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Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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1

Online communication and collaboration: A reader. Milton Park, Abingdon, Oxon: Routledge, 2010.

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2

Stacy, Lovin-Boyd, ed. Collaborations: Strategies for readers and writers. Fort Worth: Harcourt, 1992.

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3

C, DeCiccio Albert, and Rossi Michael John, eds. Exploring literature: A collaborative approach. Boston: Allyn and Bacon, 1993.

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4

Dorette, Putonti, ed. Library research with emergent readers: Meeting standards through collaboration. Columbus, Ohio: Linworth Books, 2008.

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5

Chambers, Maryl. Children developing as readers: The Avon Collaborative Reading Project : an analysis and evaluation. Bristol: [County of Avon Education Department], 1993.

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6

Bruffee, Kenneth A. A short course in writing: Composition, collaborative learning, and constructive reading. 4th ed. New York: Pearson Longman, 2007.

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7

A short course in writing: Composition, collaborative learning, and constructive reading. 2nd ed. New York: Pearson Longman, 2012.

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8

A short course in writing: Composition, collaborative learning, and constructive reading. New York: Pearson Longman, 2010.

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9

Bruffee, Kenneth A. A short course in writing: Composition, collaborative learning, and constructive reading. 4th ed. New York, N.Y: HarperCollins College Publishers, 1993.

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10

A short course in writing: Practical rhetoric for teaching composition through collaborative learning. 3rd ed. Boston: Little, Brown, 1985.

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11

How to teach collaborative strategic reading: Classroom-ready materials to create better readers in mixed-ability classrooms. San Francisco: Jossey-Bass, 2012.

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12

Bruffee, Kenneth A. A short course in writing: Practical rhetoric for teaching composition through collaborative learning. 3rd ed. Glenview, Ill: Scott, Foresman, 1985.

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13

Brioni, Simone, and Shirin Ramzanali Fazel. Scrivere di Islam. Venice: Edizioni Ca' Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-411-0.

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Scrivere di Islam. Raccontare la diaspora (Writing About Islam. Narrating a Diaspora) is a meditation on our multireligious, multicultural, and multilingual reality. It is the result of a personal and collaborative exploration of the necessity to rethink national culture and identity in a more diverse, inclusive, and anti-racist way. The central part of this volume – both symbolically and physically – includes Shirin Ramzanali Fazel’s reflections on the discrimination of Muslims, and especially Muslim women, in Italy and the UK. Looking at school textbooks, newspapers, TV programs, and sharing her own personal experience, this section invites us to change the way Muslim immigrants are narrated in scholarly research and news reports. Most importantly, this section urges us to consider minorities not just as ‘topics’ of cultural analysis, but as audiences and cultural agents. Following Shirin’s invitation to question prevailing modes of representations of immigrants, the volume continues with a dialogue between the co-authors and discusses how collaboration can be a way to avoid reproducing a ‘colonial model’ of knowledge production, in which the white male scholar takes as object of analysis the work of an African female writer. The last chapter also asserts that immigration literature cannot be approached with the same expectations and questions readers would have when reading ‘canonised’ texts. A new critical terminology is needed in order to understand the innovative linguistic choices and narrative forms that immigrant writers have invented in order to describe a reality that has lacked representation or which has frequently been misrepresented, especially in the discourse around the contemporary Muslim diaspora.
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14

Belles, George W. Preserve it reader in remembrance of me: The writings and saga of American Civil War soldier George W. Belles : a collaboration of brothers in arms soldiers. Bennington, Vt: Merriam Press, 2009.

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15

Boor, Ilja, Debby Gerritsen, Linda Greef, and Jessica Rodermans. Meaningful Assessment in Interdisciplinary Education. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729048.

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Today’s university lecturers are faced with the challenge of educating students to see beyond the limits of their own discipline and to come up with innovative solutions to societal challenges. Many lecturers would like to put more emphasis on teaching students how to integrate diverse forms of knowledge, work together in teams, critically reflect and become self-regulated learners. These lecturers are breaking down the silos of scientific disciplines as well as the barriers between academia and society and responding to the changing role of universities in society. Just as teaching and learning are ready for change, so is assessment. In this book, we call for an assessment strategy with a greater emphasis on assessment for and assessment as learning, with a focus on giving powerful feedback and the use of authentic assessment tasks as well as alignment with the intended learning outcomes and your pedagogical beliefs. If you are looking for ways to assess integration, collaboration, reflection, and critical thinking rather than only assessing the acquisition of knowledge, the examples in this handbook are inspiring initiatives that can point you to new directions in assessment.
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16

Online communication and collaboration: A reader. New York, NY: Routledge, 2010.

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17

Ramage, Magnus, Helen Donelan, and Karen Kear. Online Communication and Collaboration: A Reader. Taylor & Francis Group, 2012.

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18

Hamson-Utley, Jordan, Cynthia Kay Mathena, and Tina Patel Gunaldo, eds. Interprofessional Education and Collaboration. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718215504.

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Interprofessional Education and Collaboration: An Evidence-Based Approach to Optimizing Health Care is a groundbreaking text in the field of interprofessional education (IPE) and interprofessional collaborative practice (IPCP). As the health care industry continues to grow, it is critical that those entering health care careers possess interprofessional competency and a collaborative skill set. As such, the World Health Organization and academic program accreditors have amplified their calls for interprofessional training. This text guides the reader through the core competencies for interprofessional collaborative practice that have been set by the Interprofessional Education Collaborative (IPEC) and takes an inclusive approach to the education standards set by professional programs that are members of the Health Professions Accreditors Collaborative (HPAC), including the Commission on Accreditation of the Athletic Training Education (CAATE). Authored by a team of experts representing seven health care professions, this text uses simple definitions and uniform terminology to supply a foundational basis for IPE and IPCP. Introductory topics include building professional t`knowledge of self and others, creating a culture for teams, building interprofessional relationships, and fostering collaboration. Later chapters move beyond the basics to provide guidance in leading interprofessional teams, managing conflict, and sustaining the interprofessional effort. Interprofessional Education and Collaboration offers a unique pedagogical structure that links IPE concepts with IPCP strategies by connecting research with evidence-based practices. Case studies create opportunities to assimilate and discuss IPE concepts. To optimize student engagement and comprehension, each chapter contains the following valuable learning aids: • Each chapter begins with a Case Study that presents a realistic IPCP scenario. At the close of each chapter, the case study is revisited to apply the chapter themes to the case study, and three to five discussion questions are supplied. • Collaborative Corner sidebars aid comprehension with reflective questions or statements related to chapter topics. This feature will facilitate collaborative learning as students share their interprofessional perspectives. • Tools of IPE sidebars equip readers with resources such as surveys, inventories, and activities to implement in their daily practice. • EBP of Teamship sidebars showcase contemporary research articles and findings. This feature reinforces the connection between IPE and IPCP by summarizing relevant research and supplying corresponding evidence-based ICPC strategies. As leading health care institutions continue to prioritize IPE and IPCP, educators have a responsibility to shape the future of health care through an interprofessional curriculum. Interprofessional Education and Collaboration is focused on developing a dual identity that leads to intentional behaviors designed to improve patient outcomes through IPCP. Readers will conclude this text with a firm understanding of IPE concepts and IPCP implementation strategies that aim to create change in daily practice and improve the impact of health care.
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19

Painter, Kirstin, and Maria Scannapieco. Understanding the Mental Health Problems of Children and Adolescents. 2nd ed. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190927844.001.0001.

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Understanding Mental Health Problems of Children and Adolescents: A Guide for Social Workers provides a practical guide for social workers on promoting positive mental health in youth from a system of care perspective. Social workers will gain an understanding of the scope of mental health issues in youth, along with definitions, etiology, and evidence-based treatments. The book emphasizes the importance of collaborating with youth and caregivers, addressing issues from a strengths and trauma-informed perspective, and cultural humility practice. A unique aspect of the book is the presentation of real-life case studies that allow the reader to apply the information in each section of the book. Each diagnosis is presented in two chapters. The first chapter discusses the criteria of the Diagnostic and Statistical Manual of Mental Disorders (DSM), the biological aspects of the disorder, and its differential diagnoses followed by a case study applying the diagnostic criteria. The second chapter presents evidence-based treatments and medications. Information on how to access evidence-based treatments for each diagnosis is provided, followed by a discussion of the outcomes of the case studies from the previous chapter. The final chapters discuss the importance of collaborating with schools, mental health providers, child protective services, and others.
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20

Teaching Emergent Readers: Collaborative Library Lesson Plans. Libraries Unlimited, 2005.

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21

Sauerteig, Judy. Teaching Emergent Readers: Collaborative Library Lesson Plans. ABC-CLIO, LLC, 2005.

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22

Deciccio, Albert C., Kathleen Shine Cain, and Michael John Rossi. Exploring Literature: A Collaborative Approach. Allyn & Bacon, 1992.

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23

Martel, Heather. Deadly Virtue. University Press of Florida, 2019. http://dx.doi.org/10.5744/florida/9780813066189.001.0001.

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Deadly Virtue argues that the history of the French Calvinist attempt to colonize Florida in the 1560s is key to understanding the roots of American whiteness in sixteenth-century colonialism, science, and Protestantism. The book places the history of Fort Caroline, Florida, into the context of Protestant colonialism and understandings of the body, emotion, and identity held in common by travelers throughout the early Atlantic world. Protestants envisioned finding a rich and powerful Indigenous king, converting him to Christianity, and then establishing a Protestant-Indigenous alliance to build an empire under Indigenous leadership that would compete with European monarchies. However, when the colony was wiped out by the Spanish, these Protestants took this as a condemnation from their god for this plan of collaborating with Indigenous people and developed separatist strategies for future Protestant colonial projects. By introducing the reader to the humoral model of the body, this book shows how race, gender, sexuality, and Christian morality came to intersect in modern understandings of whiteness.
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24

Rattigan-Rohr, Jean. It Takes a Village: A Collaborative Assault on the Struggling Reader Dilemma. Springer, 2012.

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25

Fleck, Stephanie, and Jolene Heinemann. Choice and Voice: How to Champion Lifelong Literacy Through Collaborative Reader Workshop. Rowman & Littlefield Publishers, Incorporated, 2020.

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26

Fleck, Stephanie, and Jolene Heinemann. Choice and Voice: How to Champion Lifelong Literacy Through Collaborative Reader Workshop. Rowman & Littlefield Publishers, Incorporated, 2020.

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27

It Takes a Village: A Collaborative Assault on the Struggling Reader Dilemma. BRILL, 2012.

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28

Schommer, Ingo. Collaborative Filtering with RSS - Research and development of a social feed-reader. VDM Verlag Dr. Mueller e.K., 2007.

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29

Rattigan-Rohr, Jean. It Takes a Village: A Collaborative Assault on the Struggling Reader Dilemma. BRILL, 2012.

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30

Gardner, Jared. The American Magazine in the Early National Period. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036705.003.0004.

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This chapter explores the demographics of the early magazine readers as well as reader contributions to these magazines. It emphasizes how deeply collaborative and interactive the periodical space was meant to be, and how very much it worked to collapse the distance between author and reader and create a space where both could converse as equals, overseen by the careful guidance of the editor. Moreover, while magazines would trumpet testimonial letters from high-profile subscribers such as Washington or Adams, the chapter reveals that the range of magazine subscribers during this period are far more complex than mere subscriber lists would reveal alone. to conclude, the chapter also looks into the periodical career of Joseph Dennie, an individual who in many ways was not temperamentally suited to the anonymity, neutrality, and cacophony of the form.
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31

Rajaram, Suparna. Collaborative Inhibition in Group Recall: Cognitive Principles and Implications. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198737865.003.0004.

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Collaborative inhibition in recall is a counterintuitive yet widely replicated phenomenon observed in experimental research on memory. Collaborative inhibition refers to the finding where the joint recall of an interacting group is significantly lower than the sum of the nonredundant items that a “nominal group,” or an equal number of individuals working alone, recall. This chapter provides a selective review of the published findings on this phenomenon from laboratory research. The goal is to familiarize the reader with evidence from our work and those of other groups to characterize the nature of the collaborative inhibition effect, to identify the conditions where this effect reduces, disappears, or even reverses, to explore its occurrence across different group structures, and to describe its post-collaborative consequences on memory.
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32

Krug, Rebecca. Margery Kempe and the Lonely Reader. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705335.001.0001.

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Since its rediscovery in 1934, the fifteenth-century Book of Margery Kempe has become a canonical text for students of medieval Christian mysticism and spirituality. Its author was a fifteenth-century English laywoman who, after the birth of her first child, experienced vivid religious visions and vowed to lead a deeply religious life while remaining part of the secular world. After twenty years, Kempe began to compose with the help of scribes a book of consolation, a type of devotional writing found in late medieval religious culture that taught readers how to find spiritual comfort and how to feel about one's spiritual life. This book shows how and why Kempe wrote her Book, arguing that in her engagement with written culture she discovered a desire to experience spiritual comfort and to interact with fellow believers who also sought to live lives of intense emotional engagement. An unlikely candidate for authorship in the late medieval period given her gender and lack of formal education, Kempe wrote her Book as a revisionary act. This book shows how the Book reinterprets concepts from late medieval devotional writing (comfort, despair, shame, fear, and loneliness) in its search to create a spiritual community that reaches out to and includes Kempe, her friends, family, advisers, and potential readers. It offers a fresh analysis of the Book as a written work and draws attention to the importance of reading, revision, and collaboration for understanding both Kempe's particular decision to write and the social conditions of late medieval women's authorship.
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33

Stern-Gillet, Suzanne, Kevin Corrigan, and José C. Baracat Jr., eds. A Text Worthy of Plotinus. Leuven University Press, 2021. http://dx.doi.org/10.11116/9789461663672.

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A Text Worthy of Plotinus makes available for the first time information on the collaborative work that went into the completion of the first reliable edition of Plotinus’ Enneads: Plotini Opera, editio maior, three volumes (Brussels, Paris, and Leiden, 1951-1973), followed by the editio minor, three volumes (Oxford, 1964-1983). Pride of place is given to the correspondence of the editors, Paul Henry S.J. and Hans-Rudolf Schwyzer, with other prominent scholars of late antiquity, amongst whom are E.R. Dodds, B.S. Page, A.H. Armstrong, and J. Igal S.J. Also included in the volume are related documents consisting in personal memoirs, course handouts and extensive biographical notices of the two editors as well as of those other scholars who contributed to fostering the revival of Plotinus in the latter half of the 20th century. Taken together, letters and documents let the reader into the problems – codicological, exegetical, and philosophical – that are involved in the interpretation of medieval manuscripts and their transcription for modern readers. Additional insights are provided into the nature of collaborative work involving scholars from different countries and traditions. A Text Worthy of Plotinus will prove a crucial archive for generations of scholars. Those interested in the philosophy of Plotinus will find it a fount of information on his style, manner of exposition, and handling of sources. The volume will also appeal to readers interested in broader trends in 20th century scholarship in the fields of Classics, History of Ideas, Theology, and Religion.
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34

Taylor, Joseph J., and Robert Ostroff. National Institute of Mental Health (NIMH) Treatment of Depression Collaborative Research Program. Edited by Ish P. Bhalla, Rajesh R. Tampi, Vinod H. Srihari, and Michael E. Hochman. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190625085.003.0024.

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This chapter will summarize what is considered to be the first randomized controlled trial to directly compare psychotherapeutic and psychopharmacological interventions for unipolar nonpsychotic depression. More specifically, the authors were interested in the degree to which cognitive behavioral therapy, interpersonal therapy, imipramine and a placebo condition ameliorated symptoms of depression in patients from outpatient psychiatric clinics at three academic medical centers in the United States. The chapter will discuss the design and implementation of the study before focusing on the results and their implications. The last section of the chapter will list similar studies and present a hypothetical clinical case that requires the reader to apply basic concepts learned from the study.
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35

Prusin, Alexander. Introduction. University of Illinois Press, 2018. http://dx.doi.org/10.5406/illinois/9780252041068.003.0001.

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Delineates the key themes of the book – the effects of German occupation on Serbia, the emergence of the forces of collaboration and resistance, and ensuing civil war. The introduction also sets the book’s chronological parameters and provides the reader with the main historiographical trends on the topic.
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36

Muthiah, Puvenesvary, R. Sivabala Naidu, Mastura Badzis, Noor Fadhilah Mat Nayan, Radziah Abdul Rahim, and Noor Hashima Abdul Aziz. Qualitative Research: Data Collection and Data Analysis Techniques -2nd Edition. UUM Press, 2020. http://dx.doi.org/10.32890/9789672363415.

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Qualitative Research: Data Collection & Data Analysis Techniques (2nd Edition)has been systematically revised with additional content, more in-depth explanations, and latest references to enhance the knowledge and skills required for those interested in conducting qualitative research. The reader-friendly organisation and writing style of this edition provides guaranteed accessibility to a wide array of readers ranging from established scholars to novice researchers and undergraduates. Each chapter in this edition is set to provide a clear, contextualised andcomprehensive coverage of the main qualitative research methods (interviews, focus groups, observations, diary studies, archival document analysis, and content analysis) aimed at equipping readers with a thorough understanding of the design, procedures and skills to effectively undertake qualitative research. At the same time, the authors have anticipated major concerns such as ethical issues that qualitative researchers often face and addressed them in the various chapters. This effort has been made possible through the collaboration involvingnotable qualitative research scholars from different tertiary institutions Assoc. Prof. Dr. Puvensvary Muthiah (ELT Consultant), Dr. R. Sivabala Naidu (Taylors College), Assoc. Prof. Dr. Mastura Badzis (International Islamic University Malaysia), Dr. Radziah Abdul Rahim (formerly attached to National Defense University of Malaysia), Dr. Noor Fadhilah Mat Nayan (University of Reading), and Assoc. Prof. Noor Hashima Abd Aziz (Universiti Utara Malaysia).
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37

Zanger, Virginia Vogel. Face to Face: Communication, Culture and Collaboration/Instructors Guide. 2nd ed. Heinle & Heinle Publishers, 1993.

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38

Bruffee, Kenneth A. A Short Course in Writing: Composition, Collaborative Writing, and Constructive Reading, Fourth Edition. 4th ed. Longman, 1997.

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39

Face to Face: Communication, Culture, and Collaboration, Second Edition. 2nd ed. Heinle & Heinle Publishers, 1993.

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40

Abdul Mutalib, Ariffin. The needs for a ubiquitous collaborative communication system among the cancer community. UUM Press, 2015. http://dx.doi.org/10.32890/9789670876139.

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Supporting the needs and preferences of the cancer community in their learning communication is necessary.As they communicate very frequently among each other. Caregivers communicate with medical practitioners, patients communicate with each other on their progress, and a lot more. Currently they communicate through telephone calls, which incur a lot of expenditure.This book describes a study that proves the necessity of an online collaborative communication system among the cancer community. Readers will find the content of this book useful in terms of the facts about the cancer community, methods in carrying out this kind of study, and elaborate discussions on the necessity of the online collaborative communication system, which is specially designed for the cancer community and is called the CCS.
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41

Oliveira, Eduardo Gasperoni de, Fernanda Pereira da Silva, Monica Roberta Devai Dias, Adriana Aparecida de Lima Terçariol, Agnaldo Keiti Higuchi, Amanda Fernandes da Fonseca, Ana Paula Bacchiega Prestes, et al. Cultura digital no contexto educacional: Um olhar entre tendências e desafios para o século XXI. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-399-2.

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Digital Culture is conceived as all kinds of knowledge, habits, values and skills acquired by human beings that are built and shared in the digital environment. In this sense, the collection Digital Culture in the Educational Context: a view between trends and challenges for the 21st century brings relevant theoretical and empirical notes around what the National Common Curricular Base – BNCC – whose competence is to stimulate the critical use of technological resources, inserting both educators and students in pedagogical practices in order to learn and dominate the digital universe. The first part of the work is dedicated to Theoretical Approaches, bringing notes about Media Education with the pandemic period and what has impacted the educational scenario, both in student learning and in the performance of teaching professionals. Therefore, the reader is asked: If remote education is educational chloroquine? It also brings relevant considerations about Information and Communication Technologies applied to Distance Education and Hybrid Education, such as: Literacy in Mathematics, as well as the use of computers and gamification combined with education. Finally, with the Digital Universe, it brings an alert regarding the impacts of cyberbullying. Entitled Narratives of Experiences, the second part of the collection covers various teaching experiences with respect to the Digital Age. Among them, in elementary school, it brings challenges in the process of Literacy and Literacy practices and the teaching perception in relation to Specialized Educational Service. Considerations are made about various pedagogical resources in times of adversity. Among them: the Youtube channel of storytelling, collaborating with the reinvention of teachers in Elementary Education; and, in Higher Education, the relevance of Hybrid Education the joint application of Sole and the Google Classroom. In addition to the teaching experience, finally, testimony of the dilemmas and challenges of managerial activity in the school segment of Early Childhood Education are brought up
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42

Bruffee, Kenneth A. A Short Course in Writing: Composition, Collaborative Learning, and Constructive Reading (5th Edition). 5th ed. Benjamin Cummings, 2006.

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43

Ratcliffe, Allen W. Community-Based Practice Mission. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190457938.003.0005.

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This chapter is a brief story highlighting a 40-year community psychology experience in one community setting—Tacoma, Washington. The author identifies principles that may apply to early practitioners and provides the readers with tips to help practitioners in their career path, such as focusing on building one’s skill set and participating in collaborative training.
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44

Smith, Victoria Ford. Between Generations. University Press of Mississippi, 2017. http://dx.doi.org/10.14325/mississippi/9781496813374.001.0001.

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Between Generations recuperates a tradition of adult-child collaboration in nineteenth- and early twentieth-century British children’s literature and culture, charting the emergence of new models of authorship and a growing cultural imperative to recognize the young as active, creative agents. The book examines the intergenerational partnerships that generated pivotal texts from the Golden Age of children’s literature, from “The Pied Piper” to Peter Pan, and in doing so challenges popular critical narratives that read actual young people solely as social constructs or passive recipients of texts. The spectrum of adult-child partnerships included within this book’s chapters make clear that the boundary between fictive collaborations and lived partnerships was not firm but that, instead, imaginative and material practices were mutually constitutive. Adults’ partnerships with young auditors, writers, illustrators, reviewers, and co-conspirators reveal that the agentic, creative child was not only a figure but also an actor, vital to authorial practice. These collaborations were part of a larger investigation of the limits and possibilities of child agency taking place in a range of discourses and cultural venues, from education reform to psychology to librarianship. Throughout, the book considers the many Victorian writers and thinkers, from Robert Louis Stevenson to Friedrich Froebel, who question the assumed authority of adults, who write about children as both passive and subversive subjects, and who self-consciously negotiate, alongside real children, the ideological and ethical difficulties of listening to and representing children’s perspectives.
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45

Hochberg, Michael. An Editor's Guide to Writing and Publishing Science. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198804789.001.0001.

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Scientists must communicate their work through clear writing and publish it where it will be read. To succeed, you need method, but also need to understand the worlds of journals, publishers and science evaluation. The Editor’s Guide to Writing and Publishing Science provides a comprehensive approach to how to write engaging papers, and strategies for publishing where they will be read and have impact. Drawing on decades of experience as a scientist, mentor and chief editor, Michael Hochberg offers a unique, authoritative view on writing science and into the little-known worlds of journals and publication. Succeeding in science means being a citizen of science, and The Editor’s Guide educates the reader in some of the most pressing issues and possible solutions, and provides key references for deeper exploration. Developing one’s career does not mean careerism, and Hochberg provides guidelines and advice for young researchers to engage in the craft of science, forge collaborations, contribute to the scientific commons as a peer reviewer and interact through social media. Understanding the challenges and opportunities in publishing is only possible with knowledge of how science communication is changing, and the reader is introduced to the important, emerging world of Open Science. Written in a practical and accessible way for students, postdoctoral researchers, early-career scientists and professionals across a wide range of scientific fields, The Editor’s Guide is a powerful tool for learning and improving individual skills, and can be the basis for discussion groups, or used as a text for dedicated classroom courses.
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46

Rodriguez-Blanco, Veronica, and George Pavlakos, eds. Agency, Negligence and Responsibility. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108628228.

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This collection of essays represents a ground-breaking collaboration between moral philosophers, action theorists, lawyers and legal theorists to set a fresh research agenda on agency and responsibility in negligence. The complex phenomenon of responsibility in negligence is analysed from multi- and interdisciplinary perspectives, shedding light on key ethical and legal issues related to agency and negligence to impact substantive law and policy-making in different jurisdictions. The volume introduces new debates and questions old assumptions, inviting the reader to rethink substantive law and practical ethical reflection.
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47

Fregni, Felipe, and Ben M. W. Illigens, eds. Critical Thinking in Clinical Research. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199324491.001.0001.

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Critical Thinking in Clinical Research explains the fundamentals of clinical research in a case-based approach. The core concept is to combine a clear and concise transfer of information and knowledge with an engagement of the reader to develop a mastery of learning and critical thinking skills. The book addresses the main concepts of clinical research, basics of biostatistics, advanced topics in applied biostatistics, and practical aspects of clinical research, with emphasis on clinical relevance across all medical specialties. The goal of the book is to give a comprehensive and basic overview of the field of clinical research. This book has been designed on the experience of leading a large course in clinical research: the Principles and Practice in Clinical Research (PPCR), offered currently by Harvard T. H. Chan School of Public Health; it was written by PPCR collaborators together with PPCR faculty to reflect the collaborative learning concept of the course. The goal of this book is to provide a broad and applicable introduction into clinical research that allows the reader to understand, design, and conduct clinical research, specifically to critically read and understand scientific papers; to collect, analyze, and interpret research data in an unbiased fashion; to develop and design clinical studies; and to prepare, publish, and review scientific manuscripts. It is therefore written for scientists and clinicians who are new to the field of clinical research as well as those who wish to deepen, broaden, and update their clinical research skills.
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48

Bruffee, Kenneth A. A Short Course in Writing: Composition, Collaborative Learning, and Constructive Reading, Longman Classics Edition (4th Edition) (Longman Classics Series). 4th ed. Longman, 2006.

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49

Kwame Harrison, Anthony. Discussion and Evaluation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199371785.003.0005.

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Chapter 5 begins with a general discussion of the central research paradigms that ethnographers claim and/or move between. The remainder of the chapter is organized according to the evaluative standards used by the various stakeholders who surround the ethnographic enterprise—namely, researchers, members of researched communities, and readers. The section on researchers is centered on their aspirations to do “good work,” which the author proposes involves reflexivity, transparency, and sincerity. It also elaborates on the moral principles and ethical regulations that ethnographic researchers observe. In discussing members of researched communities, the author highlights their recent ability to speak back against the research, explaining how it has fostered more accountable and collaborative modes of ethnography. Finally, in discussing readers of ethnography, the author makes a distinction between “everyday” and “professional” readers, proposing a handful of criteria—credibility, coherence, impact, and worthiness—used by the latter in making their professional assessments.
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50

Maxia, Michela, and Lamiani Giulia. Il viaggio. Milano University Press, 2002. http://dx.doi.org/10.54103/milanoup.79.

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The book, for kids between the ages of 11 and 13, is part of an action research project (MinViTI) dedicated to the accompaniment and support of youngsters who have a family member hospitalized in Intensive Care Unit. Through the journey of a kid, led by a wise man in the world where his father is battling his illness, the reader will find a way to recognize and share his emotions, activate resources and prepare for a possible visit to the Intensive Care Unit. The book is promoted in collaboration with the Intensive project, it, a scientific initiative supported by SIAARTI, Aniarti, AAROI-EMAC, and dedicated to the humanization of ICU care.
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