This study investigated the developmental influence of collaborative games in the Grade 6 mathematics classroom. Development in areas such as awareness of mathematics, confidence, competence, curiosity, love for mathematics, appreciation of mathematics, creativity, recognition of mathematics, understanding, and knowledge and skills was investigated. The following three data collection methods were used: intervention, observations, and interviews. For the intervention, a quasi-experimental design was used to assign two out of four classes to an experimental group, and the other two to a comparison group. Fifty-one Grade 6 learners participated in the intervention, which covered the following four mathematics topics: multiplication, nets of 3D-objects, symmetry, and division. Each topic included a pre-test and post-test, with learners being observed during the completion of the post-tests. For the posttests, the comparison group completed the textbook activities individually as they usually would. The experimental group completed the same activities, but in a gamebased worksheet format while collaborating in heterogeneous pairs. The results revealed that the experimental group increased 4.28% more from the pretests to the post-tests than the comparison group. This implies that there was a developmental difference, which can be ascribed to the implementation of collaborative game-based worksheets. The Game Object Model, which was the framework used in this study, provided essential information regarding designing educational games that are conducive to learners’ mathematical development. The experimental group increased the most in multiplication and division, which required skills in routine procedures. Low-achieving learners benefited the most from collaborating in heterogeneous pairs in their achievement in mathematics. The experimental group showed a high level of collaboration as they helped each other frequently. A need for support was noted in the comparison group when they asked for assistance from the teacher or a group leader according to the classroom seating arrangements, even though they were instructed to complete the activity individually. Although collaborative games have positively influenced learners’ development in mathematics, observations also show that the teacher plays an important role in learners’ development in mathematics with regard to focus, motivation, and stirring up a love for mathematics in the learners. / Dissertation (MEd)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / MEd / Unrestricted

This is a theoretical research report that advocates the achievement of competitiveness in formulating strategies of co-operation with industry participants through the establishment of collaborative networks. A collaborative network is reviewed from a theoretical perspective to add insight into the subject as a mechanism for firms to achieve competitiveness and sustainability. The theory of collaborative networks is explored further in identifying the interdependent components of collaborative networks to better understand their establishment and management. The literature on government policy is also examined from an industry competitiveness perspective, with particular emphasis on the influence of government policy in ensuring successful collaborative networks that achieve industry competitiveness.By using a single case design in the South African Automotive Sector, the interdependent components are linked to the organisational design of the collaborative network. The research was exploratory in developing and extending the theory into an integrated model in assessing the competitiveness of the automotive industry.The research found that the ability to participate in a collaborative network is a strategic resource that firms need to acquire. The research confirmed the establishment and development of the network structure, strategy, dynamics and culture as the enabling platform for successful collaboration with in a network. The research found that the governance structures within the collaborative network are critical in establishing the balance between competition and co-operation and in evolving relationships into partnerships that define the collaborative network as a strategic organisation. The research also found collaborative networks are unique manifestations that achieve efficiencies beyond economic benefit for the participants of the network to the achievement of socio-economic benefit for the industry in the form of entrepreneurship development, job creation and skills transfer. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

Institutional voids are increasingly gaining precedence and research attention due to the increased participation of developing countries in global markets (Mair&Marti, 2009). This theory focuses on the identification of weaknesses in institutions and how these voids result in ineffective functioning of emerging markets (Mair&Marti, 2009). In this study, focus is on collaboration as a strategy used by the emerging markets to overcome the absence of institutional and regulatory frameworks, prevalent in their capital, labour and product markets.Forty (40) South African small-medium enterprises were analysed to determine what the priority collaborative benefits are for firms operating in the emerging market context. The research shows that in emerging markets, collaboration benefits are based on a need to overcome institutional voids i.e. to reduce the costs and risks associated with weak institutions. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

Despite numerous successes and appreciable advantages of the Master of Business Administration (MBA) degree, the reputation of the MBA has deteriorated in the eyes of businesses, as its relevance has been questioned and businesses often fail to see students applying acquired skills practically back at work.While previous research has focussed on the experience and opinions of MBA students themselves, this research sought insights of businesses and business schools, specifically considering the value of collaborative relationships for strengthening the MBA’s impact.This research aimed to understand how collaboration can improve the impact of the MBA, first by affirming the successes of the MBA, confirming its importance to business and then exploring current challenges. Previous initiatives have been unsuccessful in reviving the MBA’s ailing reputation, as they were isolated initiatives, lacking the support and involvement of other MBA stakeholders.<p/>This research, therefore, investigated the requirements for a collaborative relationship to be willingly entered into and sustained, looking particularly at in-house programmes which were successful in encouraging collaboration and involvement of stakeholders.From the research findings, the Collaborative Impact Model was designed to set out how a collaborative relationship can be established and maintained, optimising the impact of the MBA while also minimising its many challenges. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

This Master's degree thesis deals with the life of the important builder Hubert Svoboda from Brno, who was after the Second World War sentenced to two years in prison. The structure of this thesis is based on two interedependent chapters. In the initial study there is presented the story of Hubert Svoboda, from his birth to his death. The reader will learn what stood behind builder's collaboration. The following chapter describes the historians path to reconstructure the history of the present. There were made subchapters concerning the history of the present, which take part on scholar's interpretation. According to the usage of the oral history method, the next chapters are devoted to the validity of narrator's statements, to compare the validity not only of the witnesses, but of the archival source too. This work is based on my own methodological approach, which I have created during my research and in the same time it's the only one, which reflects the history of the present in the historic work.

Maintaining composition studies and creative writing as discrete disciplines may not be in the best interests of either field. But so long as the majority of scholars and practitioners of either field remain largely uninformed about one another, it is unlikely that any progress toward conjoining the two fields will occur. Various important and constructive efforts have been made for more than thirty years to establish a scholarly, interdisciplinary community that dedicates itself to examining points of intersection between composition and creative writing. Initially, such efforts appear to attract the attention from the broader communities of each discipline. Before long, however, participation in such scholarly discussions diminishes, as do most prospects for integrating changes inspired by the collaborative exchange-let alone any prospects for merging composition studies and creative writing into a single discipline. Critical examinations of commonalities between composition studies and creative writing, while crucially important, cannot lead to a greater alliance between the two fields unless each field incorporates aspects of one another's disciplinary identity into its own. Chapter One introduces my study and considers the disciplinary histories of composition and creative writing, histories that reveal when and how they came to be separated even as they consistently were (and are) situated in the same department, the department of English. Chapter Two investigates how inventional techniques that have been conceptualized primarily in the field of composition studies can assist creative writing students in developing insights about their writing. Chapter Three extends this conversation by considering the social and collaborative techniques that can benefit the creative writing workshop. Chapter Four considers how a writing classroom can integrate genres traditionally associated with either composition or creative writing to allow students to develop a broader writing repertoire and, perhaps, an enhanced commitment to its continued development.

The researcher-clinician gap has been acknowledged in the literature and has been attributed to a variety of factors. According to Olswang and Prelock (2015), this term refers to a gap between "what we know, and what we do" in the profession, and is essentially the gap between knowledge and evidence. There is often, but not always, a disconnect between what researchers are publishing and what is actually being implemented in a clinical setting (Olswang & Goldstein, 2017). Olswang and Goldstein (2017) provided a suggestion for bridging this researcher-clinician gap, namely through an active partnership during the research and development process. Researchers need to work together with practicing clinicians in order to help better understand delivery needs, which results in an active partnership between research and delivery (Olswang & Goldstein, 2017). An active partnership supports researchers to discern service delivery needs and the realities of the clinical world, which allows for a more balanced way to address internal and external validity while developing treatment protocols which can be implemented into practice (Olswang & Goldstein, 2017). Research is a costly and complex process that requires the collaboration of many individuals. Speech-language pathologists have numerous obligations that may hold them back from playing an active role in research collaboration. According to Craig (2014), the three major barriers that prevent clinicians from research collaboration include lack of time, lack of education and training, and lack of funding. Despite these barriers, collaboration in the field of SLP is crucial for the development of evidence-based (EB) resources for clinicians and to ensure the best outcomes for clients. Furthermore, collaboration between researchers and practicing clinicians can create relationships that evolve and grow stronger over time, which will, in turn narrow the researcher-clinician gap and improve evidence-based practice being pulled into clinical use. Involving practicing clinicians in research by formulating and answering questions relating directly to clinical practice has been suggested to address the researcher-clinician gap (Olswang & Goldstein, 2017). A first step to bridge this gap is to determine the research interests and needs of practicing clinicians. This should lead to the identification of research areas of shared interest and can form the basis of new research collaborations. Such clinical research projects will have the potential to inform clinical practice and benefit the clients and families we serve. The purpose of this survey research is to determine and describe the research interests and needs of practicing clinicians in the Tri-Cities area in Tennessee (TN).Method: An exploratory, descriptive design with quantitative and qualitative analysis was used to explore research interests of practicing clinicians within the Tri-Cities, TN. An exploratory design was deemed appropriate due to the paucity of research on the topic. This study addressed the following questions: What role does research play in the local practicing clinicians' activities?; What are the barriers to consuming and conducting research by local practicing clinicians?; What are the primary research resources of local practicing clinicians?; What are the research needs of local practicing clinicians?; Are local practicing clinicians interested in collaborating on research?; How do local practicing clinicians view themselves contributing to collaborative research?; and What are the differences between work settings, research resources, and interest in research? An electronic survey was developed based on an in-depth literature on the topic and a review of survey research (e.g. Blessing & Forister, 2012; Irwin, Pannbacker & Lass, 2014). The survey consisted of four sections: Research Background, Research Interest, Research Collaboration, and Demographics. It contained 23 questions. The question and response format consisted of the following: 1 question was open-ended and 22 used a semantic differential scale (i.e., Likert-Scale and verbal frequency scale). IRB approval was obtained. Purposive sampling was used as local SLPs certified by ASHA were targeted. A cover letter served to recruit respondents via email. An online survey system, SurveyMonkey ™ was utilized to administer the survey to local practicing clinicians. Descriptive and inferential statistics will be used to analyze the data. Thematic analysis will be performed on the results obtained from the open question. Results: The results will be described both quantitatively and qualitatively. Results will be presented in terms of the practicing clinicians’ overall research needs and with differences between work settings, research resources, and interest in research. Correlations will be determined between variables such as work setting, time to collaborate on research, and research needs. The implications of the findings will be discussed in terms of suggestions for research resources, interests, and potential future collaboration between practicing clinicians and researchers. Recommendations for further research will be discussed. This preliminary research project will serve as a stepping stone to establishing practicing researcher-clinician collaboration in the Tri-Cities, TN area.Conclusion: The researcher-clinician gap remains a concern in the field of speech-language pathology. However, researchers and practicing clinicians can collaboratively create relationships that evolve and grow stronger over time. This in turn will narrow the researcher-clinician gap and improve evidence-based practice to the benefit of the clients served.

Introduction Excerpt:The Cocke County Collaborative (a division of Community House Cooperative, Inc.) of Newport and Cocke County in East Tennessee developed a new model for collaboration. The model has drawn a host of interested people and organizations from across the country both in following the progress of the working model and partnering for community based projects...

The benefits of undergraduate student research are vast and have been well documented by the literature (Lopatto, 2003, 2010; O’Donnell, Botelho, Brown, Gonzalez, & Head, 2015; Russell, Hancock, & McCullough, 2007) despite barriers that have withstood the test of time (Wayment & Dickson, 2008). The current workshop will be led by a faculty-student duo, both with extensive experience in undergraduate research. Using evidence-based research, presenters will provide an overview of the benefits and barriers to undergraduate research and will present a logic model used for successful faculty-student collaboration. An interactive component of this workshop will prompt audience members to construct personal logic models to specifically explore their goals and feasibility in undergraduate research programming.

Effective collaboration in a team is a crucial skill. When people interact together to perform physical tasks, they rely on gestures to convey instructions. This thesis explores gestures as means to assess physical collaborative task understanding. This research proposes a framework to represent, compare, and assess gestures’ morphology, semantics, and pragmatics, as opposed to traditional approaches that rely mostly on the gestures’ physical appearance. By leveraging this framework, functionally equivalent gestures can be identified and compared. In addition, a metric to assess the quality of assimilation of physical instructions is computed from gesture matchings, which acts as a proxy metric for task understanding based on gestural analysis. The correlations between this proposed metric and three other task understanding proxy metrics were obtained. Our framework was evaluated through three user studies in which participants completed shared tasks remotely: block assembly, origami, and ultrasound training. The results indicate that the proposed metric acts as a good estimator for task understanding. Moreover, this metric provides task understanding insights in scenarios where other proxy metrics show inconsistencies. Thereby, the approach presented in this research acts as a first step towards assessing task understanding in physical collaborative scenarios through the analysis of gestures.