Search results

Quality specifications Egg products, which are used extensively in the baking and confectionery industries, are pasteurised to kill any food‐poisoning salmonellas that may be present. In the UK there is a statutory requirement to pasteurise whole eggs for at least 2.5 min at a temperature not lower than 64.4°C. There is no statutory requirement for the pasteurisation of egg albumen (egg white), but treatment for the same period at a temperature not lower than 57.2°C is common practice.

The contribution explores the methodology, strategies and activities of inter-institutional partnership among university, school, territory initiated by the Degree Courses in Primary Education Sciences of the University of L’Aquila. It illustrates the experiences of an active partnership undertaken at the five-year, single-cycle Degree Course after the reform introduced in Italy by the law 249 of September 2010 aimed at encouraging local development in a national and international perspective (Bologna Process, 1999). These activities focus on the need to strengthen the cultural and professional profile of future teachers through curricular and extracurricular activities involving the use of cultural heritage goods, tangible and intangible, of the territory. The aim is to renew methodological approaches to ‘science teaching’ through the use of appropriate technologies that make it possible to realize the process of teaching-learning adequate to provide the multi-lettered of the XXI Century with sets of skills and knowledge more and more updated. The contribution focuses, in particular, on the project titled ‘Museum in … click! – Cognitive processes and new technologies applied to archaeological heritage in museums for cultural fruition qualitatively appreciable’. This project involved University, Superintendence of Archaeological Heritage (SAH) of Abruzzo and local schools in a partnership where teachers and students from schools of the territory were busy in direct training to build educational proposals and multimedia products for their peers to improve the quality of use of cultural goods involved. The project, funded by the Ministry of Cultural Heritage and Activities and Tourism – Ministero dei Beni e delle Attività Culturali e del Turismo (MIBACT), provides a good example of practices within a partnership model that feeds a teaching system where the different skills of the stakeholders interact inside a common cultural area pursuing the same goals.

The purpose of this chapter is to develop the idea of enhancing collaboration within a public context. It does so by exploring the challenge of working with others across organisational boundaries, when addressing complex issues. It discusses research findings from a Scotland based public service study concerned with collaborative practice and presents an empirical analysis of what it means to work in a relational way. The existing literature is reviewed alongside the study findings, connecting with contemporary theories and debates in the fields of collaboration, leadership and public administration.

The empirical work detailed in this chapter drew from collective and relational leadership theories which influenced the study design and methodological approach. The data collection method took the form of semi-structured interviews and data were analysed using thematic analysis supported by data mapping exercises. Data were obtained through interviews of 20 participants from multiple public service roles and organisations who were involved in similar activities linked to collaboration.

This chapter promotes an approach where disrupting traditional collaborative practice offers new insights in terms of (1) understanding the group process and (2) recognising what processual and behavioural adjustments can be made to enrich collaborative work. This approach was found to offer a number of benefits linked to building trust, promoting meaningful dialogue and altered the conversations that people chose to have.

The reconceptualisation of collaboration specifically illustrates what it means to ‘work in a more relational way’ and how it is understood by those attempting to build collaborative capacity, sustain public services and improve outcomes for citizens and communities. As such, it is this focus on relationships that is considered innovative and important to creating the open collaborative culture required for addressing complex issues and working across organisational boundaries.

This article discusses the state of the art concerning the meaning and value of model programmes in mental health promotion and mental disorder prevention. Model programmes are considered an important instrument for improving the quality, social impact and cost‐effectiveness of promotion and prevention. However, there is a lack of conceptual clarity and insight in the processes and mechanisms for successful use of model programmes in this field. This article offers a further clarification of the concept of model programmes and discusses its pros and cons and current views on the process of programme development and programme use. The discussion will be based particularly on recent experiences with model programmes in Europe. Until recently, prevention research was directed mainly at the design and testing of new model programmes. However, successful use of the ‘model programme strategy’ requires more attention to the pre‐conditions for effective dissemination, adoption and implementation of model programmes. Only when this multi‐phased process is taken into account and the required pre‐conditions and quality criteria are specified can one expect that model programmes will be more effective at a community level. The consequences of this view for prevention science and prevention research policies are discussed. To implement such a multi‐phased process successfully, not only are conceptual clarity and a scientific underpinning crucial, but also collaborative organisational structures are needed at national and international level if the range of complementary tasks is to be executed effectively and efficiently.