Preface |
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xvii | |
Acknowledgments |
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xix | |
Advisory Board |
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xxi | |
About the Editors |
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xxii | |
About the Contributors |
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xxiv | |
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1 | (10) |
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Communication, Collaboration, and the Landscape of Interdisciplinary Research |
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1 | (2) |
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Concepts Fundamental to the Volume |
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3 | (1) |
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Interdisciplinary Research |
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4 | (1) |
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5 | (1) |
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5 | (1) |
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6 | (1) |
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The Structure of the Volume |
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6 | (2) |
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8 | (1) |
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8 | (3) |
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Chapter 2 Communication and Collaboration in Interdisciplinary Research |
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11 | (20) |
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12 | (1) |
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13 | (2) |
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15 | (2) |
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17 | (1) |
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18 | (2) |
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20 | (2) |
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22 | (2) |
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24 | (2) |
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26 | (1) |
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27 | (1) |
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27 | (4) |
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31 | (86) |
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Chapter 3 Communicating Complex Concepts |
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34 | (22) |
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34 | (2) |
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Breaking Complex Concepts Into Basic Concepts |
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36 | (4) |
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40 | (3) |
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How Much and What Kind of Ambiguity? |
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43 | (4) |
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Addressing Particular Research Communication Tasks |
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47 | (1) |
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Negotiation and Compromise |
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47 | (1) |
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48 | (1) |
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Communicating With the Public or Granting Agencies or Administrators |
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49 | (1) |
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Relating Our Discussion to Many Relevant Literatures |
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50 | (1) |
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50 | (1) |
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50 | (1) |
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Linguistics and Anthropology |
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51 | (1) |
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51 | (1) |
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Trading Zones and Pidgins |
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52 | (1) |
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52 | (1) |
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53 | (1) |
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54 | (1) |
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54 | (2) |
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Chapter 4 Training the Next Generation of Transdisciplinarians |
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56 | (26) |
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57 | (2) |
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Cultivating a TD Intellectual Orientation |
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59 | (3) |
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Core Facets of an Individual's TD Orientation |
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62 | (4) |
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Educational Strategies for Nurturing a TD Intellectual Orientation |
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66 | (2) |
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UCI's School of Social Ecology |
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68 | (1) |
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Social Ecology Curricula Designed to Nurture a TD Intellectual Orientation |
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69 | (2) |
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Cultivating a TD Orientation Through Strategies of Cross-Disciplinary Theorizing |
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71 | (2) |
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73 | (1) |
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74 | (1) |
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75 | (7) |
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Chapter 5 Beyond Common Ground: A Transdisciplinary Approach to Interdisciplinary Communication and Collaboration |
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82 | (21) |
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83 | (2) |
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Discipline-Based Understanding of Interdisciplinarity |
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85 | (3) |
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A Transdisciplinary Approach to Interdisciplinarity |
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88 | (1) |
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Reorienting to a Transdisciplinary Ontological Approach |
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89 | (4) |
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Taking a Transdisciplinary Approach to Disciplines |
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93 | (2) |
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Active Speaking and Active Listening |
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95 | (5) |
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100 | (1) |
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100 | (1) |
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100 | (3) |
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Chapter 6 Interdisciplinarity, Communication, and the Limits of Knowledge |
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103 | (14) |
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104 | (1) |
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104 | (3) |
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Assumptions and Antecedents |
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107 | (3) |
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The Future of Knowledge Production |
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110 | (3) |
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113 | (1) |
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114 | (1) |
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114 | (3) |
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117 | (100) |
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Chapter 7 Rising to the Synthesis Challenge in Large-Program Interdisciplinary Science: The QUEST Experience |
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121 | (27) |
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The Challenge: Knowing What Is Known in Interdisciplinary Research Programs |
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122 | (2) |
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QUEST and Its Communication Challenges in a Global Context |
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124 | (1) |
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Interdisciplinary Research in the "Sustainability Sciences" |
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125 | (1) |
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The Interdisciplinary Field of Earth System Science |
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125 | (2) |
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Recognizing QUEST'S Knowledge Communities and Building New Ones |
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127 | (2) |
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129 | (1) |
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Developing and Managing Relationships in Complex Research Communities |
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130 | (1) |
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Integration of Different Knowledge Communities |
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131 | (1) |
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The QUEST Synthesis Phase: A Closer Look |
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132 | (1) |
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Why Have an Explicit Synthesis Phase? |
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132 | (1) |
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Convening and Studying the Synthesis Workshop |
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133 | (2) |
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Analyzing and Understanding the Synthesis Process |
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135 | (1) |
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An Interdisciplinary Frame for Discussion of Interdisciplinary Research |
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135 | (2) |
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Insights From the Synthesis Workshop |
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137 | (5) |
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142 | (1) |
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143 | (1) |
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143 | (1) |
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144 | (4) |
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Chapter 8 Enhancing Interdisciplinary Communication: Collaborative Engaged Research on Food Systems for Health and Well-Being |
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148 | (23) |
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149 | (1) |
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Food Systems for Health and Well-Being |
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149 | (1) |
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Cross-Perspective Communication and CER |
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150 | (1) |
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Collaborative Enagaged Research |
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151 | (1) |
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The Cross-Disciplinary Communication Perspective in Nutrition |
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151 | (2) |
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Cross-Perspective Communication for CER: Dynamics and Challenges |
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153 | (1) |
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154 | (3) |
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Discovering Effective Cross-Perspective Communication Methods and Strategies |
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157 | (9) |
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Case Study #1 Cooking Together for Family Meals |
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157 | (9) |
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Case Study #2 Leveraging the Locavore Movement: Exploring Family and Community Food Decision Making |
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162 | (4) |
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Findings and Opportunities for Continued Development of CER Methodology |
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166 | (1) |
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Conclusions and Opportunities for Further Development of CER |
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167 | (1) |
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168 | (1) |
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168 | (1) |
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169 | (2) |
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Chapter 9 Discourse Communities, Disconnects, and Digital Media: The Case of Relocalizing Economies for Sustainable Agriculture and Energy Systems |
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171 | (24) |
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172 | (1) |
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Agroecosystems Management |
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173 | (4) |
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Technology Management, Inc. |
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177 | (3) |
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Multicultural Experience, the Borderlands |
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180 | (5) |
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185 | (4) |
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Technology That Improves Communication |
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189 | (1) |
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Where the Opportunities Lie |
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190 | (1) |
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191 | (1) |
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191 | (4) |
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Chapter 10 Conceptual Barriers to Interdisciplinary Communication: When Does Ambiguity Matter? |
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195 | (22) |
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Mendelian and Molecular Genetics |
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196 | (1) |
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The Mendelian Gene and the Molecular Gene |
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196 | (2) |
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The Explanatory Roles of Genes in the Two Research Traditions |
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198 | (3) |
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The Boundary Objects Shared by Mendelian and Molecular Genetics |
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201 | (1) |
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202 | (1) |
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The Mendelian and the Abstract Developmental Gene |
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202 | (2) |
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The Causal Roles of Genes in the Two Research Traditions |
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204 | (3) |
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Finding Boundary Objects for the Two Research Traditions |
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207 | (1) |
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The Contested Concept of Innateness |
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208 | (1) |
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Between Nativism and Anti-Nativism |
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209 | (1) |
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The Absence of Boundary Objects |
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210 | (2) |
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212 | (1) |
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213 | (4) |
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217 | (74) |
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Chapter 11 Seeing Through the Eyes of Collaborators: Using Toolbox Workshops to Enhance Cross-Disciplinary Communication |
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220 | (24) |
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221 | (1) |
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222 | (1) |
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222 | (1) |
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223 | (1) |
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224 | (1) |
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When Should a Research Team Employ the Toolbox Workshop? |
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225 | (1) |
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225 | (1) |
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226 | (1) |
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Understanding and Building Your Toolbox Instrument |
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227 | (1) |
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228 | (8) |
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236 | (1) |
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How to Build on the Toolbox Workshop |
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237 | (3) |
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240 | (1) |
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241 | (1) |
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241 | (1) |
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242 | (2) |
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Chapter 12 Integration of Frameworks and Theories Across Disciplines for Effective Cross-Disciplinary Communication |
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244 | (27) |
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Communication and Cross-Disciplinary Research |
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245 | (1) |
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Complex Problems Require New Approaches |
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245 | (1) |
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245 | (1) |
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246 | (1) |
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Communication Fosters Learning |
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247 | (2) |
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249 | (1) |
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Methods to Facilitate Communication and Integration of Frameworks |
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249 | (2) |
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Method: Using Systems Concept Mapping to Drive an Interdisciplinary Dialogue Process |
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251 | (1) |
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Developing an Interdisciplinary Project Theme |
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252 | (3) |
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Developing a Team Systems Concept Map |
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255 | (2) |
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Examples of Three Integrated Frameworks |
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257 | (1) |
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257 | (3) |
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260 | (2) |
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262 | (1) |
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263 | (2) |
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265 | (1) |
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265 | (6) |
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Chapter 13 Modeling as a Tool for Cross-Disciplinary Communication in Solving Environmental Problems |
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271 | (20) |
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Introduction: The Benefits and Challenges of Modeling |
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272 | (2) |
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Exploring Participants' Perceptions of an Environmental System |
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274 | (2) |
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Achieving Shared Understanding of an Environmental System |
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276 | (2) |
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Challenges to Achieving Shared Understanding Through Modeling |
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278 | (2) |
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Using Model Outcomes to Inform Decisions |
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280 | (1) |
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Suggestions for Model-Building Best Practices |
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281 | (1) |
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Best Practices for Teams Building a Model |
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282 | (2) |
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Best Practices for Institutions Training Modelers |
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284 | (1) |
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Best Practices for Modeling Teams Interacting With Stakeholders |
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285 | (1) |
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286 | (1) |
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286 | (1) |
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287 | (4) |
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291 | (94) |
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Chapter 14 Interdisciplinarity as a Design Problem: Toward Mutual Intelligibility Among Academic Disciplines in the American Research University |
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294 | (29) |
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295 | (3) |
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Organizing for Interdisciplinary Collaboration: Transcending the Design Limitations of Our Knowledge Enterprises |
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298 | (4) |
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New Structural Models for Interdisciplinarity: Practical Advice From the National Academies |
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302 | (2) |
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Institutional Design and the Context for Interdisciplinarity |
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304 | (2) |
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Paradigms for Inquiry: A Survey of Theoretical Approaches and Organizational and Institutional Models of Interdisciplinary Collaboration |
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306 | (1) |
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Invisible Colleges: A Prototype for Interdisciplinary Collaboration |
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307 | (2) |
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Communities of Practice: Learning as Social Participation |
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309 | (1) |
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Epistemic Communities: Inquiry as "Cognitive Socialization" |
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310 | (1) |
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Knowledge-Based Theories of the Firm: Enterprise as Knowledge Network |
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311 | (2) |
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The Institutional Implementation of Interdisciplinarity: A Case Study |
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313 | (5) |
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Toward Interdisciplinary Knowledge Enterprises |
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318 | (1) |
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319 | (1) |
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319 | (4) |
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Chapter 15 Defining 21st Century Land-Grant Universities Through Cross-Disciplinary Research |
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323 | (12) |
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324 | (1) |
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Challenges and Opportunities at Land-Grants |
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324 | (2) |
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Interdisciplinary Communication and Collaboration in the Land-Grant University |
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326 | (3) |
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The University of Idaho as an Illustration |
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329 | (3) |
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332 | (1) |
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333 | (1) |
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333 | (2) |
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Chapter 16 Institutionalizing Interdisciplinary Graduate Education |
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335 | (21) |
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336 | (2) |
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338 | (1) |
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338 | (1) |
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Prior Studies of IGERT Projects |
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338 | (2) |
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340 | (1) |
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340 | (1) |
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341 | (1) |
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Participants and Data Collection |
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342 | (1) |
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342 | (1) |
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343 | (1) |
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344 | (1) |
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344 | (1) |
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345 | (1) |
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346 | (1) |
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General Awareness of Interdisciplinarity |
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347 | (1) |
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348 | (1) |
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349 | (2) |
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351 | (1) |
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351 | (1) |
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352 | (1) |
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352 | (4) |
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Chapter 17 Supporting Interdisciplinary Collaboration: The Role of the Institution |
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356 | (29) |
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357 | (2) |
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Organizational Communication |
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359 | (1) |
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360 | (3) |
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Assessing, Building, and Maintaining Trust |
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363 | (3) |
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366 | (2) |
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368 | (1) |
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Supporting the Vision and Setting Expectations |
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369 | (2) |
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371 | (2) |
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373 | (3) |
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Assessing and Managing Power |
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376 | (1) |
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Oraanizational Leadership |
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377 | (1) |
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Organizational Self-Awareness and Assessment |
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378 | (1) |
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378 | (3) |
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381 | (1) |
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381 | (4) |
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385 | (22) |
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Chapter 18 From Toolbox to Big Science Project: A Bold Proposal |
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386 | (21) |
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387 | (1) |
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The Problems of Fragmentation and Unorganized Diversity |
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388 | (1) |
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Comprehensive Compilations of Concepts, Methods, and Case Studies |
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389 | (4) |
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A New Discipline of Integration and Implementation Sciences (I2S) |
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393 | (2) |
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A Five-Question Framework |
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395 | (9) |
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Question 1 What is the synthesis of disciplinary and stakeholder knowledge aiming to achieve, and who is intended to benefit? |
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396 | (1) |
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Question 2 Which disciplinary and stakeholder knowledge is synthesized? |
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397 | (3) |
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Question 3 How is disciplinary and stakeholder knowledge synthesized, by whom, and when? |
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400 | (1) |
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Question 4 What circumstances might influence the synthesis of disciplinary and stakeholder knowledge? |
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401 | (2) |
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Question 5 What is the result of the synthesis of disciplinary and stakeholder knowledge? |
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403 | (1) |
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404 | (1) |
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404 | (1) |
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404 | (3) |
Author Index |
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407 | (11) |
Subject Index |
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418 | |