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One of the tasks required of most statistics researchers and academic faculty is to publish their innovative ideas in the peer‐reviewed literature. In this paper, we provide guidance about the different stages of the process as experienced authors and offer advice from those who hold the decision about the success or failure of these papers, namely the editors of applied statistics journals. The paper is organized into four sections focusing on the different stages of publishing: (1) Planning what to write about, where to submit and how to organize the paper; (2) The process of writing the paper; (3) Interpreting and responding to peer‐reviews from the journal editors and referees to prepare for resubmission; and (4) General comments about the publication process, including collaboration and mentoring. Each section starts with fundamentals provided by the moderators (C.A.C. and L.L.) on key aspects to consider on each topic and then is followed with discussion from some current and past editors of impactful journals in the field of applied statistics. Our hope is that this collection of insights may help accelerate learning about the process for young researchers and help all researchers to understand some of the important often‐unspoken aspects of the process. [ABSTRACT FROM AUTHOR]

The complexity of industrial challenges is emerging together with the exponentially developing information and communication technologies (ICT) that provide several implementation approaches for systems engineering. It is difficult for a single company to follow technological development and remain a pioneer in every topic. Still, the industrial challenges require experts in each technology. Therefore, collaboration among technology providers is an opportunity to gather all resources and competences needed for full delivery. A joint offering (JO) is a solution, that is, co‐created in collaboration between two or more actors that usually have complementary technological skills or value‐creation logics. A JO has several doubts relating to the use case (UC) in hand, the feasibility of the joint solution to be co‐created, the resources and skills needed to deliver the joint solution, the partners, the business value creation, the elements of the contract and the ownership of the outcome, just to mention a few. The Joint Offering Evaluation Framework (JOEF) uncovers these issues and supports decision‐making before the development of a JO starts. The JOEF comprises the Joint Offering Playbook and the Business Value Toolset (BVT). The Playbook offers seven viewpoints with checklists and tools for IT solution providers considering collaboration and co‐creation for a solution that they cannot deliver or sell alone. The BVT evaluates and illustrates the business value of a JO from the viewpoints of both creation and delivery, together with value capture and assessment. The JOEF was piloted with a digital twin (DT) UC from the pulp and paper industry. [ABSTRACT FROM AUTHOR]

This article introduces a team-based model of researchers in a specialty and investigates the manifestation of such teams in a specialty's literature. The proposed qualitative behavioral model, with its mathematical expression as a growth model, is significant because it simultaneously describes the two phenomena of collaboration and author productivity (Lotka's law) in a specialty. The model is nested: A team process models the creation of research teams and the success-breeds-success process of their production of articles, while at a lower level the productivity of authors within teams is also modeled as a success-breeds-success process. Interteam collaboration (weak ties) is modeled as random events. This simple growth model is shown to faithfully mimic six network metrics of bipartite article-author networks. The model is demonstrated on three example article collections from specialties that have a wide range of degree of collaboration: (a) a distance education collection with low collaboration degree, (b) a complex networks collection with typical collaboration degree, and (c) an atrial ablation collection with heavy collaboration degree. [ABSTRACT FROM AUTHOR]

As the field of ecology evolves, analyses synthesizing trends in key topics addressed over the decades can provide historical context for the development of novel theories and methods, identify "hot topics" over time, and guide future research directions. Such syntheses in a field that aims to diversify can also help quantify efforts to increase representation and authorship by underrepresented groups in STEM. To identify hot topics in ecology, we analyzed key themes in the top‐cited ecology papers in three two‐decade timeframes spanning 1960–2019. We also analyzed authorship trends (gender identity and nationality) in the top‐cited papers. We documented a shift from descriptive studies in single biological systems in the 1960–1970, to more synthesis‐based papers and studies discussing human impacts on the environment in the 1980–1990, while the 2000s were dominated by novel quantitative and macroecological approaches. The top‐cited papers were overwhelmingly from the United States and Europe, highlighting the need to make studies from across the globe more visible and accessible in the ecological literature. Finally, we detected a trend for more papers led by women authors, but a decline in papers with women last authors, indicating a need to retain women in leadership positions. Overall, our hot topics analysis highlights the expanding breadth and quantitative nature of ecology, but illustrates barriers to diversity in the perspectives represented in the top‐cited papers. [ABSTRACT FROM AUTHOR]

We have entered a paradigm-changing era in the way chemists innovate. Many fields, such as automotive engineering and particle physics, rely today on accurate simulation before experimentation. In recent years, chemistry has entered a new phase of chemical solution design powered by a rich set of physics-based and augmented intelligence capabilities. This talk will present select case studies illustrating some of our latest physics-based simulation technology for developing and optimizing OLED materials. We will also introduce an enterprise informatics platform (LiveDesignTM) focused on chemical discovery, enabling multidisciplinary teams to amplify their development cycle with collaboration on a global scale. [ABSTRACT FROM AUTHOR]

The consistent finding that internationally coauthored papers are more heavily cited has led to a tacit agreement among politicians and scientists that international collaboration in scientific research should be particularly promoted. However, existing studies of research collaboration suffer from a major weakness in that the Thomson Reuters Web of Science until recently did not link author names with affiliation addresses. The general approach has been to hierarchically code papers into international paper, national paper, or local paper based on the address information. This hierarchical coding scheme severely understates the level and contribution of local or national collaboration on an internationally coauthored paper. In this research, I code collaboration variables by hand checking each paper in the sample, use two measures of a paper's impact, and try several regression models. I find that both international collaboration and local collaboration are positively and significantly associated with a paper's impact, but international collaboration does not have more epistemic authority than local collaboration. This result suggests that previous findings based on hierarchical coding might be misleading. [ABSTRACT FROM AUTHOR]

This study presents results of an analysis of 1060 academic articles published in the Australian Journal of Agricultural Economics and the Australian Journal of Agricultural and Resource Economics from 1957 to 2015. Trends in research topics over time identified by the study include a decline in research on agricultural topics offset by growth in publications related to natural resources, the environment, trade, food and international development. Other trends include an increase in the average number of co-authors on each paper, a gradual increase in authorship by females, changes in the shares of top contributing institutions, increases in collaboration between institutions and a steady increase in the number of authors from outside Australia or New Zealand. [ABSTRACT FROM AUTHOR]

Introduction: In childhood intervention, parent–therapist collaboration is central to the family‐centred approach. Despite long‐standing discussion in occupational therapy literature, the field faces challenges, including inconsistent terminology and difficulties in translating theory into practice. This paper represents the first part of a comprehensive scoping review study aimed at developing foundational concepts for collaborative practices with parents in occupational therapy for children. Therefore, this paper focusses on mapping existing practices, types, and approaches articulated in the literature. Methods: We searched English‐language sources published worldwide from 1998 to 2022 discussing collaborative practices with parents in occupational therapy for children aged 0–10 with any diagnosis, including multidisciplinary practices. Seven databases were searched. Data from peer‐reviewed indexed literature, theses and dissertations, and book chapters were extracted and analysed through basic numerical and descriptive analyses before being synthesised into similar categories. The Joanna Briggs Institute Manual and the Preferred Reporting Items for Systematic reviews and Meta‐Analysis—extension for Scoping Reviews were used. Results: The scoping review yielded 299 papers. Parent–therapist collaboration was prominent in clinics, family homes, schools, and hospitals, particularly during therapy implementation, goal setting, and planning. Most reported practice types included 'interventions with parent engagement', 'parent‐directed interventions', and 'parent education'. 'Family‐centred', 'occupational‐focussed', and 'client–therapist collaborative' approaches were frequently mentioned. There were inconsistencies in the terms used to describe collaborative practice characteristics. Conclusion: Over the past 24 years, the collaborative practice literature has expanded and evolved, with parent–therapist collaboration observed across various occupational therapy settings. Inconsistencies in this collaboration across different therapeutic stages were revealed, which could impact intervention success and sustainability. Further research is needed to explore parent–therapist collaboration mechanisms within and across stages. This scoping review also underscores the need for a common framework to guide practice and research. PLAIN LANGUAGE SUMMARY: This literature review explores how occupational therapists and parents work together in childhood intervention. Collaboration is essential for understanding and meeting children's needs within their family and community settings. However, occupational therapists and parents face challenges in applying family‐centred practices and using a common language to bridge theory with practice. To address these challenges, we examined 299 papers published between 1998 and 2022 to understand how collaborative practices with parents have been described in the literature. Our review revealed that therapists and parents collaborate across various settings, such as clinics, schools, homes, and hospitals, mainly during therapy sessions, goal setting, and planning interventions. Collaborative practices take different forms. For instance, therapists often encourage parents to actively engage and take the lead in therapy, requiring therapists to recognise and respect parents' priorities and learning preferences. They often develop strategies together to support the child within family routines. While we found several studies on therapist–parent collaboration, the review outlined inconsistencies in how this practice was described and applied, which could affect its success. Therefore, more research is needed to understand the best ways in which collaboration can occur at each stage of therapy. The need for a core guideline for collaborative practice with parents in occupational therapy was also observed. While therapist–parent collaboration is used in occupational therapy for children, there is a clear need to minimise inconsistencies and gaps found in the literature, as well as to ensure a common language to promote intervention quality and success. [ABSTRACT FROM AUTHOR]

Introduction: In occupational therapy for children, collaborative practice with parents is crucial for meaningful family‐centred interventions, yet it remains undefined and inconsistently addressed. This study aimed to establish foundational concepts for collaborative practice with parents in occupational therapy for children in progressing the field with a universal description. Methods: This paper encompasses the second dataset of a larger scoping review and a preliminary validation of findings by an advisory panel. Data were gathered from indexed sources on collaborative practice with parents in occupational therapy for children (ages 0–10) using MedLine, PsychInfo, ERIC, Embase, OTSeeker, Scopus, and ProQuest Central. Data were extracted, charted, and descriptively analysed by paired independent reviewers. The Joanna Briggs Institute Manual and the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis—extension for Scoping Reviews were used. A draft definition of collaborative practices, developed based on preliminary review findings and an operational definition, was validated by an advisory panel of 13 experienced Australian occupational therapists, whose input was integrated into a final, comprehensive description of collaborative practice. Results: The scoping review encompassed 299 sources, revealing three major components of collaborative practice: 'collaborative practice aims', 'parent–therapist partnership', and 'strategies for collaboration'. The advisory panel endorsed the draft definition, confirmed its professional relevance, and suggested some modifications. Conclusion: The major outcome of this study is an evidence‐based and discipline‐specific preliminary description of collaborative practice with parents in occupational therapy for children. This description provides a common language and foundational concepts for the future development of a collaborative practice framework to guide practice and research. Future studies can explore specific components, exploring their mechanisms and significance. Further expanded validation is required, incorporating the perspectives of a wider community of occupational therapists and families to enhance the description's applicability. PLAIN LANGUAGE SUMMARY: In occupational therapy for children, collaboration between parents and occupational therapists has been long acknowledged as important in the occupational therapy literature. It is an essential shift away from practices led by professionals to a practice that encourages parents to be engaged therapy partners. However, there has been little consistency in terms of a definition or description of collaborative practice and in what parts of therapy collaboration is used. To develop a draft definition of collaborative practice, we extracted relevant information from 299 papers between 1998 and 2022. Then, an advisory panel of 13 experienced Australian occupational therapists validated and enhanced our final description of collaborative practice. The data from the review was grouped into three major components of collaborative practice: 'collaborative practice aims', 'parent–therapist partnership', and 'strategies for collaboration'. The advisory panel confirmed the draft definition and its relevance and suggested some modifications, which were used to refine the description. The major outcome of this study is a preliminary description of collaborative practice with parents in occupational therapy for children that is based on the research evidence. This description provides a common language and foundational concepts for the future development of a collaborative practice framework to guide practice and research. Future studies are needed to explore specific components of collaborative practice, their relevance, and how they operate in practice. Further validation of the collaborative practice description is needed that would incorporate the perspectives of parents, families, and a wider community of occupational therapists to enhance the description's applicability. [ABSTRACT FROM AUTHOR]

ABSTRACT This paper describes a collaboration between Wilyakali Indigenous Custodians and a group of archaeologists. This collaboration has generated a shared and integrated understanding of the cultural landscape, Ancestral Creation Histories, and archaeology of the Broken Hill region of western New South Wales. The Broken Hill landscape is ancient beyond imagination, and complex geological processes/Creation Histories have resulted in distinctive landscape features and resources including quartz suitable for stone artefact manufacture. Wilyakali stone knappers employed specialised and varied technological processes to overcome the diverse and sometimes intractable nature of the quartz material, resulting in efficient use of this local stone resource. Wilyakali interpret the Country through their knowledge of the travelling sacred Bronzewing Pigeon and its creation of landscape features and resources such as quartz and water. Empirical archaeological data complement traditional knowledge, with the two ways of knowing coming together to reconstruct a nuanced interpretation of the cultural landscape. This shared narrative has had ongoing and inter‐generational benefits to the Wilyakali people, with knowledge communicated to younger generations by Elders, enabling them to interpret both the archaeology and Ancestral Creation Histories with confidence. This paper also highlights the inconsistent recognition of Indigenous ways of knowing and connection in Aboriginal cultural heritage assessments in the region. [ABSTRACT FROM AUTHOR]

Introduction Objective Design Findings Discussion Conclusions Disparities in the health of Indigenous people and in the health of rural populations are well described. University Departments of Rural Health (UDRHs) in Australia are federally funded under a program to address ongoing challenges with health workforce distribution for rural and remote areas. They have a significant role in research in regional, rural and remote areas, including research related to Indigenous health. However, a comprehensive analysis of their contributions to original Indigenous health related to Indigenous health is lacking.This study examines the contributions of UDRHs to Indigenous issues through analysis of publications of UDRHs focused on Indigenous health during the period 2010–2021.This paper examines a database of UDRH Indigenous‐related publications from 2010 to 2021.A total of 493 publications to which UDRHs contributed were analysed, including 354 original research articles. Health services research was the most common category, followed by epidemiology and papers exploring Indigenous culture and health. While health services research substantially increased over the period, the numbers of original research papers specifically focused on Indigenous workforce issues, whether related to Indigenous people, students or existing workforce was relatively small.This broad overview shows the nature and trends in Indigenous health research by UDRHs and makes evident a substantial contribution to Indigenous health research, reflecting their commitment to improving the health and well‐being of Indigenous communities.The analysis can help direct future efforts, and future analyses should delve deeper into the impact of this research and further engage Indigenous researchers. [ABSTRACT FROM AUTHOR]

Introduction: It is now widely recognised that engaging consumers in research activities can enhance the quality, equity and relevance of the research. Much of the commentary about consumer engagement in research focuses on research processes and implementation, rather than dissemination in conference settings. This article offers reflections and learnings from consumers, researchers and conference organisers on the 12th Health Services Research Conference, a biennial conference hosted by the Health Services Research Association of Australia and New Zealand (HSRAANZ). Method: We were awarded funds via a competitive application process by Bellberry Limited, a national not‐for‐profit agency with a focus on improving research quality, to incorporate consumer engagement strategies in conference processes and evaluate their impact. Findings: Strategies included consumer scholarships, a buddy system, designated quiet space and consumer session co‐chairs; the reflections explored in this paper were collected in the funded, independent evaluation. Our insights suggest a need for more structured consumer involvement in conference planning and design, as well as the development of specific engagement strategies. Conclusion: To move toward active partnership in scientific conference settings, our experience reinforces the need to engage consumers as members in designing and conducting research and in presenting research and planning conference content and processes. Public Contribution: Consumer engagement in research dissemination at conferences is the focus of this viewpoint article. Consumers were involved in the conception of this article and have contributed to authorship at all stages of revisions and edits. [ABSTRACT FROM AUTHOR]

Collaboration is strongly promoted as an effective means for cities to respond to climate change. While collaboration is perceived to offer opportunities to progress climate action in cities, little is known about how collaboration can enable low‐carbon transformation in practice. Furthermore, while collaboration is largely framed as a positive endeavour, there is a need to more carefully explore the challenges and barriers that may arise. This paper explores the aims, processes, and outcomes of collaboration within urban climate governance. Drawing on a policy review and semi‐structured interviews, we present empirical findings from the case study of Hong Kong. This paper identifies three types of collaboration that are structured by regulations, oriented to policy goals, and emerge as everyday practices within the governance of climate change and the energy system. The forms of collaboration challenge the assumptions that collaboration always brings positive outcomes in mobilising action for climate change. While collaboration opens up different modes of governance within cities, the paper highlights significant barriers in terms of the diverse roles of actors, ongoing power imbalances, and shifting governance spaces for intervention. Given the prevailing interest in working together, it is critical to review carefully how collaboration facilitates cities to achieve their climate goals and create momentum for action. The paper explores the opportunities and challenges of collaborative climate governance. It draws on a case study of Hong Kong and identifies three modes of collaborative climate and energy governance: regulatory, consensual, and participatory. The paper challenges the assumption that collaboration brings positive outcomes for action on climate change and offers new insights into potential barriers for climate action in cities. [ABSTRACT FROM AUTHOR]

This paper aims to improve knowledge about the main factors influencing firm environmental commitment, by examining empirically the relationship between public support for R&D for small and medium enterprises (SMEs) and their investment in environmental protection. The empirical analysis was developed using a sample of 1594 Spanish firms, and a binary logistic regression to evaluate the existence of dependency relationships between the analyzed variables. The results show that those companies receiving direct funding from local public entities and those collaborating with research centers and universities, invest more in environmental actions to protect the natural ecosystem. The paper contributes to the academic literature by analyzing the main factors that influence the SMEs environmental commitment. Moreover, showing practitioners and policy makers the effectiveness of different types of financial support depending on the origin of the funds and the form of action taken; showing managers the advantages of collaborating with public administrations, as well as with other research organizations, to obtain better ECSR results. [ABSTRACT FROM AUTHOR]

Creating effective teamwork between humans and robots involves not only addressing their performance as a team but also sustaining the quality and sense of unity among teammates, also known as cohesion. This paper explores the research problem of: how can we endow robotic teammates with social capabilities to improve the cohesive alliance with humans? By defining the concept of a human–robot cohesive alliance in the light of the multidimensional construct of cohesion from the social sciences, we propose to address this problem through the idea of multifaceted human–robot cohesion. We present our preliminary effort from previous works to examine each of the five dimensions of cohesion: social, collective, emotional, structural, and task. We finish the paper with a discussion on how human–robot cohesion contributes to the key questions and ongoing challenges of creating robotic teammates. Overall, cohesion in human–robot teams might be a key factor to propel team performance and it should be considered in the design, development, and evaluation of robotic teammates. This paper defines the concept of a human–robot cohesive alliance in light of the multidimensional construct of cohesion from the social sciences, i.e. social, collective, emotional, structural and task. It proposes a new framework to design, develop and evaluate robotic teammates with social capabilities to improve the cohesive alliance with humans. [ABSTRACT FROM AUTHOR]

Background: Informal care features high on the policy agenda of many countries to deal with workforce shortages. As a consequence, care provision increasingly takes place in the care triad of care recipients, informal caregivers and care professionals. How collaboration between care partners takes shape depends on how the different partners perceive this collaboration. This paper aims to investigate the relative importance of the different aspects of collaboration from the perspectives of care recipients, informal caregivers and care professionals in the context of the care for older persons in The Netherlands. Methods: Using Q‐methodology, 32 participants ranked 28 statements that reflect different aspects of collaboration in the care triad and explained their ranking during a follow‐up interview. Participants comprised 9 older persons, 10 informal caregivers and 13 care professionals. Data were analysed using by‐person factor analysis to identify common patterns in the rankings of the statements. Emerging patterns were interpreted and described as views on collaboration using aggregated rankings and qualitative data from the interviews. Results: Five distinct views on collaboration were found: (1) Emphasizing warm collaboration, (2) trusting care professional's expertise, (3) open and compassionate care professionals, (4) responsive decision‐making by autonomous care professionals and (5) prioritizing care recipient's and informal caregiver's interests. Care recipients and/or informal caregivers were associated with views 1, 3 and, 5, whereas care professionals were associated with all five views. Conclusions: Our study highlights the importance of recognizing the potential diversity of views between and within different partner groups in care triads. Governmental and organizational policy makers, as well as healthcare professionals who aim to increase or support the involvement of informal caregivers, should take this heterogeneity into consideration. Patient or Public Contribution: An advisory board of older persons (care recipients and informal caregivers) was involved in the recruitment of the participants, the formulation of the statements and the reflection on the findings of the study and potential implications. [ABSTRACT FROM AUTHOR]

Problem: An important aspect of the work that takes place in and across our Aboriginal Health and Ageing research group is about building partnerships between Aboriginal and Torres Strait Islander peoples and non‐Indigenous people. Partnerships are created between colleagues and co‐researchers as well as with community Elders, Aboriginal community‐controlled organisations, community groups and associations and individuals. Setting: To fully realise this has required an introspective look at the way we function as a team of Aboriginal researchers and non‐Indigenous researchers working together. It has challenged us to explore and determine our shared visions and shared outcomes and to develop strong, enduring and authentic partnerships by putting culture at the centre of everything we do. Key measures for improvement: This wisdom‐led approach has fostered the development of a shared narrative about research WITH Aboriginal and Torres Strait Islander communities and a shared language of research collaboration. Strategies and effects of change: This paper aims to provide an opportunity to reflect on the key elements of co‐design which have underpinned our work together across cultures both within team and within community. Lessons learnt This paper will provide lived examples of the co‐design and co‐creation process utilised by our team in working with community. It will further share a model which underpins these experiences. It provides a framework to refer to and reflect upon, which commits to working with shared respect, shared meaning, shared knowledge and an enriched experience of collaboratively working and walking and learning together. [ABSTRACT FROM AUTHOR]

This is Paper 1 in a 27‐paper series on the history of the development of the Woodward‐Hoffmann rules, also known as the Principle of Conservation of Orbital Symmetry. In addition to presenting an outline of this series, this manuscript provides a short overview of the chemical problem eventually solved by the Woodward‐Hoffmann rules. [ABSTRACT FROM AUTHOR]

Interdisciplinary teams are on the rise as scientists attempt to address complex environmental issues. While the benefits of team science approaches are clear, researchers often struggle with its implementation, particularly for new team members. The challenges of large projects often weigh on the most vulnerable members of a team: trainees, including undergraduate students, graduate students, and post‐doctoral researchers. Trainees on big projects have to navigate their role on the team, with learning project policies, procedures, and goals, all while also training in key scientific tasks such as co‐authoring papers. To address these challenges, we created and participated in a project‐specific, graduate‐level team science course. The purposes of this course were to: (1) introduce students to the goals of the project, (2) build trainees' understanding of how big projects operate, and (3) allow trainees to explore how their research interests dovetailed with the overall project. Additionally, trainees received training regarding: (1) diversity, equity & inclusion, (2) giving and receiving feedback, and (3) effective communication. Onboarding through the team science course cultivated psychological safety and a collaborative student community across disciplines and institutions. Thus, we recommend a team science course for onboarding students to big projects to help students establish the skills necessary for collaborative research. Project‐based team science classes can benefit student advancement, enhance the productivity of the project, and accelerate the discovery of solutions to ecological issues by building community, establishing a shared project vocabulary, and building a workforce with collaborative skills to better answer ecological research questions. [ABSTRACT FROM AUTHOR]

Socio‐ecological research collaborations between artists, natural and social scientists, and with the humanities more broadly, have increased significantly in recent years. This has been aided by increased investment by funding bodies such as UK Research and Innovation and others internationally in projects designed to encourage cross‐disciplinary partnerships.Within socio‐ecological research and beyond it, despite some success stories, there is still a lack of awareness in 'the sciences' regarding how 'the arts' undertake their own forms of enquiry into the world. Further, different terminology and language used by different disciplines can cause confusion and misunderstanding, potentially leading to a reluctance to work collaboratively.In this paper, we discuss diversity within the arts as a discipline and seek to clarify various terminologies being used in both the arts and sciences to characterise joint working in research projects.Drawing on a series of semi‐structured interviews and a workshop with artists and natural and social scientists with experience of collaboration in socio‐ecological research, we compare understandings and expectations and reflect on the implications for funding bodies, institutions, artists and scientists which are widely applicable across different research contexts. Read the free Plain Language Summary for this article on the Journal blog. Read the free Plain Language Summary for this article on the Journal blog. [ABSTRACT FROM AUTHOR]

This paper explores possibilities for collaboration between two companies that share interest in a System of Systems (SoS). Although traditional architectural frameworks and standards are applicable, there has been little work presented of how they can be used for collaboration by a practician. As a response to harmonize use of words for an SoS in relationship to standardized set of definitions an INCOSE Work Group project developed a proposal for an ontology that could support collaboration in the context of directed SoS and acknowledged SoS. This ontology is evaluated in the paper, first by a mapping of terms used in product development to test the ontology terms. Then the ontology is further explored with an example of how it could be used in architecture work in relation to directed SoS, specifically from a system safety aspect. [ABSTRACT FROM AUTHOR]

Abstract The Virtual Constructing Tool (VCT) was developed at the Nijmegen School of Management in 1998. The VCT is intended to facilitate the process of writing group papers through the use of construction and communication tools and is based completely on the Internet. The VCT allows a paper to be structured by means of hyperlinking and cooperation between students. Students are allowed to divide tasks, but they are held responsible for the quality of the arguments in the paper as a whole. They are invited to spend time in dealing with validity claims and in building a valid train of thought. Producing a group paper includes four interrelated working processes: exploring the subject, exchanging information, arguing and discussing and editing. Hyperlinking offers a contribution in each of these processes which varies from associative linking of pieces of information to strengthening linear structuring. Therefore, a different perspective has been taken to that of those authors who consider hyperlinking as a tool par excellence for the nonlinear production of information. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results Discussion Conclusion Stakeholders working on the COVID‐19 pandemic response needed access to evidence, requiring a systematic approach to identify and disseminate relevant research.Outline the stages of development of a COVID‐19 Literature Digest; demonstrate the impact the Digest had on decision‐making and knowledge gain; identify the lessons learned.A standardised process was developed to identify and select papers. The main sources for content were PubMed, bioRxiv and medRxiv. A shared EndNote library was used to deduplicate and organise papers. Three user surveys obtained feedback from subscribers to determine if the Digest remained valuable, and explore the benefits to individuals.40–60 papers were summarised each week. 211 Digests were produced from March 2020 to March 2022, with around 10,000 papers included altogether. Survey results suggest benefits of the Digest were gaining new knowledge, saving time and contributing to evidence‐based decision making.Digest procedures constantly evolved and were adapted in response to survey feedback. Lessons identified: learn from failure, communication is key, measure your impact, work collaboratively, reflect and be flexible.The Digest was successfully produced within the limits of available resource. The learning from this Digest will inform evidence monitoring, selection and dissemination for future health crises. [ABSTRACT FROM AUTHOR]

In this paper, we explore a concept of exercise design within emergency management competence development. The paper presents recommendations for exercise design aspects that may be suitable for gaining collaboration skills and knowledge that responders need in unknown events of high complexity. This study explores the practice of tabletop exercises with complex scenarios that engage participants to discover organizational roles and responsibility division in collaborative action. Empirically, we base our analysis on maritime search and rescue nuclear preparedness exercises in the Arctic seas. We focus on elements that are essential for learners to increase their knowledge of operational complexity and collaborative performance, including understanding one's own and others' roles and responsibilities, formation of interagency teams, their boundaries and interaction between authorities and levels, mutual recognition of risks and learning about resource capacities and their limitations. The study draws conclusions on aspects that are critical for designing emergency management tabletop exercises, in particularly discussions in mixed groups for interpretative learning; own practice reflection for integrative learning; formulating general collaborative competence objectives, and complexity and realism of scenarios. [ABSTRACT FROM AUTHOR]

This special section, titled "From the Field to the Screen: Reflexivity and collaboration in Visual and Multimodal Contemporary Practices," presents a collection of papers that explore the challenges, opportunities, and ethical considerations inherent in reflexive and collaborative practices within ethnographic visual and multimodal research. Drawing from diverse methodologies and approaches, the papers delve into topics such as autobiographical storytelling, virtual reality, sensory experiences, and archival‐based filmmaking. Through critical reflections and case studies, the section aims to provoke dialogue and reflection on the complex intersections of reflexivity and collaboration in visual anthropology. It addresses the challenges and pitfalls of producing visual and multimodal ethnographic data beyond film through a multilayered analysis that conveys ethical, aesthetic, and methodological implications. Each paper invites readers to engage with innovative methods and perspectives that complicate research processes—from design to dissemination—contributing to contemporary debates in visual and multimodal anthropology with implications for audiences beyond the discipline. [ABSTRACT FROM AUTHOR]

Site selection processes whereby companies choose a location for an expansion or relocation have changed substantially over the past several decades. One key shift has been the emergence of collaboration among both individual economic developers and cooperation among the communities they represent. The rise in collaborative practices has also been increasingly reflected in the contemporary economic development literature outside the discipline of geography. The aim of this paper is to provide an overview of economic development studies of collaboration and then to suggest ways that geographers might use concepts from that scholarship to inform and extend the limited number of studies exploring site selection practices. The paper begins by offering a context for the emergence of collaboration trends by highlighting the ways that information asymmetry in site selection processes create a demand for greater collaboration among industry practitioners. It then turns to an overview of the burgeoning literature on collaboration that has evolved over the last decade in the interdisciplinary scholarship on economic development. Next, the paper shifts to a discussion of the ways that geographers might use the literature on collaboration to inform studies of site selection, specifically focusing on geographic scale and research on site selection consultants as possible areas for future investigation. The article concludes by arguing that studying collaboration in the context of geographies of site selection holds the potential for greater insights into the broader outcomes of economic development. [ABSTRACT FROM AUTHOR]

Abstract Many researchers see the potential of wireless mobile learning devices to achieve large-scale impact on learning because of portability, low cost, and communications features. This enthusiasm is shared but the lessons drawn from three well-documented uses of connected handheld devices in education lead towards challenges ahead. First, ‘wireless, mobile learning’ is an imprecise description of what it takes to connect learners and their devices together in a productive manner. Research needs to arrive at a more precise understanding of the attributes of wireless networking that meet acclaimed pedagogical requirements and desires. Second, ‘pedagogical applications’ are often led down the wrong road by complex views of technology and simplistic views of social practices. Further research is needed that tells the story of rich pedagogical practice arising out of simple wireless and mobile technologies. Third, ‘large scale’ impact depends on the extent to which a common platform, that meets the requirements of pedagogically rich applications, becomes available. At the moment ‘wireless mobile technologies for education’ are incredibly diverse and incompatible; to achieve scale, a strong vision will be needed to lead to standardisation, overcoming the tendency to marketplace fragmentation. [ABSTRACT FROM AUTHOR]

Companies are increasingly focused on driving the adoption of nature‐based solutions across their organizations. Yet, implementing nature‐based solutions within existing regulatory frameworks poses a unique set of challenges. In this paper, we present three nature‐based solution case studies from The Dow Chemical Company and The Nature Conservancy's nearly 10‐year collaboration. In the first case study, we focus on the potential benefits of reforestation to support the state's air quality improvement efforts. Ultimately, federal and state authorities did not approve of the reforestation project. Following this early setback, the collaboration team developed a suite of science‐based tools that could be used to better advocate for government approval for the implementation of nature‐based solutions. In the second case study, we highlight how one of these tools, the Ecosystem Services Identification & Inventory Tool, was used to improve communications about the benefits of nature‐based solutions with regulatory agencies. In this case, Dow ultimately received approval for the restoration of a wetland to remediate an existing ash pond. Finally, the third case study highlights how engaging the right expertise through collaboration between the private sector and conservationists can improve land management strategies. Overall, this paper emphasizes the importance of robust conservation science, tools and expertise, and thoughtful collaboration as necessary means of driving the adoption of nature‐based solutions both within a company and by its regulating entities. Integr Environ Assess Manag 2022;18:74–81. © 2021 SETAC KEY POINTS: This paper emphasizes the importance of robust conservation science, tools and expertise, and thoughtful collaboration as necessary means of driving the adoption of nature‐based solutions both within a company and by their regulating entities. [ABSTRACT FROM AUTHOR]

In this paper, I examine how collaboration can yield new insights into inquiries of legal geography and transform the ways that legal work is carried out. Drawing on feminist methodologies, I put forward feminist legal collaboration – a method and praxis – through which legal geographers can address the everyday manifestations and contestations of power in relation to law and space, while at the same time build alliances with people whose (legal) rights are currently contested. I reflect on my experiences of doing everyday collaborative work with legal practitioners, activists, and forced migrants at community centres in Denmark. Through two empirical examples of legal collaboration, I show how collaboration offers insights into migration law and legal procedures that are impossible to gain from just reading the law. The process of collaborating can teach us about the politics in law and reveal political possibilities within these socio‐legal spaces. We might think of feminist legal collaboration as a method and praxis that takes place through direct engagement with the law and legal practices in order to co‐produce knowledge and radically reconfigure existing approaches to legal counselling. The feminist legal collaborative approach, which I put forward here, is not limited to research on the legal geographies of (forced) migration. Rather, I imagine that feminist legal collaboration can be used in relation to different legal issues, grounded in the local empirical context(s) and attending to the needs and injustices on the ground. This paper examines how feminist collaboration as a method and praxis can contribute new insights into the field of legal geographies. [ABSTRACT FROM AUTHOR]

Background: Collaboration between therapists and parents of children with developmental disabilities is a key element of family‐centred care. In practice, collaboration appears to be challenging for both parents and therapists. This systematic review aims to make explicit how therapists can optimise their collaboration with parents of young children with developmental disabilities, according to the perspectives of parents and therapists. Methods: A systematic review was conducted using the following databases: Medline (PubMed), CINAHL (OVID) and PsychINFO (OVID). Those papers were selected, which focused on collaboration using a two‐way interaction between therapists and parents, exploring the perspectives of therapists and/or parents of children between 2 and 6 years. Papers needed to be published in English or Dutch between 1998 and July 2021. Included papers were synthesised using a qualitative analysis approach by two researchers independently. Results sections were analysed line‐by‐line, and codes were formulated and discussed by all authors. Codes were aggregated, resulting in a synthesis of specific collaboration strategies in combined strategy clusters. Results: The search generated 3439 records. In total, 24 papers were selected. Data synthesis resulted in an overview of specific strategies organised into five clusters: (1) continuously invest time in your collaboration with parents, (2) be aware of your important role in the collaboration with parents, (3) tailor your approach, (4) get to know the family and (5) empower parents to become a collaborative partner. Conclusions: This systematic review resulted in an overview of concrete strategies for therapists to use in their collaboration with parents of children with developmental disabilities. The strategies formulated enable therapists to consciously decide how to optimise their collaboration with each individual parent. Making these strategies explicit facilitates change of practice from therapist‐led and child‐centred towards family‐centred care. [ABSTRACT FROM AUTHOR]

East African universities are confronted with new opportunities and challenges in responding to societal demands while also handling a growing number of students. Thus, they face challenges in offering quality education due to limited learning resources; outdated pedagogical approaches and teaching and learning practices; and inadequate skills in information and communication technology (ICT). This study is part of an effort to transform university education towards better responding to these educational challenges by providing insights into the existing traditions, practices and resources. The research is an explorative qualitative investigation of students' study practices, emphasising the role and use of ICT: How do students employ ICT in their study practices and what challenges do they face in doing so? The investigation is based on activity theory and the idea that an activity analytically may be divided into three levels: the overall motive, specific goals and the conditions for achieving these goals. This hierarchical structure inspired the data collection approach. Three workshops were conducted with 11 students from three different programmes: computer science (BSc + MSc), business and development studies (BA) and education (BA + MA). The workshops focused on (1) tools and spaces, (2) tasks and collaboration, and (3) aims and visions, reflecting the activity hierarchy. Data were generated using photovoice, presentations and discussions based on the students' photos. The paper applies thematic analysis to identify some of the main issues within each level of analysis: the importance of access to WiFi and electricity; smartphones as the most frequently used tools by students. Tasks are primarily curriculum directed, and different forms of productive collaboration are used; students are dedicated to pursuing their professional careers, but personal strategies and care for the community also feature in their overall aims and visions. This study shows that transforming education entails more than developing strategies and implementing new tools; it involves creating insights into existing practices and giving voice to all stakeholders, including students. Practitioner notesWhat is already known about this topic The pedagogical approach in higher education must change to enhance the employability of university graduates.Implementing change using ICT is rather difficult and requires a systematic and participatory approach.Higher education institutions in the Global South are resource constrained in delivering quality education.What this paper adds An in‐depth understanding of the actual conditions of students' study practices.Practical problems, such as access to WiFi, power and other tools, have an organising impact on students' actual study practices and when and where these practices occur.Using activity theory and photovoice to organise and engage students in providing insights into their study practices.Implications for practice and/or policy Transforming education requires a profound understanding of students' study practices.Access to power and WiFi are basic tools, not add‐ons—that is, not things which are 'nice to have' but 'must‐haves'.The research findings can be used to involve and engage all stakeholders in change processes. [ABSTRACT FROM AUTHOR]

This paper presents an implementation of Connected Spaces (CxS)—an ambient help seeking interface designed and developed for a project‐based computing classroom. We use actor network theory (ANT) to provide an underutilized posthumanist lens to understand the creation of collaborative connections in this Computational Action‐based implementation. Posthumanism offers an emerging and critical extension to sociocultural perspectives on understanding learning, by pushing us to decenter the human, and consider the active roles that human and non‐human entities play in learning environments by actively shaping each other. We analyse how students in this class adjusted their help‐seeking and collaborative habits following the introduction of CxS, a tool designed to foster (more inter‐group) collaboration. ANT proposes generalized symmetry—a principle of considering human, non‐human and more than human entities with equivalent and comparable agency, leading to describing phenomena as networks of actors in different evolving relationships with each other. Analysing collaborative interactions as fostered by CxS using an ANT approach supports design‐based research—an iterative design revision process highlighting understandings about design as well as learning—by providing a temporal and informative lens into the relationship between actors and tools within the environment. Our key findings include a framing of technologies in classrooms as bridging agentic gaps between students and becoming actors engaging in different behaviours; learners enacting new agencies through technologies (for instance a more comfortable non‐intrusive help seeker), and the need for voicing and teachers to connect help networks in CxS equipped classrooms. Practitioner notesWhat is already known about this topic Collaborative learning is a valuable skill and practice; opportunities to mentor others are critical in empowering minoritized learners, especially in STEM and computing disciplines.School norms solidify a power and expertise hierarchy between teachers and learners and fail to productively support learners in learning from each other.Additionally, lack of awareness about peers' knowledge is a common hindrance in students knowing who to ask for help and how.What this paper adds An example of a designed interface called Connected Spaces with potential to foster more inter‐student collaboration, especially outside of mandated within‐group collaboration—in the form of cross‐group help seeking and help giving.A design based research study using actor network theory highlighting the limitations of Connected Spaces in sparking notable behaviour change among students by itself but being retooled as a teacher support tool in enabling cross‐group collaborations.Presenting conceptions of collaboration through technologies as bridging agentic gaps and acting with new agencies in performing help‐seeking related actions.Provoking the idea of testing emerging technologies in classrooms along with sharing our analyses and reflections with the classroom as a key idea in computing education—surfacing the gap between designed intentions and the different kinds of extra social work needed in the on‐ground success of different technologies.Implications for practice and/or policy Designers and researchers should create and test more interfaces alongside teachers across different classrooms and contexts aimed at supporting different kinds of voluntary collaborative interactions.Curricula, standards and school practices should further center providing students with opportunities to engage as mentors and build communities of learning across disciplines to empower minoritized students.Researchers engaging in design based research should consider using more posthumanist lenses to examine educational technologies and how they affect change in learning environments. [ABSTRACT FROM AUTHOR]

Social informatics' past, present and future were the focus of the 8th annual SIG/SI Research Symposium at the 2012 ASIS&T Annual Meeting, with presenters from Europe, Canada and the United States. Papers on the past of social informatics explored its roots in the early 1980s and its domain organization reflected through bibliometric analysis. Current research topics described the influence of information and communication technologies as a contextual element that shapes experience and social interaction, knowledge sharing across boundaries in online communities and studying subjectivity in Web 2.0 research collaborations through Q methodology. Presenters considered the future of social informatics in terms of the influence of information and communication technologies on the economic order, aspects of information practice that demand attention and topics and frameworks for further research. Best paper awards were given for studies on evolving digital rights and urban immigrants' information tactics. Through the symposium and interaction with other SIGs, researchers were encouraged to take a broad view of social informatics to better understand its lessons, influences and future directions. [ABSTRACT FROM AUTHOR]

The use of multi‐sensory data collection tools with children in special and inclusive education is increasing in popularity. Many studies in this area have highlighted the potential for photography, drawings and other visual data collection methods to capture children's perspectives on inclusive practice. However, these tools are likely to be less successful in generating accurate findings if the data arising from them are not effectively interpreted by the researcher. There is a need to highlight appropriate ways to involve child participants as collaborators throughout the research process, with the aim of better accessing the understandings contained in multi‐sensory data collected from children as participants. This paper presents and explores the findings from an empirical participatory study, piloting a multi‐sensory research approach involving children identified with Special Educational Needs and/or Disabilities (SEND) in an English primary school. 'Research conversations' were found to be a highly appropriate way of ensuring that important multi‐perspective understandings contained in visual forms of data are better accessed by the researcher, highlighting the importance of involving child participants as collaborators in an iterative analysis process. [ABSTRACT FROM AUTHOR]

This paper examines the challenges posed to third sector organizations by major external crises that from time to time beset national and global communities. In so doing, it unpacks the multiple characteristics and complexities of concepts and related issues involved in organizational crisis management and resilience. This reveals the importance of shared sensemaking, issue identification, response types and implementation, organizational coping and adaptation, exploiting strategic opportunities, and conditioners of organizational resilience. Related insights are drawn from selected empirical studies involving non‐profit organizational crisis responses to a range of major crisis events. Accountability and management control implications are induced, and a relevant ongoing agenda for accounting research is presented. [ABSTRACT FROM AUTHOR]

Copyright of Infant Mental Health Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Transitioning from linear to circular production systems requires interactions that include cross‐sectoral collaboration in networks. Understanding the role of collaboration within these networks can support the transition to a circular economy. To understand cross‐sectoral collaborative endeavors, this paper develops a collaboration framework for circular economy by combining and interlinking three theories: the relational view, open innovation, and dynamic capabilities. The framework is applied to the Circle‐House‐Project, a cross‐sectoral collaborative project aimed at scaling circular economy in the Danish construction sector. The explorative data included desk research and 15 semistructured interviews with expert project partners. The findings were transcribed, structured, coded, condensed, and categorized to provide an illustrative case based on a lighthouse project in the construction sector, affording a novel understanding of how cross‐sectoral collaboration can support advancing circular economy practices by developing knowledge‐sharing routines and ecocentric dynamic capabilities. The paper provides insights for academics and practitioners from a broad field by combining diverse interdisciplinary perspectives to unlock the potential of cross‐sectoral collaboration for advancing circular economy. [ABSTRACT FROM AUTHOR]

This exploratory paper highlights how problem‐based learning (PBL) provided the pedagogical framework used to design and interpret learning analytics from Crystal Island: EcoJourneys, a collaborative game‐based learning environment centred on supporting science inquiry. In Crystal Island: EcoJourneys, students work in teams of four, investigate the problem individually and then utilize a brainstorming board, an in‐game PBL whiteboard that structured the collaborative inquiry process. The paper addresses a central question: how can PBL support the interpretation of the observed patterns in individual actions and collaborative interactions in the collaborative game‐based learning environment? Drawing on a mixed method approach, we first analyzed students' pre‐ and post‐test results to determine if there were learning gains. We then used principal component analysis (PCA) to describe the patterns in game interaction data and clustered students based on the PCA. Based on the pre‐ and post‐test results and PCA clusters, we used interaction analysis to understand how collaborative interactions unfolded across selected groups. Results showed that students learned the targeted content after engaging with the game‐based learning environment. Clusters based on the PCA revealed four main ways of engaging in the game‐based learning environment: students engaged in low to moderate self‐directed actions with (1) high and (2) moderate collaborative sense‐making actions, (3) low self‐directed with low collaborative sense‐making actions and (4) high self‐directed actions with low collaborative sense‐making actions. Qualitative interaction analysis revealed that a key difference among four groups in each cluster was the nature of verbal student discourse: students in the low to moderate self‐directed and high collaborative sense‐making cluster actively initiated discussions and integrated information they learned to the problem, whereas students in the other clusters required more support. These findings have implications for designing adaptive support that responds to students' interactions with in‐game activities. Practitioner notesWhat is already known about this topicLearning analytic methods have been effective for understanding student learning interactions for the purposes of assessment, profiling student behaviour and the effectiveness of interventions.However, the interpretation of analytics from these diverse data sets are not always grounded in theory and challenges of interpreting student data are further compounded in collaborative inquiry settings, where students work in groups to solve a problem.What this paper addsProblem‐based learning as a pedagogical framework allowed for the design to focus on individual and collaborative actions in a game‐based learning environment and, in turn, informed the interpretation of game‐based analytics as it relates to student's self‐directed learning in their individual investigations and collaborative inquiry discussions.The combination of principal component analysis and qualitative interaction analysis was critical in understanding the nuances of student collaborative inquiry.Implications for practice and/or policySelf‐directed actions in individual investigations are critical steps to collaborative inquiry. However, students may need to be encouraged to engage in these actions.Clustering student data can inform which scaffolds can be delivered to support both self‐directed learning and collaborative inquiry interactions.All students can engage in knowledge‐integration discourse, but some students may need more direct support from teachers to achieve this. [ABSTRACT FROM AUTHOR]

Despite considerable attention, helping agencies to work more effectively together is one of the most important contemporary challenges of public administration theory and practice. The New Zealand Better Public Services (BPS) Results program has been an unexpected success in this area and provides a positive case study. In 2012, the New Zealand government set targets for solving 11 important social problems where responsibility crossed agency boundaries and has made significant measurable progress in all 11 problems. This paper explores the conditions that may have enabled the most progress and possible management adaptations when these initial conditions are not fully met. In particular, the case demonstrates how goal commitment can be supported where there exist a large number of potential actors and how interagency trust can be built in the absence of existing relationships. This paper presents a case study of a major public management programme in New Zealand. The programme uses interagency performance targets to improve performance in 11 crosscutting social problems. The paper explores the management and institutional settings that enable joined up government and adaptations to overcome challenges. [ABSTRACT FROM AUTHOR]

RICHARDSON A. & STORR J. (2010) Patient safety: a literative review on the impact of nursing empowerment, leadership and collaboration. International Nursing Review 57, 12–21 Background: Nurses are ideally placed to drive the safety and quality agenda within health care because of their unique proximity to patients. There have been some attempts to look at the links between nursing care and quality outcomes, but relatively little on the connection between nursing and patient safety. Therefore, exploring the evidence on this issue was indicated, excluding links to nurse staffing and environment. Aims: The aim of this study was to identify to what extent and in what way nursing leadership, collaboration and empowerment can have a demonstrable impact on patient safety. Methods: A search of electronic databases was undertaken from 1998 to 2008. One thousand seven hundred eighty-eight titles and abstracts were retrieved, and the full text of 65 relevant papers was obtained and reviewed. Data extraction was undertaken if papers met the following inclusion criteria: a measure of impact from a study or audit, patient safety and nursing focused, and identified one of the following issues (leadership, advocacy, interdisciplinary working, empowerment and collaboration). Eleven papers were selected and critically reviewed. Finding: Of the 11 papers, 7 were undertaken in the USA, 2 in Canada, 1 in the UK and 1 in Iceland. Selected papers comprised of one systematic review, one cohort study, four qualitative studies, three cross-sectional studies, one survey and an evaluation. The quality of papers was variable and provided limited evidence of impact or effectiveness in terms of nurses directly influencing patient safety. Conclusion: Gaps currently exist in relation to knowledge on the extent and nature of the role of nurses in patient safety improvement. Considerable work is required before comprehensive solutions can be further developed. Huge potential exists for improvement through nursing empowerment, leadership and the development of tools to strengthen and support nurses' influential role in the quality and safety movement; therefore, the need for investment into well-designed research studies to address these gaps is obvious, required and timely. [ABSTRACT FROM AUTHOR]

This paper examines how a younger white female graduate student and an African American female undergraduate viewed the relationship between the graduate student and older African American working class women. This relationship was formed around a community garden project. The graduate student understood the relationship to be based on gender and class background similarities; the undergraduate viewed it based on race differences and unexamined white privilege. Both interpretations are challenged as unidimensional. Through this re-telling, questions are raised about why situating ourselves via our identities is not practiced more frequently. Possible explanations of this lack of attention to situativity include a Cartesian philosophy of science that separates objectivity and subjectivity, a general unawareness of privilege by those who have it, and a dominant scientific discourse that neglects the role of the researcher. This paper illustrates why reflexivity is crucial for the work of community psychology. [ABSTRACT FROM AUTHOR]

Background: Birmingham Women's and Children's NHS Foundation Trust was formed in February 2017 following an acquisition. The Library and Knowledge Services (LKS) merged while operating across two hospital sites. A priority for the merged Library and Knowledge Service was to integrate e‐collections. A literature review identified six papers reporting health libraries that had merged and integrated e‐collections. Objectives: A priority for the merged Library and Knowledge Service was to integrate e‐collections. Methods: To ensure equitable and cost‐effective access to an extended collection, an audit of pre‐existing e‐collections was conducted. Electronic licence agreements enabling cross‐site access were negotiated. A new OpenAthens ID was created. Results: The integration of e‐collections enabled Trust staff access to a greater number of e‐journals and additional e‐content, and an overall cost‐saving was achieved. Discussion: This case study supports existing literature stating that integrating collections increases the number of e‐journals. It further identifies cost‐difference in acquiring cross‐site access to e‐journals compared to databases providing full‐text e‐journals and additional e‐content. Conclusion: Integrating e‐collections enables equity of access and value. A national co‐ordinated approach to procurement of e‐collections will further support equity and best value throughout NHS LKS. [ABSTRACT FROM AUTHOR]

Background: Collaboration has commonly been integrated in computational thinking education to foster novice learning. While the majority of existing studies on developing students' CT skills have been based on competency or personality factors, social factors have been largely ignored. Objectives: This systematic review, framed by social cognitive learning theories, aims to unravel the influencing factors of collaboration in developing computational thinking skills in K‐12 education. Methods: We searched four databases and located 79 publications for synthesis analysis to identify 10 social cognitive factors from personal and learning environmental perspectives. Personal factors are gender, prior knowledge, and motivational attitudes, while the learning environmental factors are roles, partnership, interaction, culture, tools, tasks, and scaffolding. Results and Conclusions: We examined the following five major issues: (a) collaboration elements designed in learning activities; (b) social cognitive factors that might influence the development of computational thinking; (c) the influences caused by social cognitive factors; (d) students' perceived benefits of collaboration; (e) major challenges of integrating collaboration in computational thinking education. The most reported challenges in collaborative classrooms are students' misunderstanding of computational thinking knowledge, negative sentiments, and communication problems. Accordingly, a design framework to facilitate collaborative learning activities was proposed. The design framework can provide a more focused research avenue for examining the effects of collaboration in the development of computational thinking in K‐12 education. Lay Description: What is already known about the topic?: Collaboration has commonly been integrated in computational thinking (CT) education to foster novice learning in K‐12 education.There have been disputes regarding the effectiveness of collaboration in achieving learning outcomes.There is a need for further examination of the influencing factors of collaboration, which might influence students' CT performances. What does this paper add?: Our review identified personal factors (i.e., gender, prior knowledge, and motivational attitudes) and learning environmental factors (i.e., roles, partnership, interaction, culture, tools, tasks, and scaffolding), and revealed their influences in students' CT performances in K‐12 education.The synthesis of students' authentic opinions can yield insights to the possible mechanism of how collaboration can bring benefits to students' CT performances.The design framework generated from the review can shed lights on design an effective learning environment which integrates collaboration in K‐12 CT education. Implications for practice and/or policy?: The collaborative learning process of CT is complex, whereby the effects of social cognitive factors do not stand‐alone but are influenced by personal and learning environmental factors simultaneously.Taking the identified challenges of students, instructors, and operation can help smooth organization of collaborative learning activities of K‐12 CT education.Future students could look more in‐depth into the impacts of the social and situation factors in developing CT. [ABSTRACT FROM AUTHOR]

Medical libraries in Sweden are digitised to a large extent, technically advanced and developing rapidly. This paper investigates technological trends among Swedish medical libraries in the near and distant future and their application within different areas of library activities. The authors also present a roadmap to increase technological developments within medical libraries in Sweden. Current technological trends include digital collaboration tools, mobile technologies and visualisation. Artificial intelligence, big data and smart technologies are upcoming trends. Technologies are applied within all areas of library activities, but preconditions for academic and hospital libraries differ. To remain a relevant provider of information services, libraries must be able to monitor, test and adopt new technologies. [ABSTRACT FROM AUTHOR]

First Nations peoples are revitalising diverse cultural fire practices and knowledge. Institutional and societal recognition of these practices is growing. Yet there has been little academic research on these fire practices in south‐east Australia, let alone research led by Aboriginal people. We are a group of Indigenous and settler academics, practitioners, and experts focused on cultural fire management in the Victorian Loddon Mallee region. Using interviews and workshops, we facilitated knowledge sharing and discussion. In this paper, we describe three practice‐oriented principles to develop and maintain collaborations across Aboriginal groups, researchers, and government in the Indigenous‐led revitalisation of fire on Country: relationships (creating reciprocity and trust), Country (working with place and people), and power (acknowledging structures and values). Collaborations based on these principles will be unique to each temporal, social, cultural, and geographic context. Considering our findings, we acknowledge the challenges that exist and the opportunities that emerge to constructively hold space to grow genuinely collaborative research that creates change. We suggest that the principles we identify can be applied by anyone wanting to form genuine collaborations around the world as the need for social–ecological justice grows. [ABSTRACT FROM AUTHOR]

Copyright of World Water Policy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

William Henry Perkin, Jr. FRS, the son of the inventor of mauve and other commercial dyes and credited for initiating the industrialization of chemistry, was himself a notable chemist. He was the Professor of Organic Chemistry at Manchester from 1892–1912 and then was the Waynflete Professor of Chemistry at Oxford and the first Head of the Dyson Perrins Laboratory from 1912–1929. One of Perkin's graduate students and research assistants at Manchester was Robert Robinson, subsequently Sir Robert Robinson, FRS and recipient of the 1947 Nobel Prize in Chemistry. Perkin and Robinson had perhaps the most productive and broad collaboration between a professor and one's student. Together, during and after Robinson's student days, they had 71 joint publications, 25 of which involved just the two of them, 17 of which involved the structure determination of strychnine, and eight of which were published after Perkin's death in 1929. Upon Perkin's early death, Robinson succeeded him as the fourth Waynflete Professor of Chemistry at the Dyson Perrins Laboratory, Oxford University. This Essay will examine the professional relationship of Perkin, Jr. and Robinson as revealed in their joint publications on the structure of strychnine. [ABSTRACT FROM AUTHOR]

This paper examines data in the public sphere on the global scope of geography's UK Research and Innovation (UKRI) Global Challenges Research Fund (GCRF) projects. Building on decolonial critiques of development research, I argue that geography should frame "the global" of global research as a sphere of ethical choices in research design and practice. The distribution of funded projects in the UKRI Gateway data suggests geographers succeed where they extend on the more worthy aspects of the discipline's Area Studies legacy. The discipline's engagements with early career researchers, international colleagues, and the development sector, however, have potentially been reshaped by the GCRF and thus need closer examination. While the UK government has brought the GCRF programme to a close, further work on these themes should inform the next iteration of global research. The ethical choices that make research global will remain fundamental to equitable design and impact in global development projects, thus scholars in development geography should prepare to make their projects more transparent and accountable. [ABSTRACT FROM AUTHOR]

The paper highlights the experience of working with Shane Godbolt when she was a practising Medical librarian, her mentorship to younger librarians/information professionals, her personal and professional support to African librarians and the role she played as the Director of Partnerships in Health Information (Phi). These activities led to successful collaboration between Phi and African librarians. Indeed Shane widened the networks and opened up opportunities for many. [ABSTRACT FROM AUTHOR]