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This article provides a retrospective on the formation of the Engaged Humanities Lab at Royal Holloway, University of London. It sets the lab’s development within the broader history of labs in the humanities, setting out how the Engaged Humanities Lab aligns closely with Pawlicka-Deger’s description of “infrastructure of engagement” rather than the physical spaces that characterise science laboratories. We also explain why the sub-category of “engaged” humanities was selected over the broader and more established “public” humanities. The second half of the article provides reflections on the activities and achievements of the Engaged Humanities Lab, focusing on how intra-institution collaboration between an academic school and the Research and Innovation Department supported the formation and governance of the lab, allowing for ongoing dialogue and co-creation between subject area experts and research management professionals with expertise in research funding, policy, and knowledge exchange. This article also illuminates what is needed from university leaders to ensure the success and longevity of infrastructures of engagement like the Engaged Humanities Lab.
This introduction to the special issue “Performance, Projection, Provocation! Relational Creativity in Contemporary Japan” presents a history of group-based creative practice in Japan, from the amateur endeavors of sākuru (circles) to the professional creativity of international production companies. The special issue applies the concept of “relational creativity” to a series of case studies to better understand how creative practices shape relationships and other social forms, institutional and less institutional.
Multi-institutional scientific research projects are increasingly common. Nevertheless, regulations and guidelines do not yet adequately address which entity should assume responsibility for research misconduct proceedings in multi-institutional research. This article explores the challenges of determining jurisdictional roles in research misconduct matters in collaborative science and proposes the application of a “jurisdictional interests test” as a framework for determining jurisdiction in multi-institutional research misconduct proceedings.
Shared leadership entails a dynamic, interactive influence process among groups and teams. Whereas traditional models of leadership emphasize the importance of vertical leadership as a role occupied by an individual in a designated position, shared leadership emphasizes the importance of leadership as an unfolding social process, shifting the influence to the person with the most relevant knowledge, skills and abilities, juxtaposed against the emerging task related requirements. Research shows that shared leadership is a robust predictor of group, team and organizational outcomes across a variety of organizations, industries and cultural contexts. In fact, shared leadership is a better predictor of outcomes than vertical leadership. This Element provides a comprehensive review of the research on shared leadership, and points to promising directions for the future, in terms of both research and the practical application of shared leadership in action. This title is also available as Open Access on Cambridge Core.
This chapter examines the relationship between Percy Shelley and Mary Wollstonecraft Shelley. It follows them through a wide range of domestic settings in England, Switzerland, and Italy and emphasises their collaborative literary relationship, discussing both Mary Wollstonecraft Shelley’s Frankenstein, conceived during the inclement summer of 1816 on the shores of Lake Geneva, their jointly authored History of a Six Weeks’ Tour, and several of Percy Shelley’s poems, including Epipsychidion and The Cenci. The chapter discusses Mary Wollstonecraft Shelley’s essential role in editing and transmitting Percy Shelley’s works to literary history after the poet’s death.
This article explores the concept of partnerships in public humanities as both a process and a vital outcome. Drawing from experiences within a classroom environment, where university students and community members learned and engaged together, we identify three key precepts for sustaining effective community-university partnerships: centering human relationships, leveraging institutionalization, and redistributing risk. These strategies do not aim to avoid the challenges inherent in collaboration but rather use complexities as opportunities for deeper engagement. We argue that community-university partnerships should themselves be viewed as a valuable and meaningful form of public humanities.
What was the social experience of work in the ancient world? In this study, Elizabeth Murphy approaches the topic through the lens offered by a particular set of workers, the potters and ceramicists in the eastern provinces of the Roman Empire. Her research exploits the rich and growing dataset of workshops and production evidence from the Roman East and raises awareness of the unique features of this particular craft in this region over several centuries. Highlighting the multi-faceted working experience of professionals through a theoretically-informed framework, Murphy reconstructs the complex lives of people in the past, and demonstrates the importance of studying work and labor as central topics in social and cultural histories. Her research draws from the fields of archaeology, social history and anthropology, and applies current social theories --- communities of practice, technological choices, chaîne opératoire, cultural hybridity, taskscapes – to interpret and offer new insights into the archaeological remains of workshops and ceramics.
University of Maryland, Baltimore County (UMBC) has achieved regional and national prominence in the US for its remarkable success preparing African American students in the STEM fields. The success is the result of the institution’s approach to innovation - framing challenges as researchable questions and testing to see which strategies work and replicating them. It has fostered a culture of curiosity and mutual support that makes the pursuit of excellence an ongoing collective effort.
Barbara Rogoff reflects on the sources and pathway of her work on understanding culture and individual learning as aspects of a mutually constituting process. She describes her efforts across decades to convey the idea that learning is a process of transforming one’s participation in cultural communities, which simultaneously contributes to transforming and maintaining the communities’ cultural practices. As ways of getting traction on understanding and researching from the mutually constituting perspective, Rogoff offers the metaphors of lenses that bring aspects of the overall process into focus, and fractals that aid in seeing the similarity of cultural patterns across both small moments and generations. She connects these ideas with several concepts and lines of research that she and her colleagues have contributed: everyday cognition, guided participation, Learning by Observing and Pitching In (LOPI) to family and community endeavors, interdependence with autonomy, collaborative initiative, simultaneous attention, fluid collaboration, and “Barbara’s do-do theory.”
This autobiographical fragment begins in a working-class high school and traces a career trajectory shaped by the world I grew up in and the world I entered. As a White woman from an American working-class background, I was an uneasy fit for the academy, circa 1979. I experienced obstacles and intellectual pleasures. I found many fascinating topics to study (e.g., class and cultural variation in early narrative) and many fascinating colleagues and students to work with. The outsider/insider position I occupied offered novel vantage points on the what, who, and how of developmental inquiry and on its telling omissions. My story of marginalization intersected with a historical moment when developmental psychology began to reckon with its narrowness and ethnocentrism. Thanks to the efforts of many developmental scholars, the field is now headed in a more context-sensitive and pluralistic direction while still contending with entrenched deficit discourses and other blind spots.
E-commerce applications have significantly changed how people transact with each other. This includes digital advances that drive illegal wildlife trade. In Indonesia, the Conservation Act of 1990 was enacted before the internet revolution and does not, therefore, adequately cover online illegal wildlife trade. In this study we identified wildlife traded illegally through advertisements published by five large national e-commerce companies and one social media platform operating in Indonesia, using 39 keywords. We also analysed data on wildlife cybercrime court case outcomes, associated criminal networks and their modus operandi. Over 12 months, we found 996 advertisements for wildlife and wildlife products, including of 45 nationally protected species, from 421 accounts. Amongst the six platforms monitored, Facebook Marketplace had the highest illegal wildlife trade traffic. We found that those prosecuted for online illegal wildlife trade were given low sentences. Our analysis of wildlife legislation, focus group discussions and expert interviews showed that the Government of Indonesia Trade Law (2014) and Law on Electronic Information and Transactions (2008) cannot be used to prosecute online illegal wildlife trade cases because these laws do not acknowledge regulations for protected species. Our study emphasizes the urgency of revising the Conservation Act and changing the definition of trade to include advertisements of protected species. We recommend development of screening tools for advertisements and accounts on e-commerce platforms, review of community/user guidelines to prohibit trade of protected species, and strengthening the approach of combining multi-context laws with stakeholder cooperation to prosecute online illegal wildlife trade cases.
English language teachers have long recognised pop songs' potential for engaging students and establishing positive classroom environments conducive to language learning. Educational publishers increasingly incorporate music into their coursebooks, including specially commissioned 'ELT songs', whose lyrics feature aspects of target language. This Element explores the phenomenon of ELT songs from the authors' insider perspective as songwriters. It considers the relationship between music and lyrics in songs, what this means for using songs in the language classroom, the historical developments through which ELT songs emerged, and the contexts in which they are written, listened to, and made. Through literature review and reflection, the authors derive a framework of twelve criteria and ten dilemmas to guide ELT songwriting, before applying it in an analysis of their songs and songwriting process. The final section proposes a model for multidisciplinary collaboration between songwriters and non-musician collaborators including authors, teachers, and publishers.
The Earth suffers from metabolic disorders. Disruptions in natural cycles, global warming, and species extinction lead to an indigestibility of being (Marder 2019), where the planet’s metabolism becomes increasingly dysfunctional, akin to the “clogged pores of existence” (Marder 2019). In his essay On Art as Planetary Metabolism, Marder proposes an intriguing remedy: art as a form of metabolism, capable of counteracting these global dysfunctions. In this work-based essay, we examine selected contemporary works from the fields of Eco Art, Bio Art, Bio Design, and Socially Engaged Art to explore how these, in the context of Marder’s theory, can metabolically counteract the dysfunctions of planet Earth. The starting point is the publication’s central question: “How can biotechnologies and biomaterials shape and sustain habitats in extreme and space environments?” We focus on planet Earth as an extreme environment based on the symptoms of the climate crisis. At the centre of the investigation is the thesis that art, as a field of experimentation, can unite scientific and sociological findings, envision alternative realities of life and stimulate sustainable social transformation processes. This gives rise to the following questions: How can artistic explorations of biomaterials and biotechnologies sustainably shape living spaces in extreme environments, such as planet Earth? What can art works teach us about global metabolism? How can they integrate past knowledge, react to the present and sensitise us to the future? Materially, aesthetically, technically and ethically. For the work-based essay, we have selected four works that are the subject of our respective research. Following Marder’s theory, we assume that the works contain metabolic aesthetic moments that can lead to a stimulation of the global metabolism. The following works will be analysed: Life (from the Protocells Triptych) (2022) by artist Shoshanah Dubiner; Internal Burial Suit (since 2008) by Jae Rhim Lee; Fermenting Futures (2022) by Anna Dumitriu and Alex May; and Return to Sender (2022) by Nest Collective. Following this sequence, we describe each work and connect analytical insights with theoretical perspectives to build upon Marder’s ideas. Our essay is positioned within the theoretical discourses from the humanities on post-anthropocentrism, new materialism, and ecocentrism. In response to the multiple crises of the Anthropocene, these discourses advocate for a decentred view of the human being, seeing it as an integral part of a connected environment. Matter is understood as vibrant, possessing ‘intrinsic vitality’, with particular emphasis on its self- organization and emergence (Witzgall 2014). Therefore, we place the following theoretical sources alongside our works: Donna Haraway’s work ‘Staying with the Trouble: Making Kin in the Chthulucene (2016), ‘Metamporphosis. Life has many forms. A Philosophy of Transformation’ (2020) by Emanuele Coccia and ‘Degrowth and the Arts’ (2022) by Daphne Dragona.
In this article, we reflect on our experiences co-producing a podcast about literary books mostly written by women of color. We describe how and why we started the podcast and how our podcast provides a model of skills that are key to doing humanities, and offer some practical advice about making podcasts.
It is not often that international collaborations are sustained for any significant period, let alone for three decades. However, despite relying on largely voluntary contributions of individuals within its member institutions, the International Network of Agencies for Health Technology Assessment (INAHTA) has not only been an example of sustained collaboration over 30 years but also an example of how an initially modest collaboration can grow and thrive. Current and former serving Chairs and secretariat of the Network have come together to review network documents and outputs and reflect on the history of INAHTA, since its inception in Paris in 1993. Building on the paper from Hailey et al 2009 that documented the growth of the network after 15 years, we have considered and documented the factors that we believe have helped sustain the network and enable it to flourish in the subsequent 15 years. We have also considered the various challenges experienced along the way, as these too can aid in making a collaboration stronger. Future directions for the network have also been contemplated, given the evolving nature of HTA and the regional collaborations that have recently emerged. We hope that by sharing the lessons learned from this living example of international global collaboration relationships between like-minded organizations can be similarly fostered and enhanced into sustainable collaborations, for the benefit of all.
The aim of this study was to evaluate district nurses’ perceived and factual knowledge about nutritional care after an updated and expanded educational intervention. Furthermore, we aimed to compare the outcomes of the revised and the original educational intervention.
Background:
In-depth knowledge of nutritional care is a prerequisite to supporting older adults’ well-being and health. District nurses’ actual knowledge of the nutrition care process, older adults’ need for food, and palliative care in diverse phases of disease is therefore of utmost importance. An updated and expanded educational intervention meeting these needs was evaluated.
Methods:
A study-specific questionnaire about nutritional care was used before and after the educational intervention. Participants (n = 118) were district nurses working in primary health care in Region Stockholm. Additionally, a pre- and post-test quasi-experimental design was used to assess differences in learning outcomes of the revised intervention compared with the original intervention.
Findings:
District nurses who completed the questionnaire had worked in health care for about 18 years and as district nurses for 5 years after their specialist examination. After the revised educational intervention, significant improvements were found in all statements concerning perceived challenges and actions related to nutritional care, while questions about factual knowledge showed significant improvements in three of the four questions.
Comparison between the revised and the original intervention revealed no differences in most areas of perceived challenges and actions related to nutritional care. Additionally, in half of the areas assessed, factual knowledge improved more after the revision than after the original educational intervention, including the maximum length of overnight fast and the type of oral nutritional supplements (ONS) that should be prescribed.
Conclusion:
The intervention was successful in increasing knowledge about nutritional care, nutritional counselling, food adaptation, and prescribing ONS in an individually tailored way. In-depth knowledge supports usability in clinical practice. Nevertheless, we need to follow-up and understand how increased knowledge about undernutrition and ONS prescription are implemented in primary health care when caring for older adults’ desires and needs.
This chapter demonstrates how young male Taiwanese elites turned to gendered masculinity in response to colonial redefinitions of women within the family and marriage from the 1920s onward. Taiwanese masculinity derived from the mixture of Han Chinese tradition and Japanese colonialism. Chinese men had developed their masculinity on sociocultural standings and power in and outside of the household. Meanwhile, male Taiwanese elites often received higher education in Japan, and they built Taiwanese nationalism on calls for regulating or ending the practices of bride prices, daughter adoption, and premarital sex among ordinary Taiwanese men and women. In those top-down calls, Taiwanese elites defined themselves as men in terms of their ability to facilitate individual willpower and liberalize society. Far from being personal, their masculinity made it necessary for the elites to work with the colonial authorities to materialize family reforms in the late 1920s. To shore up their sociopolitical standing, those elites held women responsible for obstructing family reforms and painted them in a negative light, constructing masculinity while assigning additional gendered burdens.
The internet is a global communication tool that is used to create and share vast amounts of information. The internet and all its associated technology are so ubiquitous that we cannot imagine a world without it. Such a force driving social change has not been seen since the invention of the printing press and the advent of global literacy.
Digital connectivity has become integral to our personal and professional lives. It has evolved into a fundamental necessity, shaping how we communicate, collaborate and engage in various aspects of our personal and work environments. It is continually evolving rapidly; our current machines, platforms, programs and applications will soon be superseded. As a business professional, you must keep learning new skills, adapt and constantly move forward to stay abreast of technological change.
This chapter explores online and digital spaces for organisational communication and outlines strategies business professional should consider when engaging with online audiences. It offers best-practice advice for creating and managing personal branding for a digital environment.
Working collaboratively with others is inevitable in a business context. In larger organisations, the increasing complexity of business processes requires combinations of abilities and knowledge that a single person is unlikely to have. Even if one person could technically do everything, it would take too long.
As business operations and organisations have expanded globally, the spread of, and access to, expertise has increased. The expansion and global reach of organisations has created more complex tasks and decision-making that teams can help overcome. We are now seeing an increase in geographically dispersed and culturally diverse work groups that are connected via the digital communication technologies that make virtual group engagement and networking possible.
As most businesses aim for growth, the amount of work is increasing. Yet, time frames are shortening. Thus, collaborative activities, whether it be two people, larger groups or even multiple organisations, are a necessary feature of modern organisations. Collaboration will require you to draw on your active listening, emotional intelligence and relationship-building skills to ensure success.
The delivery of paediatric cardiac care across the world occurs in settings with significant variability in available resources. Irrespective of the resources locally available, we must always strive to improve the quality of care we provide to our patients and simultaneously deliver such care in the most efficient and cost-effective manner. The development of cardiac networks is used widely to achieve these aims.
Methods:
This paper reports three talks presented during the 56th meeting of the Association for European Paediatric and Congenital Cardiology held in Dublin in April 2023.
Results:
The three talks describe how centres of congenital cardiac excellence can be developed in low-income countries, middle-income countries, and well-resourced environments, and also reports how centres across different countries can come together to collaborate and deliver high-quality care. It is a fact that barriers to creating effective networks may arise from competition that may exist among programmes in unregulated and especially privatised health care environments. Nevertheless, reflecting on the creation of networks has important implications because collaboration between different centres can facilitate the maintenance of sustainable programmes of paediatric and congenital cardiac care.
Conclusion:
This article examines the delivery of paediatric and congenital cardiac care in resource limited environments, well-resourced environments, and within collaborative networks, with the hope that the lessons learned from these examples can be helpful to other institutions across the world. It is important to emphasise that irrespective of the differences in resources across different continents, the critical principles underlying provision of excellent care in different environments remain the same.