social studies teacher-educators implement this vision of global education What instructional resources strategies and learning activities can be effectively integrated into existing courses to help candidates develop competences and commitment to teaching for global sustainability The study examines the innovative approaches to addressing these critical topics in teacher education.

Catalogue of Cenozoic radiolarian genera (Class Polycystinea)

This catalogue provides the most complete and revised work of Cenozoic genera as of December 2019. It is the result of four exhausting years of collaborative work. The first radiolarian genus was described in 1834 by Meyen, so this revision covers 185 years of research on polycystine radiolarians. Additionally, it concludes a pharaonic research project on the taxonomy of all described genera of radiolarians that started fifteen years ago. The main objective was to provide radiolarian researchers with a modern and revised version of the Campbell's work accessible to everyone in an open access journal. This catalogue is organized as a series of plates displaying the images of the type species consisting of all available images of the name-bearing type for the generic names in the Cenozoic Era. This catalogue encompasses extensive information in a very limited space. There are a total of 1683 revised genera. All valid genera provided appear with a diagnosis and an additional support image which is included to ensure the identification of the genus. This catalogue is somewhat different from previous issues on this thematic series. For this reason, it is recommended that the reader refer to the “guide for the users” for a comprehensible reading of the catalogue and to understand the taxonomic acts adopted in this revision. At the end of the plates, the reader will find a set of synthetic figures that display the most important result of this revision project, a result of 409 valid genera. Since numerous taxa of Christian Gottfried Ehrenberg and Ernst Haeckel had no fixed holotype, 207 lectotypes and 7 paralectotype were chosen and designated here from the series of syntypes. 11 neotypes were also designated for taxa that did not have syntypes.

Plant-pollinator Vocabulary - a Contribution to Interaction Data Standardization

Human demands on resources such as food and energy are increasing through time while global challenges such as climate change and biodiversity loss are becoming more complex to overcome, as well as more widely acknowledged by societies and governments. Reports from initiatives like the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) have demanded quick and reliable access to high-quality spatial and temporal data of species occurrences, their interspecific relations and the effects of the environment on biotic interactions. Mapping species interactions is crucial to understanding and conserving ecosystem functioning and all the services it can provide (Tylianakis et al. 2010, Slade et al. 2017). Detailed data has the potential to improve our knowledge about ecological and evolutionary processes guided by interspecific interactions, as well as to assist in planning and decision making for biodiversity conservation and restoration (Menz et al. 2011). Although a great effort has been made to successfully standardize and aggregate species occurrence data, a formal standard to support biotic interaction data sharing and interoperability is still lacking. There are different biological interactions that can be studied, such as predator-prey, host-parasite and pollinator-plant and there is a variety of data practices and data representation procedures that can be used. Plant-pollinator interactions are recognized in many sources from the scientific literature (Abrol 2012, Ollerton 2021) for the importance of ecosystem functioning and sustainable agriculture. Primary data about pollination are becoming increasingly available online and can be accessed from a great number of data repositories. While a vast quantity of data on interactions, and on pollination in particular, is available, data are not integrated among sources, largely because of a lack of appropriate standards. We present a vocabulary of terms for sharing plant-pollinator interactions using one of the existing extensions to the Darwin Core standard (Wieczorek et al. 2012). In particular, the vocabulary is meant to be used for the term measurementType of the Extended Measurement Or Facts extension. The vocabulary was developed by a community of specialists in pollination biology and information science, including members of the TDWG Biological Interaction Data Interest Group, during almost four years of collaborative work. The vocabulary introduces 40 new terms, comprising many aspects of plant-pollinator interactions, and can be used to capture information produced by studies with different approaches and scales. The plant-pollinator interactions vocabulary is mainly a set of terms that can be both understood by people or interpreted by machines. The plant-pollinator vocabulary is composed of a defining a set of terms and descriptive documents explaining how the vocabulary is to be used. The terms in the vocabulary are divided into six categories: Animal, Plants, Flower, Interaction, Reproductive Success and Nectar Dynamics. The categories are not formally part of the vocabulary, they are used only to organize the vocabulary and to facilitate understanding by humans. We expect that the plant-pollinator vocabulary will contribute to data aggregation from a variety of sources worldwide at higher levels than we have experienced, significantly amplify plant-pollinator data availability for global synthesis, and contribute to knowledge in conservation and sustainable use of biodiversity.

Development Methodology of the Novel Endoscopic Stone Treatment Step 2/A Training/Assessment Curriculum and a Roadmap on Developing Hands-on Training Curriculums in Future: An International Collaborative Work by European Association of Urology Sections.

Background: Basic simulation training in endourology was established with the endoscopic stone treatment step 1 (EST-s1), which is now recognized worldwide for training and examination. Following on from EST-s1, the endoscopic stone treatment step 2 (EST-s2) was started by the European Association of Urology (EAU) sections. Objective: We describe the methodology used in the development of EST-s2 assessment curriculum. Materials and Methods: The "full-life cycle curriculum development" template was followed for curriculum development, focusing on intermediate training of EST protocol with complex endourologic tasks. A cognitive task analysis (CTA) was run in accordance with EAU Urolithiasis guidelines. The protocol and its details underwent a first consensus by Delphi method with EAU Urolithiasis Section experts in March 2017. Once the outcome and metrics were decided, curriculum development was carried out. Purpose-built stones were developed, and simulator system requirement was defined. Preliminary testing was done in European Urology Residents Education Programme 2019 and in phase five the protocol was finalized with full tutor instruction sheet. Results: The EST-s2/A curriculum development took 38 months and involved EAU Uro-technology and urolithiasis sections with coordination from the European School of Urology training group. Starting from the initial CTA, a 1277-word revision with preliminary task description was produced. Nine intermediate skills were identified and included in the final training protocol. The training content and session evaluations were carried out by 26 experts and 16 final year trainees, respectively. Although the experts agreed that EST-s2/A protocol was well structured (96%), covered the complex endourologic maneuvers (92%), and was useful to optimize and improve hands-on-training (HoT) sessions (92%), the overall evaluation was scored 4.25/5 by trainees. Conclusion: We describe the development methodology for intermediate EST curriculum, which also provides a roadmap on developing other HoT protocols in future. Patients Summary: In this report we described the development of the novel intermediate training curriculum for EST, called EST-s2, which took 3 years of collaborative work inside the EAU. This article is aimed to strengthen the standards in curriculum development and clearly describe the background of this new EAU official endourology protocol.

A Tribute to Katherine H. Taber, Ph.D., F.A.N.P.A.

A Tribute to Katherine H. Taber, Ph.D., F.A.N.P.A.

Schooling the Eye and Hand: Performative Methods of Research and Pedagogy in the Making and Knowing Project

What are historians doing in the laboratory? Looking back over six years of collaborative work, researchers of the Making and Knowing Project at Columbia University discuss their experience with hands-on reconstruction as a historical method. This work engages practical forms of knowledge-from pigment-making to metal casting-recorded in the BnF Ms. Fr. 640, an anonymous French manuscript compiled in the later sixteenth century. Bodily encounters with materials and processes of the past offer insights into the material and mental worlds of early modern artists and artisans, and train the eye in the interpretation of historical objects. At the same time, reconstruction contributes to the interpretation of the text: it is only by attempting to implement the instructions of practical or recipe literature that these texts can be understood as vehicles of emergent knowledge that only fully manifests itself in the doing. Overall, our approach to reconstruction mirrors that of the anonymous author-practitioner, who explored a wide range of techniques through experimenting and writing.

GLOBE 2020: The Latest Findings on Cultural Practices, Culture Change, and Leadership Ideals

The current phase of the GLOBE (Global Leadership and Organizational Behavior project) research project, titled GLOBE 2020 (globeproject.com), is in its third year as a major extension and expansion of almost 30 years of collaborative work conducted by the GLOBE research team. During the first GLOBE research program, conducted in the early to mid-1990s, we studied cultural values, cultural practices, and leadership ideals in 62 countries through surveys of over 17,000 middle managers (House, Hanges, Javidan, Dorfman, Gupta, 2004). In GLOBE 2020, our main focus is on cultural practices and leadership ideals through surveys of 300-500 middle managers in each of more than 100 countries with the support of a team of more than 280 researchers. In this symposium, we share the initial findings of this ongoing study, that may add value by sharing details on instrument development and translations procedures and initial insights on culture and leadership. Our study is unique in that it is among the largest multi-country academic studies ever attempted. The countries in this study account for 92% of world population and 98% of world GDP. The project uses an instrument that was validated in a six-country pilot test and has been scientifically translated into 51 languages.

Collaboration, Innovation, and Time: A Shared Journey Through Child Psychiatric Consultation in the School Setting.

About 20% of students in U.S. communities have diagnoses of emotional and behavioral disturbances. Even when mental health services are in place, students and teachers often struggle in the classroom. In this column, the authors describe a partnership with a public school system to provide collaborative, innovative support that also offered a novel training opportunity for child and adolescent psychiatry fellows. Over three years of collaborative work, the child psychiatry team (attending child psychiatrist and two child psychiatry fellows) offered direct clinical care and consultation in a school-based clinic. In later years, the team provided ongoing professional development and consultation to teachers, and the model was implemented districtwide. The authors describe challenges of engaging and working in the school setting, which call on key strengths of an effective partnership: communication, respect, and trust. The multiyear partnership offered a mutually beneficial experience for both educators and psychiatry trainees.

Validation of the endoscopic stone treatment step 1 (EST-s1): a novel EAU training and assessment tool for basic endoscopic stone treatment skills-a collaborative work by ESU, ESUT and EULIS.

The endoscopic stone treatment step 1 (EST s1) protocol has been developed after 2years of collaborative work between different European Association of Urology (EAU) sections. In this study, we added construct validity evidence to the EST s1 curriculum. The EST-s1 curriculum includes four standardized tasks: flexible cystoscopy, rigid cystoscopy, semi-rigid URS and flexible URS. Validation was performed during the annual 2016 EUREP meeting in Prague. 124 participants provided information on their endoscopic logbook and carried out these 4 tasks during a DVD recorded session. Recordings were anonymized and blindly assessed independently by five proctors. Inter-rater reliability was checked on a sample of five videos by the calculation of intra-class correlation coefficient. Task-specific clinical background of participants was correlated with their personal performance on the simulator. Breakpoint analysis was used to define the minimum number of performed cases, to be considered "proficient". "Proficient" and "Non-proficient" groups were compared for construct validity assessment. Likert scale-based questionnaires were used to test content and to comment on when the EST-s1 exams should be undertaken within the residency program. 124 participants (105 final-year residents and 19 faculty members) took part in this study. The breakpoint analysis showed a significant change in performance curve at 36, 41, 67 and 206s, respectively, corresponding to 30, 60, 25 and 120 clinical cases for each of the 4 tasks. EST-s1 was scored as a valid training tool, correctly representing the procedures performed in each task. Experts felt that this curriculum is best used during the third year of residency training. Our validation study successfully demonstrated correlation between clinical expertise and EST-s1 tasks, adding construct validity evidence to it. Our work also demonstrates the successful collaboration established within various EAU sections.

Большие данные в биоинформатике

Sequencing of the human genome began in 1994. It took 10 years of collaborative work of many research groups from different countries in order to provide a draft of the human DNA. Modern technologies allow sequencing of a whole genome in a few days. We discuss here the advances in modern bioinformatics related to the emergence of high-performance sequencing platforms, which not only contributed to the expansion of capabilities of biology and related sciences, but also gave rise to the phenomenon of Big Data in biology. The necessity for development of new technologies and methods for organization of storage, management, analysis and visualization of big data is substantiated. Modern bioinformatics is facing not only the problem of processing enormous volumes of heterogeneous data, but also a variety of methods of interpretation and presentation of the results, the simultaneous existence of various software tools and data formats. The ways of solving the arising challenges are discussed, in particular by using experiences from other areas of modern life, such as web and business intelligence. The former is the area of scientific research and development that explores the roles and makes use of artificial intelligence and information technology (IT) for new products, services and frameworks that are empowered by the World Wide Web; the latter is the domain of IT, which addresses the issues of decision-making. New database management systems, other than relational ones, will help solve the problem of storing huge data and providing an acceptable timescale for performing search queries. New programming technologies, such as generic programming and visual programming, are designed to solve the problem of the diversity of genomic data formats and to provide the ability to quickly create one's own scripts for data processing.

Decolonization of knowledge, epistemicide, participatory research and higher education

This article raises questions about what the word 'knowledge' refers to. Drawn from some 40 years of collaborative work on knowledge democracy, the authors suggest that higher education institutions today are working with a very small part of the extensive and diverse knowledge systems in the world. Following from de Sousa Santos, they illustrate how Western knowledge has been engaged in epistemicide, or the killing of other knowledge systems. Community-based participatory research is about knowledge as an action strategy for change and about the rendering visible of the excluded knowledges of our remarkable planet. Knowledge stories, theoretical dimensions of knowledge democracy and the evolution of community-based participatory research partnerships are highlighted.

Innovando el Practicum en educación social: experiencia de trabajo colaborativo a partir de sus protagonistas

La sociedad exige a la universidad la preparación de futuros profesionales que se van a incorporar al mundo laboral y en dicha formación el practicum asume una responsabilidad especial proporcionando a los estudiantes experiencias profesionalizadoras. Planificar y desarrollar el practicum en la titulación de Educación Social es tarea compleja porque la propia realidad profesional también lo es y porque implica una actividad interinstitucional e interdepartamental. En este artículo se presenta un proceso de innovación en el marco de la investigación-acción, que recoge cuatro años de trabajo colaborativo en el que han participado profesorado de universidad, profesionales de entidades socioeducativas colaboradoras con el practicum y estudiantes de la titulación. El propósito es compartir la experiencia, aportar sugerencias para la planificación del practicum y mostrar el valor del trabajo colaborativo interinstitucional e interdepartamental en la optimización de procesos formativos.

De maíz y de frijol: El paso de verbo final a verbo inicial en tepehuano del sureste (o'dam)

El texto o’dam (tepehuano del sureste) que analizamos a continuación es resultado del trabajo conjunto que hemos venido realizando durante los últimos cuatro años. El texto corresponde a una narración registrada en octubre de 2010 en la localidad de Tobaatam, ‘La Guajolota’, en Mezquital, Durango. La presentación del texto incluye transcripción en el alfabeto práctico, segmentación morfológica, glosado y traducción al español. En el estudio subrayamos la importancia que tiene la agricultura del maíz entre los o’dam, en relación con los grupos etnolingüísticos vecinos de la región histórico-cultural del Gran Nayar: huichol, cora, mexicanero y tepecano (lengua ya extinta). Además, mostramos que el tepehuano del sureste en la actualidad refleja características de una lengua de verbo inicial con ciertas correspondencias de lengua de verbo final.

Physical Layer Aspects of NG-PON2 Standards—Part 1: Optical Link Design [Invited

NG-PON2 is the industry's first multiple wavelength (per direction), standards-based passive optical network system that is compatible with power-split optical distribution networks. The physical media dependent layer recommendation (ITU-T G.989.2) is the result of over three years of collaborative work by members of the FSAN and ITU-T Study Group 15, Question 2 groups. This two-part paper provides the technical insight and rationales behind the recently approved standard. The first part of the paper focuses on optical link design topics, including the optical distribution network characteristics, wavelength plan, Raman fiber nonlinearity related degradation, and interchannel cross-talk tolerance. It also describes the wavelength-tuning capability of optical network units and its impact on the physical media dependent layer specification.

Space of teaching support and innovation: Three years of collaborative work

The Teaching Assistants of the Faculty of Psychology of the Autonomous University of Barcelona are a group of students that provide support to the teaching staff. Three years of collaborative work have demonstrated to be an effective method for the consecution of their duties. The results of two satisfaction surveys, one answered by the teaching staff and another by the same participating students, are analysed in this paper.

Quantifying the Impact of Atmospheric Deposition on the Biogeochemistry of Fe and Al in the Upper Ocean: A Decade of Collaboration with the US CLIVAR-CO2 Repeat Hydrography Program

The aerosol deposition of continental material and its partial dissolution in the surface ocean exerts an important control on the distribution of iron and other potentially limiting trace metal (TM) micronutrients in the open ocean. This dust deposition has implications for the regulation of global climate through the coupling of biolimiting TM cycles, marine productivity, and the global carbon cycle. Thus, it is important to determine the locations of dust deposition in the open ocean and to quantify the magnitude and subsequent dissolution of the dust. At present, there are too few dust deposition estimates and solubility measurements in the open ocean to adequately constrain this key source term in global biogeochemical models. While early sampling efforts were invaluable in highlighting the importance of TMs in regulating nutrient cycling and phytoplankton productivity in vast ocean regions, they lacked the spatial resolution and global coverage required to constrain model simulations and identify features that illuminate the processes controlling TM distributions. Starting in 2003, the US Climate Variability and Predictability (CLIVAR)-CO2 Repeat Hydrography Program provided an hour of ship time for dedicated TM sampling at every degree of latitude or longitude along selected cruise tracks. The principal goals for CLIVAR TM sampling were to produce a high-resolution dissolved iron (Fe) and aluminum (Al) data set with global coverage to better understand upper-ocean Fe biogeochemistry, determine patterns of atmospheric dust deposition based on surface dissolved Al levels, and improve our estimates of the fractional solubility of aerosol TMs using a dedicated shipboard aerosol sampling program. This paper describes recent advances in our understanding of dust deposition and the solubility of aerosol material resulting from 10 years of collaborative work under the US CLIVAR-CO2 Repeat Hydrography Program.