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espanolLa investigacion sobre Wikipedia debe contemplar las caracteristicas de la comunidad colaborativa que le da vida, y los principios del conocimiento libre. Son numerosas las aproximaciones y enfoques en los que diferentes trabajos de investigacion abordan el fenomeno Wikipedia en sus 20 anos de vida: estudios de pautas de comportamiento de quienes la editan, credibilidad de la informacion, memoria social, estudios de genero, o educacion son temas relevantes. EnglishResearch on Wikipedia must consider the characteristics of the collaborative community that gives it life, and the principles of open knowledge. There are numerous approaches in which research addresses the Wikipedia phenomenon in its twenty years of life: studies of the behavioral patterns of those who edit, information credibility, social memory, gender studies, or education are relevant topics.

In Africa, a dual political system is what characterizes the political landscape. Chiefs and officials of the central government collaborate to bring about development. Despite the transformation o...

Background: Green schoolyard renovations lead to immediate positive changes in moderate to vigorous physical activity (MVPA) and social behavior. This pilot study examines whether these benefits are equally distributed across gender and age and maintained 16 months postgreening. Methods: Physical activity and social interactions during recess were recorded at control (n = 389) and experimental (n = 642) Title I urban elementary schools with direct observation and accelerometers. Results: Activity profiles were similar to 4-month postgreening and to baseline for experimental girls and boys, respectively. There was no difference in MVPA minutes between sexes (girls = 11.8; 95% confidence interval [CI], 11.1 to 12.5]; boys = 12.8; 95% CI, 12.0 to 13.4) and no difference in sitting minutes between age groups (first to fourth = 2.0; 95% CI, 1.5 to 2.6; fifth to sixth = 1.8; 95% CI, 1.1 to 2.4) in green areas. Experimental students spent more time in MVPA (11.2 min; 95% CI, 10.6 to 11.8 vs 8.9 min; 95% CI, 8.3 to 9.3), in small groups (10.6 min; 95% CI, 10.2 to 11.0 vs 9.2 min; 95% CI, 8.5 to 9.9), and engaged in more prosocial interactions (5.5; 95% CI, 5.1 to 6.3 vs 3.7; 95% CI, 3.0 to 4.2) than control students. Conclusions: Green schoolyard renovations result in persistent changes to recess behavior that are characteristic of a more collaborative community and counteract age-related declines in MVPA, particularly for girls.

We invite you to imagine a landscape with hills and meandering pathways. As you look from your gentle mind’s eye, you see not a static landscape, but one that is in movement, that has an energy, a ...

The current study is a self-reflective autoethnographic research study, which aims to explore how two in-service English as a foreign language (EFL) teachers in Japan built a collaborative and mutually supportive community of practice, and how they shared and re-constructed their expertise through interacting with each other. Prior to the study, both of the participating teachers from different teaching contexts shared a similar struggle: a lack of collegiality and a quest for creativity. An online journal forum was created where they recorded their thoughts, difficulties and challenges in their everyday teaching practice for one year. They also gave comments and feedback to each other online. As a result, participation in an online collaborative community of practice enabled them to reflect on and adjust their teaching practices. In particular, the role of collegiality in sharing teaching strategies impacted the teaching of English as a foreign language in diverse contexts, both public and private schools. It also had an impact on teaching different language skills (oral communication for one participant and reading and translation for the other) and the use of students' native language as assistance. By taking on the role of a diagonal mentor, they also found a way to make their professional voices heard.

COVID-19 cases in West Sumatra have shown a significant increase in the past month. To accelerate the handling of COVID-19, the government implemented Large-Scale Social Restrictions started on April 22, 2020. Enforcement is also carried out in Padang which has the highest number of COVID-19 cases with 107 positive confirmed cases with 12 deaths. Efforts to prevent the spread of this virus can be carried out through collaborative community service activities between educational institutions and urban villages in Padang City. One of these activities was community service activities held in Jati, East Padang District, Padang City, namely through educational activities using leafleat and posters as promotion media then also donating masks to improve people's healthy behavior. Promotional media were distributed to the public due to situations that make it impossible to carry out activities by gathering many people in one place. The activity went well, received a good response from the village head and all village officials. Media and donations were distributed by the village head especially for poor families and low access to information. Monitoring and evaluation were needed from the village and service providers in increasing the implementation of healthy behavior by the community.

The impact of the development of the Industrial Revolution 4.0 (IR 4.0) also involved the communication element. This new medium of communication has taken its place recently in the most community to create a virtual community. Therefore, this quantitative study of 202 respondents was carried out to identify the contribution of this new medium of digital communication in the relationship between principal leadership and collaborative community in schools. The data were collected through the questionnaire and analysed using AMOS software version 22. It was found that principal's leadership contributed significantly to digital communication (β = .073, CR = 6.393, P = .000), the new medium of digital communication also contributed significantly to the collaborative community (β = .149, CR = 7.787, P = .000), and its' also contributed as a mediator between principals leadership and community at schools. These findings indicate that the relationship between school principals and collaborative community can be enhanced by the use of a new medium of digital communication such as WhatsApp, Telegram and any other methods. Through this study, a model of collaborative community measurement was developed. This model can be used as a guidance for all the principals to apply this medium in school and also provides a clear signal for the school leaders to achieve the ninth shift of Malaysia Education Blueprint (PPPM 2013-2025) that is a collaboration with parents, communities and the private sector as a whole.

Pediatric medical device approvals lag behind adult approvals. Historically, medical devices have rarely been designed specifically for children, but use in children has most often borrowed from adult or general use applications. While a variety of social, economic, and clinical factors have contributed to this phenomenon, the regulatory process remains a fundamental aspect of pediatric device development and commercialization. FDA's Center for Devices and Radiological Health (CDRH) has established programmatic and technological areas of advancement to support innovation that serves the public health needs of children and special populations. We highlight four regulatory areas that have the potential to shape the future of pediatric cardiology: the CDRH Early Feasibility Study Program, advancements in 3D printing or additive manufacturing, computational modeling and simulation, and the use of real-world evidence for regulatory applications. These programs have the potential to impact all stages of device development, from early conception, design, and prototyping to clinical evidence generation, regulatory review, and finally commercialization. The success of these programs relies on a collaborative community of stakeholders, including government, regulators, device manufacturers, patients, payers, and the academic and professional community societies.

Implementing competency-based medical education (CBME) at the institutional level poses many challenges including having to rapidly enable faculty to be facilitators and champions of a new curriculum which utilizes feedback, coaching, and models of programmatic assessment. This study presents the necessary competencies required for Academic Advisors (AA) and Competence Committee (CC) members, as identified in the literature and as perceived by faculty members at Queen's University.This study integrated a review of available literature (n=26) yielding competencies that were reviewed by the authors followed by an external review consisting of CBME experts (n=5). These approved competencies were used in a cross-sectional community consultation survey distributed one year before (n=83) and one year after transitioning to CBME (n=144).Our newly identified competencies are a useful template for other institutions. Academic Advisor competencies focused on mentoring and coaching, whereas Competence Committee member's competencies focused on integrating assessments and institutional policies. Competency discrepancies between stakeholder groups existing before the transition had disappeared in the post-implementation sample.We found value in taking an active community-based approach to developing and validating faculty leader competencies sooner rather than later when transitioning to CBME. The evolution of Competence Committees members and Academic Advisors requires the investment of specialized professional development and the sustained engagement of a collaborative community with shared concerns.La mise en œuvre d’une formation médicale fondée sur les compétences (FMFC) au niveau institutionnel pose de nombreux défis, y compris de devoir permettre au corps professoral de devenir rapidement des facilitateurs et des champions d’un nouveau cursus qui fait appel à la rétroaction, à l’accompagnement et à l’évaluation programmatique. Cette étude présente les compétences nécessaires requises pour les conseillers pédagogiques(CP) et les membres des comités des compétences (CC), tel qu’identifié dans la littérature et comme perçues par le corps professoral à l’Université Queen.Cette étude a intégré une recension des écrits disponibles (n = 26) identifiantdes compétences, qui ont été évaluéespar les auteurs, suivie d’une évaluation externe composée d’experts de la FMFC (n = 5). Ces compétences approuvées ont été utilisées dans une consultation communautaire transversale distribuée une année avant(n = 83) et une année après la transition vers la FMFC (n = 144).Nos compétences nouvellement déterminées représentent un modèle utile pour d’autres institutions. Les compétences d’un conseiller pédagogiquesont axées sur le mentorat et l’accompagnement, alors que les compétences des membres des comités des compétences sont axées sur l’intégration des évaluations et des politiques institutionnelles. Les divergences dans les compétences entre les parties prenantes existants avant la transition avaient disparu dans l’échantillon qui a suivi la mise en œuvre.Nous avons jugé utile d’adopter une approche active fondée sur lacommunauté pour élaborer et valider les compétences du corps professoral en position de leadership plus tôt que tard dans la transition vers la FMFC. L’évolution des membres des comités de compétences et des conseillers pédagogiquesnécessite un investissement dans un développement professoral spécialisé et un engagement soutenu d’une communauté collaborative qui présente des préoccupations communes.

Since the introduction of a hospitalist physician model of care by Wachter and Goldman in 1996, important changes have occurred to address the care of hospitalized patients. This model was followed by the introduction of laborist physicians by Louis Weinstein in 2003, although large health maintenance organization practices have used this model since the 1990s. The American Congress of Obstetricians and Gynecologists supported the laborist model in a 2016 statement that was reaffirmed in 2017, recommending “the continued development and study of the obstetric and gynecologic hospitalist model as one potential approach to improve patient safety and professional satisfaction across delivery settings.” Based on a recent American College of Obstetricians and Gynecologists publication, the problem is an anticipated staffing shortage of 6000 to 8800 obstetricians and gynecologists by 2020 and nearly 22,000 by 2050. The current workforce in obstetrics is aging, retiring early, and converting to part-time employment at an increasing rate. At the same time, the number of patients seeking obstetric and gynecologic care is dramatically increasing because of health care reform and population statistics. The solution is the use of alternative labor and delivery staffing models that include all obstetric providers (health care professionals). We present an alternative to the physician laborist model—a midwife laborist model in a collaborative practice with obstetricians practicing in a high-risk community setting.

Resumen (analítico) El objetivo de la investigación fue analizar las prácticas y cultura inclusiva de docentes en educación primaria para la atención de colectivos vulnerables en Hermosillo, Sonora, México. La metodología fue de corte cuantitativa no experimental y se aplicó el cuestionario Índice de inclusión a 124 profesores y profesoras. Los resultados obtenidos reportan que los tipos de vulnerabilidad más comunes en el aula corresponden a una situación económica baja, familia disfuncional y discapacidad. Se muestra una relación significativa bidireccional entre práctica y cultura inclusiva (.741) por lo que se requiere crear una comunidad colaborativa, implementar metodologías inclusivas y recursos de apoyo. El modelo estructural predice un 36 % la educación inclusiva de los colectivos vulnerables. Abstract (analytical) The objective of this research was to analyze the practices and inclusive culture of primary school teachers who work with children from vulnerable population groups in Hermosillo, Sonora, Mexico. The methodology used was a non-experimental quantitative study. The Inclusion Index questionnaire was completed by 124 teachers. The results show that the most common types of vulnerability in the classroom correspond to poor economic situations, dysfunctional families and disabilities. There is a significant bidirectional relationship between teaching practices and inclusive culture (.741), which means that it is necessary to create a collaborative community, implement inclusive methodologies and support resources. The structural model predicts 36% inclusive education for students from vulnerable population groups. Resumo (analítico) O objetivo da pesquisa foi analisar as práticas e cultura inclusiva de professores do ensino fundamental para a atenção de grupos vulneráveis em Hermosillo, Sonora, México. A metodologia foi de corte quantitativo não experimental e o questionário do Índice de Inclusão foi aplicado a 124 professores. Os resultados obtidos relatam que os tipos mais comuns de vulnerabilidade em sala de aula correspondem a uma baixa situação econômica, família disfuncional e incapacidade. Há uma relação bidirecional significativa entre a prática e a cultura inclusiva (.741); portanto, é necessário criar uma comunidade colaborativa, implementar metodologias inclusivas e recursos de apoio. O modelo estrutural prevê 36% de educação inclusiva para grupos vulneráveis.

The Tumaini Innovation Center in Eldoret, Kenya, is an alternative primary and vocational school for former "street youth." The DeBoer Lab at Purdue has partnered with Tumaini for the last five years to develop and support integrated engineering activities for the students, which apply their learning to solve problems in their own communities. A Purdue Service Learning Grant project started in November 2018 resulted in the construction of a community gym at Tumaini. A low-cost custom made gym was designed by a team of doctoral and undergraduate students at Purdue in collaboration with Tumaini. In addition to the design and implementation, the project was integrated as a learning opportunity for the Tumaini students. The students were taught 3D modeling principles and prototyping, culminating in teams of students testing the gym equipment they have modeled using a 3D printer. The final implementation integrated the welding and machining skills they are learning, along with the engineering design process and modeling skills. During the final implementation process, three students were involved as welders overseen by a locally appointed technician by the center. As the implementation progressed, one of the students exhibited higher engineering and leadership skills, growing to the role of supervising the project. In this research study, we investigate the experiences of the student leaders at Purdue and Tumaini in their transformation, and how they applied the engineering knowledge in practice. The main factors that led the Purdue and Tumaini student to take on a leadership role were to gain experience in the field, to demonstrate their ability, and the level of self-confidence and the confidence that their mentors had in them

Apresentamos resultados de uma pesquisa que buscou incentivar estudantes ingressantes na universidade a desenvolver práticas de letramento acadêmico, sob a concepção de letramentos enquanto práticas sociais. Ancoradas nos Novos Estudos do Letramento (STREET, 2014), em especial aqueles que se dedicam aos letramentos acadêmicos (ZAVALA, 2009; LEA, STREET, 1998; FIAD, 2011, 2013; JUCHUM, 2016), desenvolvemos uma pesquisa-ação (TRIPP, 2005) em Linguística Aplicada (MOITA LOPES, 2006) associada à etnografia virtual (HINE, 2000). Planejamos e implementamos um curso em ambiente virtual que visou à construção de uma comunidade colaborativa online a partir da valorização das identidades dos alunos (FIRPO, 2018). Neste artigo, analisamos evidências dos letramentos acadêmicos construídos em textos de autoria dos estudantes publicados no jornal universitário digital produzido por um grupo de alunos veteranos. Os resultados desta pesquisa contribuem para a superação do discurso do deficit de leitura e escrita dos alunos, pois nas produções analisadas, em que escreveram e publicaram textos sobre suas vivências após o ingresso no ensino superior, demonstraram protagonismo discente como agentes de letramentos acadêmicos.

Safety culture is a critical component of good science. Various initiatives are underway to support a collaborative culture of safety, including the American Chemistry Council's Safety Performance Initiative, the Pistoia Alliance Chemical Safety Library, the Dow-University Safety Partnerships, and the ExxonMobil Partnerships in Academic Lab Safety (PALS) program. In this paper we will review collaborative community safety resources, consider the continuing challenges and barriers to sharing safety information effectively, and suggest that the ACS is ideally positioned to help our community reduce those barriers, and develop a strong positive safety culture through safety data sharing and collaboration.

Crowdsourcing presents new opportunities to generate social innovation. However, many crowdsourcing social innovation initiatives struggle with turning their promising projects into sustaining platforms. We studied how to design crowdsourcing platforms for social innovation by building and examining a platform called travel2change. We illustrate a framework of crowdsourcing platform building blocks based on the evolution of our case study from a collaborative community to a competitive market. Thriving platforms have a clear purpose, they facilitate value-creating interactions for well-understood actors and build a valid business model. The insights reveal design principles to guide organizations that seek to leverage crowdsourcing for social impact.

Music educators are continually seeking new ways to better their practice and improve student learning. Professional learning communities are a type of collaborative community that when administered successfully provide a forum for music educators to become active participants in both their own learning and that of their students. While the notion of professional learning communities has been around since the 1990s, they have received renewed attention more recently due to the adaptation and implementation of Danielson’s popular Framework for Teaching, which has been implemented in many school districts across the country. Teachers facing the challenge of reshaping the culture of their music programs and seeing their initiative sustained will devise elements that will become embedded in that (school) culture. Supportive and shared leadership, shared values and vision, and collective learning are just some of the attributes that can contribute to student learning and the professional development of music teachers.

Fathers who perpetrate domestic violence play important but under-recognized roles in the lives of their children. The term father, in this context, includes biological, step, common law and adoptive fathers, as well as non-custodial intimate partners who have a caregiving role. This chapter begins by advancing the case for greater attention to men as fathers in the context of domestic violence. The ways in which fathers are, and are not, recognized within systems designed to support children who have been exposed to domestic violence are reviewed along with challenges associated with the “invisibility” of men’s ongoing involvement with, and impact on, their children. Promising practices in recognizing and intervening with fathers in child protection, family and criminal court, men’s intervention programmes, and in collaborative community initiatives are reviewed along with challenges facing this relatively new area of research, policy and practice.