1,720,955 research outputs found
Esercizi. STOÀ, Strumenti per l'insegnamento della progettazione architettonica
No full textWithin the vast panorama offered by the study programmes of architectural design education, a fundamental role is played by exercises, pedagogical tools used to determine and consolidate specific training steps, defined within each teacher’s syllabus. During the complex temporal organisation of the individual workshop programmes, the exercises set the time by punctuating, step by step, the learning process and by contributing to the definition – sometimes slowly, sometimes very quickly – of the general objectives of the educational experience. While in most design studios the main outcome is the definition of a project that is clearly identified programmatically and dimensionally, from conception to the advanced stages, as well as unambiguously located in time and space, the journey towards that result is often determined by a planned sequence of exercises. Exercises are tools, expedients, pedagogical devices: both specific and less exhaustive, sometimes abstract and extra-disciplinary, through their making, composing and arranging themselves in a sequence that follows the tempo of the studio, they are instrumental in structuring the design methodology. Stoà 4 brings together a collection of essays, images and interviews, through which to investigate the potentialities and criticalities of this methodological resource, between depth and extension, through a recognition of pedagogical practices and international experiences
Interferenze. STOÀ, Strumenti per l'insegnamento della progettazione architettonica
No full textOver time, the dependence of architectural design on many factors beyond the direct control of the architect has been exacerbated by the specialisation of production processes and, more generally, by the complexity of the conditions for building architecture. A not always well-defined series of interferences, understood in the threefold sense of co-operating factors, independent overlaps, and sometimes inappropriate interventions. University education, and in particular the teaching of design, cannot ignore this reality, given the impact that emerging environmental, economic and social contingencies are having on the profession. Stoà 9 [Interferences] is a partial review aimed at understanding how to recognise, manage and exploit different forms of interference. It seeks to understand the ways and methodologies through which these interferences can be consciously used and directed in a positive and constructive direction in an educational context. Intended as an exploration of current teaching practices and pedagogical experiences, this issue refers to both institutional and experimental models – whether unscripted or programmatic – that involve the explicit expression and enhancement of disciplinary interferences for architectural design
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Riferimenti. STOÀ, Strumenti per l'insegnamento della progettazione architettonica
No full textThe pedagogy of architectural design, like any other technical -artistic discipline, has allowed for very few universally applicable theoretical notions. Learning-by-doing, instructions, norms or rules never had the same effectiveness as references, which are situated and contextual to a particular way of working or to the result of that work. References form the basis of any learning activity. This interpretation, which is more operational than normative in terms of the use of references, places the act of design and its teaching on an equal footing with other disciplines such as painting, sculpture, literature, music, photography and cinema. All these disciplines are interested in reflecting on their own modes of practice, also by observing the specific approaches of one or more chosen references. Stoà 7 [References] has examined the role of references as methodological teaching tools by collecting accounts of ongoing pedagogical practices and experiences related to various methodologies of research, interpretation and internalisation of knowledge through the comparison with their processes and products. The result is a constellation of cultural positions that make the reference, understood variously as a citation, a standard or a model, a functional tool for learning in the context of the paradigm shifts of the paradigm shifts that reality demands us to confront
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