Collaboration in 3D virtual worlds : a protocol for case study research

Three-dimensional virtual worlds have been growing fast in number of users, and are used for the most diverse purposes. In collaboration, they are used with good results due to features such as immersion, interaction capabilities, use of avatar embodiment, and physical space. In the particular cases of avatar embodiment and physical space, these features support nonverbal communication, but its impact on collaboration is not well known. In this work we present a protocol for case study research and its creation process, which aims to assert itself as a tool to collect data on how nonverbal communication influences collaboration in three-dimensional virtual worlds. We define the propositions and units of analysis, and a pilot case to validate them. Then, two cases are analysed under the created protocol. Most of the propositions found chains of evidences supporting them.

Cultivating Collaborative Relationships: A Case Study of Teacher Collaboration and Professional Development

Students often receive instruction from specialists, professionals other than their general educators, such as special educators, reading specialists, and ESOL (English Speakers of Other Languages) teachers. The purpose of this study was to examine how general educators and specialists develop collaborative relationships over time within the context of receiving professional development. While collaboration is considered essential to increasing student achievement, improving teachers’ practice, and creating comprehensive school reform, collaborative partnerships take time to develop and require multiple sources of support. Additionally, both practitioners and researchers often conflate collaboration with structural reforms such as co-teaching. This study used a retrospective single case study with a grounded theory approach to analysis. Data were collected through semi-structured interviews with thirteen teachers and an administrator after three workshops were conducted throughout the school year. The theory, Cultivating Interprofessional Collaboration, describes how interprofessional relationships grow as teachers engage in a cycle of learning, constructing partnership, and reflecting. As relationships deepen some partners experience a seamless dimension to their work. A variety of intrapersonal, interpersonal, and external factors work in concert to promote this growth, which is strengthened through professional development. In this theory, professional development provides a common ground for strengthening relationships, knowledge about the collaborative process, and a reflective space to create new collaborative practices. Effective collaborative practice can lead to aligned instruction and teachers’ own professional growth. This study has implications for school interventions, professional development, and future research on collaboration in schools.

Experience of collaboration between a Dutch surgical team in a Ghanaian Orthopaedic Teaching Hospital.

Background: Surgery is an indivisible, indispensable part of healthcare. In Africa, surgery may be thought of as the neglected stepchild of global public health. We describe our experience over a 3-year period of intensive collaboration between specialized teams from a Dutch hospital and local teams of an orthopaedic hospital in Effiduase-Koforidua, Ghana. Intervention: During 2010-2012, medical teams from our hospital were deployed to St. Joseph’s Hospital. These teams were completely self-supporting. They were encouraged to work together with the local-staff. Apart from clinical work, effort was also spent on education/ teaching operation techniques/ regional anaesthesia techniques/ scrubbing techniques/ and principles around sterility. Results: Knowledge and quality of care has improved. Nevertheless, the overall level of quality of care still lags behind compared to what we see in the Western world. This is mainly due to financial constraints; restricting the capacity to purchase good equipment, maintaining it, and providing regular education. Conclusion: The relief provided by institutions like Care-to-Move is very valuable and essential to improve the level of healthcare. The hospital has evolved to such a high level that general European teams have become redundant. Focused and dedicated teams should be the next step of support within the nearby future.

CMS Collaboration

SCOPUS: ar.j

Relationship between hyperacute blood pressure and outcome after ischemic stroke: data from the VISTA Collaboration

Background and Purpose—High blood pressure (BP) is associated independently with poor outcome after acute ischemic stroke, although in most analyses “baseline” BP was measured 24 hours or more postictus, and not during the hyperacute period. Methods—Analyses included 1722 patients in hyperacute trials (recruitment 8 hours) from the Virtual Stroke International Stroke Trial Archive (VISTA) Collaboration. Data on BP at enrolment and after 1, 2, 16, 24, 48, and 72 hours, neurological impairment at 7 days (NIHSS), and functional outcome at 90 days (modified Rankin scale) were assessed using logistic regression models, adjusted for confounding variables; results are for 10-mm Hg change in BP. Results—Mean time to enrolment was 3.7 hours (range 1.0 to 7.9). High systolic BP (SBP) was significantly associated with increased neurological impairment (odds ratio, OR 1.06, 95% confidence interval, 95% CI 1.01 to 1.12), and poor functional outcome; odds ratios for both increased with later BP measurements made at up to 24 hours poststroke. Smaller (versus larger) declines in SBP over the first 24 hours were significantly associated with poor NIHSS scores (OR 1.16, 95% CI 1.05 to 1.27) and functional outcome (OR 1.23, 95% CI 1.13 to 1.34). A large variability in SBP was also associated with poor functional outcome. Conclusions—High SBP and large variability in SBP in the hyperacute stages of ischemic stroke are associated with increased neurological impairment and poor functional outcome, as are small falls in SBP over the first 24 hours.

An Ecosystem Approach to Antimicrobial Stewardship: An Ecuadorian-Canadian Collaboration To Design, Implement and Evaluate a Community-Based Intervention

English

Forms of Collaboration in Collaborative Enterprises: An Ontological Model

Part 19: Knowledge Management in Networks

Collaboration de recherche avec les musées, une opportunité pour penser l’appropriation des ressources

OCIM : Office de coopération et d'information muséales

The MATCH project: collaboration between academia and industry

The university sector offers innovative research initiatives which industry should be tapping. Michael Craven, Senior Research Fellow at the University of Nottingham, reports on a unique collaboration between academia and industry that is helping companies assess the value of medical technology.

Collaboration in Virtual Enterprises through the Smart Vortex Suite

Part 12: Collaboration Platforms

A Metamodel for Collaboration Formalization

Part 11: Reference and Conceptual Models

Enterprise Collaboration Framework for Managing, Advancing and Unifying the Functionality of Multiple Cloud-Based Services with the Help of a Graph API

Part 5: Service Orientation in Collaborative Networks

Memorandum of Understanding between Universidad de Cuenca and Chair of Hydroinformatics of the UNESCO-IHE Institute for Water Education Delft, The Netherlands on Collaboration in Education and Research

English

La collaboration intra professionnelle lors de l'intégration des candidates à l'exercice de la profession infirmière : expériences d'infirmières

Lors de l'intégration d'infirmières nouvellement diplômées, nommées candidates à l'exercice de la profession infirmière (CEPI), ces dernières s’appuient fréquemment sur l’expérience de leurs collègues infirmières afin de les guider dans les soins à offrir (Ballem et McIntosh, 2014 ; Fink, Krugman, Casey, et Goode, 2008). Ce type de collaboration permet de faire un transfert de connaissances (D’Amour, 2002 ; Lavoie-Tremblay, Wright, Desforges, et Drevniok, 2008) et d’augmenter la qualité des soins offerts (Pfaff, Baxter, et Ploeg, 2013). Cependant, cette collaboration peut être plus difficile à initier sur certaines unités de soins (Thrysoe, Hounsgaard, Dohn, et Wagner, 2012). La littérature disponible portant principalement sur l’expérience qu’en ont les infirmières débutantes, l'expérience des infirmières quant à ce phénomène est encore méconnue. Cette étude qualitative exploratoire inspirée de l'approche de théorisation ancrée avait pour but d'explorer l’expérience d’infirmières de l’équipe de soins quant à la collaboration intra professionnelle durant l’intégration de CEPI en centre hospitalier. Des entrevues réalisées auprès de huit infirmières ont été analysées selon la démarche de théorisation ancrée. Les résultats de cette recherche ont mené à la schématisation de l'expérience d'infirmières quant à la collaboration durant l'intégration des CEPI. Cette schématisation souligne l'importance de la collaboration durant les différentes périodes d’intégration des CEPI ainsi que la complémentarité des rôles infirmiers dans l'équipe de soins, incluant l'assistante infirmière-chef, la préceptrice et l'infirmière soignante. Le résultat de cette collaboration est l’autonomie dans la tâche et le fait d’entrer dans l’équipe. En regard de cette schématisation, des recommandations ont été formulées pour la recherche, la formation, la gestion et la pratique.