Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-08-30T18:58:38Z No. of bitstreams: 2 Dissertação - Marco André Franco de Araújo - 2016.pdf: 4449092 bytes, checksum: 9bed28617c3f85b27b29e4861a38aa0b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-31T13:09:48Z (GMT) No. of bitstreams: 2 Dissertação - Marco André Franco de Araújo - 2016.pdf: 4449092 bytes, checksum: 9bed28617c3f85b27b29e4861a38aa0b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-08-31T13:09:48Z (GMT). No. of bitstreams: 2 Dissertação - Marco André Franco de Araújo - 2016.pdf: 4449092 bytes, checksum: 9bed28617c3f85b27b29e4861a38aa0b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-03-23 / The main objective of this study is to understand how the use of games can contribute to the learning process in the English language classroom. Three types of games were selected: memory game, board game and describing game and they were performed in a collaborative perspective. The research was conducted in an elementary classroom in a public school in Goiânia in the first and second semesters of 2015 with students who had initial level of knowledge of English as a foreign language. The sociocultural theory was used to support our investigation. From a methodological point of view, we conducted a case study and relied on the qualitative research principles to collect and analyze the data. The results suggest that games contribute to the learning of a foreign language, because, through them, students can co-construct knowledge. We also noted that, through games, students can use strategies that will help them in doing the activities, such as the use of external resources, questions asked to one another and to the teacher, the use of the mother tongue. Games also promote interaction among students, which may make learning more meaningful. / Este estudo tem por objetivo geral compreender como a utilização de jogos em sala de aula de língua inglesa pode contribuir para o processo de aprendizagem do idioma. Três tipos de jogos foram selecionados: o jogo da memória; o jogo de tabuleiro; e o jogo de descrever, e foram realizados numa perspectiva colaborativa. A pesquisa foi realizada em uma turma de 7º ano do ensino fundamental, com alunos que tinham nível inicial de conhecimento da língua inglesa como língua estrangeira, em uma escola pública de Goiânia, no primeiro e segundo semestres de 2015. Buscamos, na teoria sociocultural, o suporte teórico para nossa investigação. Do ponto de vista metodológico, realizamos um estudo de caso e baseamo-nos nos princípios da pesquisa qualitativa para a coleta e a análise dos dados. Os resultados revelaram que os jogos contribuem para a aprendizagem de LE, pois, por meio deles, os alunos coconstroem o conhecimento. Observamos também que os jogos podem fazer com que os alunos usem estratégias que vão beneficiar-lhes durante a realização das atividades, como o uso de recursos externos, perguntas feitas uns aos outros e à professora, e o uso da língua materna. Os jogos também favorecem uma maior interação entre os alunos, tornando a aprendizagem da língua mais significativa.

Polypharmacy, the use of five or more medications, is a public health epidemic that leads to high health care utilization and costs in older adults globally. Health care organizations and professionals have used interdisciplinary collaboration (IC) interventions to reduce polypharmacy and health care costs with little benefit. There is limited research and integration of IC with an evidence-based practice (EBP) guideline among primary care providers (PCPs) in the primary care setting. The aims of this Doctor of Nursing Practice (DNP) project were to conduct a knowledge and needs assessment via Qualtrics survey to identify PCPs’ current knowledge, practices, and perceptions regarding IC and the American Geriatrics Society (AGS) Beers Criteria on reducing older adult polypharmacy in an urban primary care setting; and to assess PCPs’ interest in participating in IC with a pharmacist using the AGS Beers Criteria. The responses obtained from the Qualtrics survey revealed PCPs were comfortable in communicating to older adults about polypharmacy; however, PCPs with longer practice experiences displayed misconceptions due to lack of familiarity and interest in participating in IC using the AGS Beers Criteria. Overall, 70% of PCPs felt comfortable about participating in IC alone, 50% of PCPs were familiar with IC, and 60% of PCPs used the AGS Beers Criteria. Even though 60% of PCPs felt comfortable about participating in IC based on AGS Beers Criteria with a pharmacist, only 50% of PCPs were interested in participating IC with a pharmacist using AGS Beers Criteria. Barriers and recommendations are discussed further in this DNP Project paper.

While collaborative engineering in outsourcing projects presents potential benefits to the partners, it involves some risks and reasonable concerns. First, a poor mechanism of data exchange and data communication can lead to loss of effectiveness and efficiency of the project. Second, collaborative engineering requires partners to adapt a common business process, which often means moving away from a familiar way of working. Thus, it is crucial to find an optimal way a collaboration can be achieved with the lowest waste due to changes in communication practices, and losses in efficiency due to asynchronous processes or big amount of exchange data. The main goal of this thesis is to connect two aspects in a collaboration: data-exchange and process-based execution. The main reason to do so is to resolve a problem with a weak control over information needed for successful project execution. Three research methods are used in this work: a case study to analyze how collaboration is performed in the industry and which problems exist; a literature review to understand how existing collaboration tools can be adapted to help solving the identified problems; and a prototypical implementation to show how automated versioning of engineering knowledge can be added to the union of data exchange and process-based aspects. The case study was performed and a list of business requirements was presented. Based on the list of requirements, solutions within the literature were searched. A process-based artifact-centric concept was applied to the case study scenario. Objectives are achieved, however, the problem was shown on an example of one company, which presents a limitation, as generalization has not been proved.

Technological advancements reshape societies at large and with that changes in behavior and the way in which people live and work follow. Education is no exception; technology enables students to attend courses independent of time and place. This thesis attempted to explore and develop an understanding of how students who study at a distance in higher education use technology to collaborate and how they experience collaboration. The philosophical base is postphenomenology and both interviews and observations have been conducted in order to collect data. Findings showed that a range of technologies were used to collaborate; both technologies for communication, storing of documents, brainstorming and screen sharing. Only the initial contact between fellow students were made through the technology that the university itself provided whereas the continued communication often took place elsewhere, chosen by the students. Although emerging technologies offer a vast range of opportunities for communication and collaboration, these were not always experienced as seamless. Diverging from previous literature where distance education has received critiques on not being able to fully replicate traditional studies; findings showed that the differences from traditional studies made students choose distance studies over traditional studies. Thus the value of distance studies relies on what actually differs them from traditional studies.

Objectives: Transitions of care (ToC) for a high-risk neonatal population, and in some cases inappropriate and early discharge, can have important implications for community and broader population health. As it is a key indicator of the efficiency of the system of health services, the ease of ToC has been a priority for improving care outcomes across all settings in our nation’s healthcare system. Research shows that inappropriate discharges can lead to negative outcomes for patients and their families, health professionals, and the health system. Collaboration amongst the health care professionals, the community, and the patient’s family is needed for an efficient transition. This research examined how interprofessional collaboration (IPC) can act as a catalyst for efficient and effective ToC from a high-risk neonatal unit to care back in the community. Approach: Twelve infants were observed from their admission on the Neonatal Intensive Care Unit (NICU) until their discharge home. The 12 consisted of four patients discharged directly home, four to another unit within the same hospital, and four to another institution. Stage one involved a document analysis of documents related to ToC policy on the NICU. Stage two involved observation. Stage three involved interviews with healthcare professionals (HCPs) in the hospital and community (n=30) and family members (n=12). Stage four consisted of deliberative workshops with the hospital management and research participants to share the results and obtain their feedback. Results: Including parents early in the ToC planning process helps parents feel they’re a part of the interprofessional care team, in-charge of their infant’s care and thus better equipped mentally to handle their infant’s ToC. Knowing early on their infant’s discharge plan allows parents the opportunity to ask questions regarding caring for the infant at home or to meet the new healthcare team at the new site (hospital/floor) prior to the transfer. Mechanisms need to be in place to ensure that communication regarding ToC is consistent and clear to and between all HCPs whether in the hospital (e.g. bedside nurse) or in the community (e.g. family doctor). Having a clear understanding of what information should be transferred during a ToC will prevent unnecessary tests and misunderstandings. Increasing HCPs’ knowledge of available community resources will aide in transitioning infants to community care and thus freeing bed space and decreasing unnecessary costs at the hospital (i.e. A feeding and growing baby can be weighed by family doctor or Rapid Response Nurse and not necessarily the neonatologist). A consistent ToC policy across all NICUs would also be beneficial to ensuring a smoother ToC of infants. Conclusion: It is believed that communication and education in an interprofessional context is critical for more efficient and effective ToC of neonates.

Les systèmes de recommandation sont conçus dans une variété d'applications pour aider à la prise de décision. Dans un environnement collaboratif, le système de recommandation peut guider la collaboration. Les utilisateurs laissent des traces d’interaction lorsqu'ils collaborent sur une plateforme numérique. Ces traces peuvent être analysées pour détecter les signaux forts et les signaux faibles d’une collaboration. Cette thèse porte sur la mise en œuvre d'un système de recommandation exploitant les traces de collaboration dans un environnement informatique. Les travaux réalisés ont été testés au sein de la plateforme web collaborative E-MEMORAe. / With the development of information and Internet technology, human society has stepped into an era of information overload. Owing to the overwhelming quantity of information, both information providers and information consumers are facing challenges: information providers want the information to be transferred to the target audience while information consumers need to find the information most relevant to their need. To bridge the gap, recommender systems have been designed and applied in a variety of applications to help making decisions on movies, music, news and even services and persons. In a Collaborative Working Environment, recommender systems are also needed to guide collaboration and allocate task efficiently. When people exchange information and resources, they leave traces in some way or other. For a typical Web-based Collaborative Working Environment, traces can be recorded which are mainly produced by collaborative activities or interactions. The modelled traces represent knowledge as well as experience concerning the interactive actions among users and resources. Such traces can be defined, modelled and exploited in return to offer a clue on a variety of deductions. Firstly they can indicate whether a user is active or not concerning interactions on a certain subject. Combining with users’ evaluation of the information and resources during interaction, we can further evaluate a user’s competency on each subject. This aids the decision for further collaboration because knowing the specialization of users helps to distribute tasks reasonably.This thesis focuses on implementing a recommender system by exploiting various collaborative traces in the group shared/collaborative workspace. To achieve this goal, firstly we collect traces and get them filtered by system filters. For evaluating shared resources we propose a system of vote and combine the result with collaborative traces. Furthermore, we present two mathematical approaches (TF-IDF and Bayes Classifier) with semantic meanings of traced resources and a machine learning method (Logistic Regression) with user profile to exploit traces, and then discuss comprehensive examples. As a practical experience we tested our prototype in the context of the E-MEMORAe collaborative platform. By comparing the results of experiments we assess the strengths and weaknesses of each of the three methods and in which scenario they perform better. Cases show that our exploitation framework and various methods can facilitate both personal and collaborative work and help decision-making.

Magister Bibliothecologiae - MBibl / The study investigated the significance of collaboration in the management and preservation of audio-visual archives at the National Archives of Zimbabwe (NAZ) in light of the challenges presented by this heritage resource. An exploration of literature has revealed that managing audio-visuals is not an easy part and most cultural heritage institutions in developing counties have been struggling. The underlying premise is that collaboration ensures efficiency and effectiveness in the management and preservation of audio-visual archives

Philosophiae Doctor - PhD / The complexity of human health and its determinants has been developing gradually and the means to attend to them has gone beyond the scope of a specific health discipline. Advocacy is underway by health stakeholders such as the World Health Organisation (WHO), higher learning institutions and individual scholars to incorporate interprofessional practice initiatives in health as a means of ensuring that health practitioners share ideas communicate and collaborate in order to put forward a comprehensive management plan for patients. These initiatives seek to ensure that a problem that could hardly be solved uniprofessionally is shed light on. The University of the Western Cape (UWC) is among the universities in the world that have incorporated an Interdisciplinary Core Courses Curriculum to be undertaken by all undergraduate students enrolled in the Faculty of Community and Health Sciences (FCHS) hence aiming at producing graduates who are collaboration conscious in their practice. This effort adds into the UWC’s endeavor of producing socially responsible graduates. This study analysed the UWC curriculum in order to ascertain its cognitive rigor for delivery of the interprofessional competencies. It further sought to identify whether the effort that the FCHS is putting through the Interdisciplinary Core Courses in having an impact on the perceptions of final year students during their field work placements in various health care institutions. The study also sought to find out whether the health care institutions practice policies are interprofessional practice friendly. Finally, the views and perceptions towards interprofessional collaboration (IPC) of institutional manager’s for institutions where UWC places more than one discipline of students for practice were explored.

This thesis takes a theoretical framework constructed for transdisciplinary research within different natural science disciplines and investigates what kind of new knowledge is produced when this framework is applied to projects at the interface of art and natural science. The main case study is “Sauti ya Wakulima – The Voice of the Farmers”, which involves collaboration with another intervention artist, and with natural scientists and farmers. This is a collaborative knowledge project with small-scale urban as well as rural farmers in Tanzania who have created an online community archive of their farming practices by using mobile phones to upload images and sounds onto a website. The research uses an open-ended participatory methodology that gives the participants as much creative agency as possible within the given power structures and practical and technical parameters. A second work examined is the Climate Hope Garden, an installation by the author in collaboration with ecologists and climate scientists at the Swiss Federal Institute of Technology, Zürich (ETHZ). The installation consisted of a garden grown in climate-controlled chambers based on the climatic conditions proposed by IPCC climate scenarios. The project aimed to enact these scenarios on a spatial and temporal scale to which visitors could relate. Transdisciplinary research has become a key reference point in funding proposals. Despite many references in the literature, and calls for research involving both the natural sciences and humanities to solve complex world problems such as adaptation to climate change, there seems to be little consensus about exactly what kind of knowledge might be produced from such projects, and how transdisciplinary research proposals might be evaluated, especially those at the interface of art and the natural sciences. Several theoretical frameworks have been suggested for designing transdisciplinary research between and within scientific disciplines, or between the natural and social sciences and humanities. The present study applies the framework proposed by Christian Pohl and Gertrude Hirsch Hadorn (2007) to a real-world transdisciplinary art-science project in a development context in order to examine the balance between the collective, locally embodied experience and the nomothetic knowledge that arises from it. This thesis found that transdisciplinarity is a different question from that of types of knowledge on the nomothetic-idiographic scale. Transdisciplinarity is a pragmatic question of definitions and inherited boundaries of disciplines. The framework categories do not differentiate between nomothetic and idiographic, just to which part of the problem-solving puzzle they fit. This is perfectly valid for goal-oriented, problem-solving research and can be applied to art-science research, but there are other ways of describing this work, such as using a philosophical description of the knowing process which comes closer to encompassing the richness of the knowledge produced. It is in this sense that the new type of knowledge generated by the transdisciplinary projects required an expansion of the given theoretical framework.

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