Machine learning approach as an early warning system to prevent foodborne Salmonella outbreaks in northwestern Italy.

Salmonellosis, one of the most common foodborne infections in Europe, is monitored by food safety surveillance programmes, resulting in the generation of extensive databases. By leveraging tree-based machine learning (ML) algorithms, we exploited data from food safety audits to predict spatiotemporal patterns of salmonellosis in northwestern Italy. Data on human cases confirmed in 2015-2018 (n = 1969) and food surveillance data collected in 2014-2018 were used to develop ML algorithms. We integrated the monthly municipal human incidence with 27 potential predictors, including the observed prevalence of Salmonella in food. We applied the tree regression, random forest and gradient boosting algorithms considering different scenarios and evaluated their predictivity in terms of the mean absolute percentage error (MAPE) and R2. Using a similar dataset from the year 2019, spatiotemporal predictions and their relative sensitivities and specificities were obtained. Random forest and gradient boosting (R2 = 0.55, MAPE = 7.5%) outperformed the tree regression algorithm (R2 = 0.42, MAPE = 8.8%). Salmonella prevalence in food; spatial features; and monitoring efforts in ready-to-eat milk, fruits and vegetables, and pig meat products contributed the most to the models' predictivity, reducing the variance by 90.5%. Conversely, the number of positive samples obtained for specific food matrices minimally influenced the predictions (2.9%). Spatiotemporal predictions for 2019 showed sensitivity and specificity levels of 46.5% (due to the lack of some infection hotspots) and 78.5%, respectively. This study demonstrates the added value of integrating data from human and veterinary health services to develop predictive models of human salmonellosis occurrence, providing early warnings useful for mitigating foodborne disease impacts on public health.

Walking the talk for dementia: A unique immersive, embodied, and multi-experiential initiative.

Coping with dementia requires an integrated approach encompassing personal, health, research, and community domains. Here we describe "Walking the Talk for Dementia," an immersive initiative aimed at empowering people with dementia, enhancing dementia understanding, and inspiring collaborations. This initiative involved 300 participants from 25 nationalities, including people with dementia, care partners, clinicians, policymakers, researchers, and advocates for a 4-day, 40 km walk through the Camino de Santiago de Compostela, Spain. A 2-day symposium after the journey provided novel transdisciplinary and horizontal structures, deconstructing traditional hierarchies. The innovation of this initiative lies in its ability to merge a physical experience with knowledge exchange for diversifying individuals' understanding of dementia. It showcases the transformative potential of an immersive, embodied, and multi-experiential approach to address the complexities of dementia collaboratively. The initiative offers a scalable model to enhance understanding, decrease stigma, and promote more comprehensive and empathetic dementia care and research.

Competency in invasion science: addressing stagnation challenges by promoting innovation and creative thinking.

In today's ever-evolving scientific landscape, invasion science faces a plethora of challenges, such as terminological inconsistency and the rapidly growing literature corpus with few or incomplete syntheses of knowledge, which may be perceived as a stagnation in scientific progress. We explore the concept of 'competency', which is extensively debated across disciplines such as psychology, philosophy, and linguistics. Traditionally, it is associated with attributes that enable superior performance and continuous ingenuity. We propose that the concept of competency can be applied to invasion science as the ability to creatively and critically engage with global challenges. For example, competency may help develop innovative strategies for understanding and managing the multifaceted, unprecedented challenges posed by the spread and impacts of non-native species, as well as identifying novel avenues of inquiry for management. Despite notable advancements and the exponential increase in scholarly publications, invasion science still encounters obstacles such as insufficient interdisciplinary collaboration paralleled by a lack of groundbreaking or actionable scientific advancements. To enhance competency in invasion science, a paradigm shift is needed. This shift entails fostering interdisciplinary collaboration, nurturing creative and critical thinking, and establishing a stable and supportive environment for early career researchers, thereby promoting the emergence of competency and innovation. Embracing perspectives from practitioners and decision makers, alongside diverse disciplines beyond traditional ecological frameworks, can further add novel insights and innovative methodologies into invasion science. Invasion science must also address the ethical implications of its practices and engage the public in awareness and education programs. Such initiatives can encourage a more holistic understanding of invasions, attracting and cultivating competent minds capable of thinking beyond conventional paradigms and contributing to the advancement of the field in a rapidly changing world.

The End of the Beginning? Temporality and Bioagency in Pandemic Research.

This paper deals with the ways in which the intellectual and political history of AIDS can assist in the chronological conceptualization of a pandemic such as COVID-19 as it is unfolding. It problematizes the idea of pandemic "beginnings" and "ends" to show that such definitions are shaped by the disciplinary location and thematic foci of relevant scholars. Central to this analysis is the notion that ethical and political contexts affect research on a pandemic in different ways at national and global levels at various points in its trajectory. The article develops this argument in relation to two main themes: firstly, with reference to the history of AIDS research in South Africa; secondly, with the philosophical concept of bioagency to understand the ways in which viruses and humans co-shape the course of epidemics over time. I first make the case for the development of historically informed, long-term ethnographic studies of COVID-19. Using bioagency as a point of departure to consider viruses as social actors, the essay then critiques the notion of bioinformationalism as catalyzing the widening accessibility of biomedical research. Instead, I discuss the biotechnology and pharmaceutical industries as protagonists in the operation of biocapital. I argue that the history of AIDS in South Africa can provide methodological and theoretical insights into how to interpret an unfolding epidemic, outlining an ambitious transdisciplinary research agenda for thinking about the temporality of a pandemic spanning the different, interconnected, scales of life.

Building the Bridge to a Participatory Citizenship: Curricular Integration of Communal Environmental Issues in School Projects Supported by the Internet of Things.

Generally, there is much to praise about the rise in acknowledging the need for young citizens to exercise their rights and duties, but the belief remains that this is not yet entrenched in young citizens' overall democratic involvement. A lack of citizenship and engagement in community issues was revealed by a recent study conducted by the authors in a secondary school from the outskirts of Aveiro, Portugal, during the 2019/2020 school year. Under the umbrella of a Design-Based Research methodological framework, citizen science strategies were implemented in the context of teaching, learning, and assessment, and at the service of the educational project of the target school, in a STEAM approach, and under Domains of Curricular Autonomy activities. The study's findings suggest that to build the bridge for participatory citizenship, teachers should engage students in collecting and analyzing data regarding communal environmental issues in a Citizen Science approach supported by the Internet of Things. The new pedagogies addressing the lack of citizenship and engagement in community issues promoted students' involvement at school and in the community, contributed to inform municipal education policies, and promoted dialogue and communication between local actors.

Improving school children's understanding of water scarcity with a co-produced book on groundwater in Central Chile.

Water scarcity is a critical issue worldwide, and Chile is no exception. Since 2010, Central Chile has been enduring an ongoing water crisis due to the coupled effects of a severe drought and the overuse of water resources, especially groundwater. Rural communities have been strongly impacted, mainly because wells from which drinking water is supplied show a dramatic drop in water levels, and some have even dried up. The water scarcity scenario requires the integration of actors and disciplines to increase awareness of groundwater; however, how to make this valuable element visible in society is an issue that remains open to debate. This paper describes and reflects on the process of making educational material about groundwater and water scarcity for children to promote public awareness. Based on transdisciplinary and co-designing processes, this work describes the social perceptions of groundwater among children and community leaders, as well as how scientific information and local knowledge of water scarcity could be integrated into a book for the young population. This research finds that educational projects on groundwater resources increase people's awareness of the role of this hidden resource in the water cycle. Such projects encourage the creation of grounded and contextualised materials that incorporate the knowledge and experience already present in the communities, increasing public awareness of the role of groundwater and associated water scarcity issues, thereby integrating academia and society. This approach could be a tool to lay the foundations for successfully addressing the water crisis in Chile over generations. Supplementary Information: The online version contains supplementary material available at 10.1007/s10040-023-02641-6.

La rareté de l'eau est un problème crucial dans le monde entier, et le Chili ne fait pas exception à la règle. Depuis 2010, le centre du Chili est confronté à une crise de l'eau permanente en raison des effets conjugués d'une grave sécheresse et de la surexploitation des ressources en eau, en particulier des eaux souterraines. Les communautés rurales ont été fortement impactées, principalement parce que les puits d'approvisionnement en eau potable ont connu une baisse spectaculaire des niveaux d'eau, et certains se sont même asséchés. Le scénario de la pénurie d'eau nécessite l'intégration d'acteurs et de disciplines pour accroître la sensibilisation aux eaux souterraines. Cependant, la question de savoir comment rendre cet élément précieux visible au sein de la société reste ouverte au débat. Cet article décrit et réfléchit au processus de création de matériel éducatif sur les eaux souterraines et la pénurie d'eau pour les enfants afin de promouvoir la sensibilisation du public. Basé sur des processus transdisciplinaires et de co-conception, ce travail décrit les perceptions sociales des eaux souterraines chez les enfants et les dirigeants communautaires, ainsi que la manière dont les informations scientifiques et les connaissances locales sur la pénurie d'eau pourraient être intégrées dans un livre destiné à la population jeune. Cette recherche montre que les projets éducatifs sur les ressources en eaux souterraines sensibilisent les gens au rôle de cette ressource cachée dans le cycle de l'eau. De tels projets encouragent la création de matériaux fondés et contextualisés qui intègrent les connaissances et l'expérience déjà présentes dans les communautés, en sensibilisant le public au rôle des eaux souterraines et aux problèmes de pénurie d'eau associés, intégrant ainsi le milieu universitaire et la société. Cette approche pourrait constituer un outil permettant de mettre en place les bases d'une résolution réussie de la crise de l'eau au Chili sur plusieurs générations.

La escasez de agua es un tema crítico en todo el mundo, y Chile no es una excepción. Desde 2010, Chile Central atraviesa una crisis hídrica debido a factores como una grave sequía y un uso excesivo de los recursos hídricos, especialmente de las aguas subterráneas. Las comunidades rurales se han visto fuertemente afectadas, principalmente porque los pozos de los que se abastecen de agua potable muestran una drástica caída en los niveles de agua y muchos de ellos incluso se han secado. Este escenario de escasez hídrica demanda una integración de actores y disciplinas para aumentar el nivel información y cuidado sobre el agua subterránea. Sin embargo, cómo hacer visible este valioso elemento entre la sociedad es una cuestión que sigue abierta al debate. En ese marco, este artículo describe y reflexiona sobre el proceso de elaboración de material educativo sobre agua subterránea y escasez hídrica para un público infantil, con el fin de promover la concientización pública sobre este vital elemento. Basado en procesos transdisciplinares y de co-diseño, este trabajo describe las percepciones sociales sobre el agua subterránea entre niñas (os) y líderes comunitarios, así como la forma en que la información científica y el conocimiento local sobre la escasez de agua podrían integrarse en un libro. Esta investigación confirma que los proyectos educativos transdiciplinarios aumentan el nivel de consciencia entre la población sobre el rol del agua subterránea en el ciclo del hidrogeológico y expande la mirada de equipos especialistas. Este tipo de proyectos fomenta la creación de materiales educativos situados y con pertinencia local, incorporando el conocimiento y la experiencia ya presente en las comunidades e integrando así el mundo académico y la sociedad. Este enfoque podría ser una herramienta para sentar las bases que permitan abordar la crisis del agua en Chile a lo largo de generaciones.

A escassez de água é um problema crítico em todo o mundo, e o Chile não é exceção. Desde 2010, o centro do Chile enfrenta uma crise hídrica contínua devido aos efeitos combinados de uma forte seca e do uso excessivo dos recursos hídricos, especialmente das águas subterrâneas. As comunidades rurais têm sido fortemente impactadas, principalmente porque os poços de abastecimento de água potável apresentam uma queda dramática no nível de água, e alguns até secaram. O cenário de escassez de água requer a integração de atores e disciplinas para aumentar a conscientização sobre as águas subterrâneas. No entanto, como tornar este valioso elemento visível para a sociedade é uma questão que permanece aberta ao debate. Este artigo descreve e reflete sobre o processo de produção de material educativo sobre águas subterrâneas e escassez de água para crianças para promover a conscientização pública. Com base em processos transdisciplinares e coprojetados, este trabalho descreve as percepções sociais das águas subterrâneas entre crianças e líderes comunitários, bem como a forma como a informação científica e o conhecimento local sobre a escassez de água podem ser integrados num livro para a população jovem. Esta pesquisa conclui que projetos educacionais sobre recursos hídricos subterrâneos aumentam a conscientização das pessoas sobre o papel desse recurso oculto no ciclo da água. Esses projetos incentivam a criação de materiais fundamentados e contextualizados que incorporam o conhecimento e a experiência já presentes nas comunidades, aumentando a conscientização pública sobre o papel das águas subterrâneas e os problemas associados à escassez de água, integrando assim a academia e a sociedade. Essa abordagem pode ser uma ferramenta para estabelecer as bases para enfrentar com sucesso a crise hídrica no Chile ao longo de gerações.

Co-producing uncomfortable, transdisciplinary, actionable knowledges against the corporate food regime through critical science approaches.

The current corporate food regime generates some of the most challenging ecological, social, and ethical problems for humanity in its quest for sustainability and ecological justice. Different scientific disciplines have analyzed these problems in-depth, but usually from their comfort zone, i.e., without engagement with other disciplines and epistemologies. The predominance of disciplinary visions seriously limits, however, understanding the complexities of the corporate food regime, including the impacts it generates. Further, most research concerned with this food regime confronts epistemological, methodological, and political limitations to engage with the type of solutions that could lead to transitions to just sustainabilities. Here we review and integrate the findings from scientific literature focused on the ecological, social, or ethical impacts of the corporate food regime, with an emphasis on impacts that operate on a global scale. In addition, we analyze the need for critical science approaches to trigger generative processes for the co-production of uncomfortable, transdisciplinary, actionable knowledges that are fit for designing just and sustainable food regimes. Much of the evidence presented in our analysis is in tension with the interests of the corporate food regime, which fosters decision-making processes based on selective ignorance of the impacts caused by this regime. Our work provides arguments that justify the need to promote transitions to just sustainabilities in agricultural systems from multiple domains (e.g., research and development, public policies, grassroots innovations). We posit that strategies to co-design and build such transitions can emerge from the co-production of uncomfortable, transdisciplinary, actionable knowledges through critical science approaches.

Model templates: transdisciplinary application and entanglement.

The omnipresence of the same basic equations, function forms, algorithms, and quantitative methods is one of the most spectacular characteristics of contemporary modeling practice. Recently, the emergence of the discussion of templates and template transfer has addressed this striking cross-disciplinary reach of certain mathematical forms and computational algorithms. In this paper, we develop a notion of a model template, consisting of its mathematical structure, ontology, prototypical properties and behaviors, focal conceptualizations, and the paradigmatic questions it addresses. We apply this notion to three widely disseminated and powerful model templates: the Sherrington-Kirkpatrick model of spin glasses, scale-free networks, and the Kuramoto model of synchronization. We argue that what appears to be an interdisciplinary model transfer between different domains turns out, from a broader perspective, to be the application of transdisciplinary model templates across a multitude of domains. We also point out a further feature of template-based modeling that so far has not been discussed: template entanglement. Such entanglement enhances and makes manifest the conceptual side of model templates.

Transdisciplinary Imagination: Addressing Equity and Mistreatment in Perinatal Care.

Inequities in birth outcomes are linked to experiential and environmental exposures. There have been expanding and intersecting wicked problems of inequity, racism, and quality gaps in childbearing care during the pandemic. We describe how an intentional transdisciplinary process led to development of a novel knowledge exchange vehicle that can improve health equity in perinatal services. We introduce the Quality Perinatal Services Hub, an open access digital platform to disseminate evidence based guidance, enhance health systems accountability, and provide a two-way flow of information between communities and health systems on rights-based perinatal services. The QPS-Hub responds to both community and decision-makers' needs for information on respectful maternity care. The QPS-Hub is well poised to facilitate collaboration between policy makers, healthcare providers and patients, with particular focus on the needs of childbearing families in underserved and historically excluded communities.

Situated transdisciplinarity in university policy: lessons for its institutionalization.

Although transdisciplinarity has taken hold in many areas, it is still a concept in its early stages of development in Latin America. We see an emergent opportunity to contribute to the current discussion on transdisciplinarity and its institutionalization at universities. Our specific interest in this paper is to disentangle the conditions under which transdisciplinarity is developed in Latin American contexts and how it can be better implemented within those contexts. Our study focuses on the context of "Latin American Public Universities." We examine the following research questions: (i) How is transdisciplinarity conceptualized in university policy and what are the conditions for its institutionalization? (ii) What lessons can be drawn more broadly from the role of university policy in the process of institutionalizing transdisciplinarity? To address these questions, we take the Universidad de Chile as a case study and apply a qualitative methodology of content analysis of university policy documents in the period 2006-2021. Grounded on empirical data, we elaborate on the concept of "situated transdisciplinarity" that emerges from the interplay between practices and policy at the Universidad de Chile and serves as a tool for future institutionalizing processes. We conclude that the concept of "situated transdisciplinarity" can orient transdisciplinary research policy, by problematizing discourses and perceptions.

Pandemics, policy, and pluralism: A Feyerabend-inspired perspective on COVID-19.

We analyse insufficient epistemic pluralism and associated problems in science-based policy advice during the COVID-19 pandemic drawing on specific arguments in Paul Feyerabend's philosophy. Our goal is twofold: to deepen our understanding of the epistemic shortcomings in science-based policy during the pandemic, and to assess the merits and problems of Feyerabend's arguments for epistemic pluralism as well as their relevance for policy-making. We discuss opportunities and challenges of integrating a plurality of viewpoints from within and outside science into policy advice thus contributing to discussions about normative issues concerning evidence and expertise in policy-making.

Participatory scenario planning to facilitate human-wildlife coexistence.

Fostering human-wildlife coexistence requires transdisciplinary approaches that integrate multiple sectors, account for complexity and uncertainty, and ensure stakeholder participation. One such approach is participatory scenario planning, but to date, this approach has not been used in human-wildlife contexts. We devised a template for how participatory scenario planning can be applied to identify potential avenues for improving human-wildlife coexistence. We drew on 3 conceptual building blocks, namely the SEEDS framework, the notion of critical uncertainties, and the three-horizons technique. To illustrate the application of the proposed template, we conducted a case study in the Zambezi region of Namibia. We held 5 multistakeholder workshops that involved local people as well as numerous nongovernment and government stakeholders. We identified 14 important wildlife species that generated multiple services and disservices. The subsequent benefits and burdens, in turn, were inequitably distributed among stakeholders. Government actors played particularly influential roles in shaping social-ecological outcomes. We identified 2 critical uncertainties for the future: the nature of governance (fragmented vs. collaborative) and the type of wildlife economy (hunting vs. photography based). Considering these uncertainties resulted in 4 plausible scenarios describing future human-wildlife coexistence. Stakeholders did not agree on a single preferred scenario, but nevertheless agreed on several high-priority strategies. Bridging the remaining gaps among actors will require ongoing deliberation among stakeholders. Navigating the complex challenges posed by living with wildlife requires moving beyond disciplinary approaches. To that end, our template could prove useful in many landscapes around the world.

Planeación de Escenarios Participativos para Facilitar la Coexistencia Humano-Fauna Resumen El fomento a la coexistencia humano-fauna requiere de estrategias transdisciplinarias que integren a múltiples sectores, consideren la complejidad y la incertidumbre y aseguren la participación de los actores. Una de estas estrategias es la planeación de escenarios de participación, pero hasta la fecha no se ha usado dentro de contextos humano-fauna. Diseñamos un modelo para poder aplicar la planeación de escenarios participativos para identificar vías potenciales para mejorar la coexistencia humano-fauna. Nos basamos en tres componentes conceptuales básicos, principalmente el marco de trabajo SEEDS, la noción de incertidumbres críticas y la técnica de los tres horizontes. Para ejemplificar la aplicación del modelo propuesto, realizamos un estudio de caso en la región del Zambeze en Namibia. Realizamos cinco talleres con múltiples actores, los cuales involucraron a los habitantes locales y a numerosos actores gubernamentales y no gubernamentales. Identificamos 14 especies de fauna importantes que generan múltiples servicios y perjuicios. Los beneficios y problemas subsecuentes, en cambio, estaban distribuidos injustamente entre los actores. Los actores gubernamentales tuvieron notablemente un papel de mucha influencia en la formación de los resultados socioecológicos. Identificamos dos incertidumbres importantes para el futuro: la naturaleza de la gestión (fragmentada versus colaborativa) y el tipo de economía faunística (basada en la cacería versus basada en la fotografía). Cuando consideramos estas incertidumbres, obtuvimos como resultado cuatro escenarios posibles descriptivos de la coexistencia humano-fauna en el futuro. Los actores no estuvieron de acuerdo sobre ningún escenario preferido; sin embargo, sí coincidieron en varias estrategias de prioridad alta. El cierre de las brechas restantes requerirá de una continua deliberación entre los actores. La navegación de los retos complejos generados por la convivencia con la fauna requiere ir más allá de las estrategias disciplinarias. Para este fin, nuestro modelo podría ser útil en muchos paisajes alrededor del mundo.

Research and innovation as a catalyst for food system transformation.

BACKGROUND: Food systems are associated with severe and persistent problems worldwide. Governance approaches aiming to foster sustainable transformation of food systems face several challenges due to the complex nature of food systems. SCOPE AND APPROACH: In this commentary we argue that addressing these governance challenges requires the development and adoption of novel research and innovation (R&I) approaches that will provide evidence to inform food system transformation and will serve as catalysts for change. We first elaborate on the complexity of food systems (transformation) and stress the need to move beyond traditional linear R&I approaches to be able to respond to persistent problems that affect food systems. Though integrated transdisciplinary approaches are promising, current R&I systems do not sufficiently support such endeavors. As such, we argue, we need strategies that trigger a double transformation - of food systems and of their R&I systems. KEY FINDINGS AND CONCLUSIONS: Seizing the opportunities to transform R&I systems has implications for how research is done - pointing to the need for competence development among researchers, policy makers and society in general - and requires specific governance interventions that stimulate a systemic approach. Such interventions should foster transdisciplinary and transformative research agendas that stimulate portfolios of projects that will reinforce one another, and stimulate innovative experiments to shape conditions for systemic change. In short, a thorough rethinking of the role of R&I as well as how it is funded is a crucial step towards the development of the integrative policies that are necessary to engender systemic change - in the food system and beyond.

Introducing the Practice Dive Approach: an extension of co-creation in physical activity promotion and health promotion.

Recently, there has been increasing interest in co-creation utilized for physical activity (PA) promotion and health promotion. Co-creation involves researchers and non-academic stakeholders conjointly developing and implementing interventions. In addition to the frequently reported benefits of co-creation, critical voices highlight the associated challenges (e.g. different interests that inhibit interaction). So far, research has not identified concrete solutions to these challenges and the limitations of co-creation. This article aims to introduce the Practice Dive Approach as a potential way to strengthen cooperation between researchers and non-academic stakeholders. We build on real-life experiences from a German research project, in which researchers moved into practice to familiarize themselves with the settings and end-users. After conducting a literature search on related concepts in PA/health promotion, we developed a comprehensive approach to fostering multi-sectoral cooperation. The introduced Practice Dive Approach assumes that a significant contribution to better cooperation among co-creators is the temporal immersion of researchers in their setting of interest, which has the potential to improve the success of co-creation in the PA/health promotion field. A four-level typology characterizes the intensity of researcher interactions with the setting and the non-academic stakeholders. Potential beneficial effects for both researchers and non-academic stakeholders can be hypothesized (e.g. familiarity with the setting structures and increased understanding of the end-users), while simultaneously, some challenges need to be considered. Future research should aim to validate the concept and its postulated effects.

Collaboration among researchers and non-academic stakeholders is increasingly used to promote physical activity and health. For example, people involved in such collaborations jointly develop new interventions. Potential challenges include different interests or work routines that can complicate cooperation. This article aims to introduce the Practice Dive Approach as a potential way to improve cooperation between researchers and non-academic stakeholders. We developed the approach based on observations from a German research project and a literature search on related concepts. This approach assumes that the temporal involvement of researchers in their setting of interest can strengthen research-practice cooperation and improve its success. We describe different types of a Practice Dive and the requirements for conducting Practice Dive activities. Furthermore, we present the potential effects of a Practice Dive for the researchers and the non-academic stakeholders, such as increased familiarity between both groups. However, some challenges need to be considered when applying the Practice Dive Approach. Future research should test this approach and its potential effects.

[The place of the psychologist in an addiction care]. / La place du psychologue dans la prise en charge addictologique.

Psychologists occupy a specific position in the care process in addictology. The basic notions of care are considered from the perspective of a professional experience in an addiction care, support and prevention unit in the Paris region. These fundamental notions offer insights into how the psychologist's psychotherapeutic methods can be integrated into the care process, as well as the potential pitfalls.

L'observation, un outil d'accordage fondamental.

The use of observation has refined the development of our care practices. Its application in different intervention measures has shown us the importance of focusing on small matters. The value we place on them is for the child. The therapeutics is in this attention. These practices have allowed us to create different specific and adapted measures.

Advancing the science of unfinished nursing care: Exploring the benefits of cross-disciplinary knowledge exchange, knowledge integration and transdisciplinarity.

AIMS: The aims of this paper are to explore the role of cross-disciplinary knowledge exchange and integration in advancing the science of unfinished nursing care and to offer preliminary guidance for theory development activities for this growing international community of scholars. BACKGROUND: Unfinished nursing care, also known as missed care or rationed care is a highly prevalent problem with negative consequences for patients, nurses and healthcare organizations around the world. It presents as a 'wicked' sustainability problem resulting from structural obstacles to effective resource allocation that have been resistant to conventional solutions. Research activity related to this problem is on the rise internationally but is hindered by inconsistencies in conceptualizations of the problem and lack of robust theory development around the phenomenon. A unified conceptual framework is needed to focus scholarly activities and facilitate advancement of a robust science of unfinished nursing care. DESIGN: Discussion paper. DATA SOURCES: This discussion paper is based on our own experiences in international and interdisciplinary research partnerships related to unfinished nursing care. These experiences are placed in the context of both classic and current literature related to the evolution of scientific knowledge. IMPLICATIONS FOR NURSING: The problem of unfinished nursing care crosses multiple scientific disciplines. It is imperative that the community of scholars interested in solving this wicked problem engage in meaningful cross-disciplinary knowledge integration and move towards transdisciplinarity. CONCLUSION: Metatheorizing guided by structuration theory should be considered as a strategy to promote transdiciplinarity around the problem of unfinished nursing care.

Engaging the Struggle for Decolonial Approaches to Teaching Community Psychology.

Community psychology's history has traditionally been described within the context of U.S. history, silencing contributions from people of color from the Americas, Asia, the Pacific Islands, and Africa. In a MA/PhD specialization in Community Psychology, Liberation Psychology, Indigenous Psychologies, and Ecopsychology at Pacifica Graduate Institute, we are attempting to steer into critical dialogues about modernity, coloniality, and decoloniality, closely examining our curriculum and pedagogy, including our approaches to fieldwork and research. Turning to Indigenous psychologists, decolonial and critical race theorists, and cultural workers within the U.S. and from the Global South, we are attempting to challenge coloniality in the social sciences, community psychology, and in our own thinking and teaching to unmask hegemonic assumptions and open space for decolonial theory and practice. In this paper, we explore ways in which we are working with our graduate students and faculty to co-construct a decolonial curriculum that integrates decoloniality so that knowledges from historically silenced locations, as well as anti-racist and other decolonial praxes can co-exist and thrive.

Interdisciplinarity and Adapted Physical Activity.

The purpose of the paper was to draw lessons for the field of adapted physical activity from the interrelated literatures on interdisciplinarity, creativity, and team research. In each of these literatures, strategies have been identified that have been found to be useful by previous researchers. Lack of familiarity with these strategies can result in unsuccessful research projects or in the devotion of scarce resources to the reinvention of such strategies. The first section in the paper in particular addresses questions that arose at the 2016 North American Federation of Adapted Physical Activity symposium in Edmonton, Alberta.

A 'Knowledge Ecologies' Analysis of Co-designing Water and Sanitation Services in Alaska.

Willingness to collaborate across disciplinary boundaries is necessary but not sufficient for project success. This is a case study of a transdisciplinary project whose success was constrained by contextual factors that ultimately favoured technical and scientific forms of knowledge over the cultural intelligence that might ensure technical solutions were socially feasible. In response to Alaskan Water and Sewer Challenge (AWSC), an international team with expertise in engineering, consultative design and public health formed in 2013 to collaborate on a two-year project to design remote area water and sanitation systems in consultation with two native Alaskan communities. Team members were later interviewed about their experiences. Project processes are discussed using a 'Knowledge Ecology' framework, which applies principles of ecosystems analysis to knowledge ecologies, identifying the knowledge equivalents of 'biotic' and 'abiotic' factors and looking at their various interactions. In a positivist 'knowledge integration' perspective, different knowledges are like Lego blocks that combine with other 'data sets' to create a unified structure. The knowledge ecology framework highlights how interactions between different knowledges and knowledge practitioners ('biotic factors') are shaped by contextual ('abiotic') factors: the conditions of knowledge production, the research policy and funding climate, the distribution of research resources, and differential access to enabling infrastructures (networks, facilities). This case study highlights the importance of efforts to negotiate between different knowledge frameworks, including by strategic use of language and precepts that help translate social research into technical design outcomes that are grounded in social reality.