Search results

Many studies have investigated how the structure of the collaborative networks of researchers influences the nature of their work, and its outcome. Co-authorship networks (CANs) have been widely looked at as proxies that can help bring understanding to the structure of research collaborative ties. The purpose of this paper is to provide a framework for describing what influences the formation of different research collaboration patterns.

The authors use social network analysis (SNA) to analyze the co-authorship ego networks of the ten most central authors in 24 years of papers (703 papers and 1,118 authors) published in the Proceedings of CASCON, a computer science conference. In order to understand what lead to the formation of the different CANs the authors examined, the authors conducted semi-structured interviews with these authors.

Based on this examination, the authors propose a typology that differentiates three styles of co-authorship: matchmaking, brokerage, and teamwork. The authors also provide quantitative SNA-based measures that can help place researchers’ CAN into one of these proposed categories. Given that many different network measures can describe the collaborative network structure of researchers, the authors believe it is important to identify specific network structures that would be meaningful when studying research collaboration. The proposed typology can offer guidance in choosing the appropriate measures for studying research collaboration.

The results presented in this paper highlight the value of combining SNA analysis with interviews when studying CAN. Moreover, the results show how co-authorship styles can be used to understand the mechanisms leading to the formation of collaborative ties among researchers. The authors discuss several potential implications of these findings for the study of research collaborations.

This chapter discusses the contribution of the narrative and interpretive work of Dianne Ferguson (and Phil Ferguson) to the discourse of inclusive education research and practices. The chapter explores the concept of authentic inclusion that accepts a discourse contextualized in a needs-based, individualized focus within a perspective of diversity. The chapter continues to reiterate Ferguson’s call to mesh general and special education even within our present day, and emphasizes the need for a genuinely inclusive yardstick – not only to beat the inclusion drum, but also to focus on what authentic inclusion actually looks like.

The development of inclusive education, characterised by both universal momentum and geopolitical differences, has largely omitted children and young people with profound intellectual and multiple disabilities. For this group, access to educational opportunities at all has been slow to be won, and separation for ‘special care’ for their very high support needs is the norm. There have been advances in recognising the human rights and indeed humanity of people with the most profound intellectual disabilities, but the focus of educationalists has often been on how to foster and document fine-grained learning gains and on the specialist nature of the teaching they need. In this chapter, in contrast, the emphasis is on how the spirit of ‘Nothing about us without us’ can extend to children and young people with profound intellectual disabilities such that they are at the heart rather than periphery of the education and research process. The potential for belonging in education and research is illustrated through exploratory work on doing research inclusively with children with profound intellectual and multiple disabilities in two English special school classes. The starting point is seeking to know them from being with them in a particular way. The knowledge shared in the chapter is a mix of big picture state of the art overview and deep intersubjective knowledge/feeling created together with children with profound intellectual and multiple disabilities. The implications for future research in inclusion include the need to start from a different mindset in which belonging and reciprocity inform an asset-based approach.

In Northern Ireland, access to good quality palliative care is an accepted and expected part of modern cancer care. The “Transforming Your Palliative and End of Life Care” programme “supports the design and delivery of coordinated services to enable people with palliative and end of life care needs to have choice in their place of care, greater access to services and improved outcomes at the end of their lives”. The purpose of this autoethnography is to share the author’s lived experience so that it might be used to improve services.

Autoethnography is employed as the research method. The author describes her experience of caring for father over the last six months of his life. She explores the tensions between the different players involved in the care of her father and the family and the internal conflict that developed within her as daughter, carer, care coordinator and doctor. Using multiple data sources, selected data entries were explored through reflexive, dyadic interviews to explore the experience and meaning in each story.

The author found that autoethnography was a powerful tool to give voice to the carer experience. Narration can be a powerful tool for capturing the authentic lived experiences of individuals and families and is a tool seldom utilised in integrated care. This account provides an insight into the author's expectations of integrated palliative care, as a designer and implementer and now an academic in integrated care and concludes with some reflections about the gap between policy and practice in palliative care services in Northern Ireland.

Autoethnography can be a powerful tool for capturing the authentic lived experiences of individuals and families and is an essential component of the quadruple aim.

Mental health literacy (MHL) is the ability to understand health information originating from different sources. Little is known about ethnic differences in sources for health information, and the effect these differences has on elderly MHL. In this paper, we focus on the social networks (i.e. social connections) of elderly people from different ethnic groups, and investigate the effect these networks have on MHL. Specifically, we focus on the ethnic diversity of one's peers (ethnic diversity) as a network characteristic that can interplay with his\her MHL.

The data used in this study were gathered using a survey among elderly (over the age of 60) Native Israeli Jews (N = 147) and Immigrant Jews from the Former Soviet Union (FSU, N = 131). The survey was used to assess our participants MHL, online and offline sources of mental health information and mental health service utilization. Interviews were also conducted with each participant. The interview purpose was to map the participants' social network (using a sociogram), while indicating the attributes of the participant's peers (age, gender, ethnicity, etc.) and the nature of the interaction (online vs. offline, strength of the tie, etc.). A set of hierarchal regression analyses were then used to examine which social network attributes are correlated with MHL levels.

Our findings shows that ethnic diversity within the social networks of Immigrants from the FSU contributed to their MHL more so than for native-born Jews. Specifically, face to face maintained connections with individuals from diverse ethnic groups lead to increased knowledge about how to search for mental health information. Online maintained connections with individuals from diverse ethnic groups, lead to increase attitudes that promote recognition of mental health related issues and appropriate help-seeking.

Understanding the interplay between the ethnic diversity among one's peers and his/her MHL offers an important additional prism of examining MHL; moving beyond the individual's characteristics and examining his/her social connections as well. The relevancy of these findings for reducing MHL inequalities between native-born and elderly migrants, as well as for ethnic minorities is discussed.

The purpose of this paper is to explore the integration of school and leisure activities and to inform professional practice by exploring the opportunities and challenges that arise when school-day teachers and leisure-care personnel set out to build a collaborative network.

This paper presents a multiple case study of five Reykjavik elementary schools that participated in a project called “The Day of the Child.” Data were gathered using semi-structured interviews and focus groups with school leaders, leisure-time center coordinators, teachers, and leisure-care personnel, as well as using field notes and documentary analysis.

The participants in the study reported that increased integration supported the well-being of children by offering leisure activities within the school day. Emphasis on leisure reinforced children’s informal and social learning. Challenges identified were organizational barriers, such as professional boundaries between leisure and school, unclear roles of leisure-care personnel and lack of active collaboration. Drawing on the findings, the author explores possibilities for enhanced professional practice within schools.

Leisure and informal learning are marginalized in the educational discourse due to the global push in education toward outcomes-based education and standardized testing. This study underlines the need for leisure pedagogy in elementary schools.

This paper provides an understanding of the importance of informal learning within the formal school culture. The findings reflect the experiences and insights of those working with children and focuses on a much neglected part of education, informal learning.

Dealing with the subject of the artificial bleaching of flour, The Lancet observes that the public criterion of quality in respect of foods and beverages shows some interesting anomalies. Appreciation is often based, for example, on appearance, on how things look, and it is in this direction that conclusions often and obviously become illogical. In some instances the article demanded must be spotlessly white, while in others, if naturally white, it must be artificially coloured. The white loaf is a popular fancy, but white milk is suspected, and yet natural flour may be of a rich golden colour, while rich milk may have only a shade of brownish colour which is supposed to connote cream. The result is that in the one case flour is often deprived of its colour by a process of chemical bleaching, and that in the other an artificial colouring is added. Natural colour is objected to on the one hand, and on the other an artificial addition is demanded. It may be urged that both expedients are justifiable inasmuch as they meet a popular fancy, and that this counts in the enjoyment and even digestibility of the foods. If artificial means are employed to adjust the appearance of food to a popular standard, the proceeding can clearly only be allowed when it has been proved beyond all doubt that the products are not dietetically impaired or that they do not masquerade as something which they are not.

The growing demands of work and life have shifted the concept of work-life balance to work-life integration (WLI). The success of integration depends upon the flexibility to perform the duties. This paper aims to explore the factors that affect WLI and the role of flexible work arrangements (FWAs) in the process of WLI.

Systematic literature review was used to explore the concept of WLI and FWAs. A bibliometric analysis was carried out with Bibexcel and VoSviewer.

This paper explained the organizational and personal factors that create the demand for WLI. The FWAs, perceived flexibility, technology and self-efficacy have important roles in WLI. The result of WLI can be enrichment or strain, depends upon how effectively the work-life domains are integrated.

This paper explores the work-life from both personal and organizational views. The findings of this paper will be useful to design the organizational policies and work arrangements that match the requirements of employees and organizations. This paper helps to develop the future research agenda of investigating the relations of WLI to performance, organizational policies and personal factors.

What is it about academia anyway? We profess to hate it, spend endless amounts of time complaining about it, and yet we in academia will do practically anything to stay. The pay may be low, job security elusive, and in the end, it's not the glamorous work we envisioned it would be. Yet, it still holds fascination and interest for us. This is an article about American academic fiction. By academic fiction, I mean novels whosemain characters are professors, college students, and those individuals associated with academia. These works reveal many truths about the higher education experience not readily available elsewhere. We learn about ourselves and the university community in which we work.