1,721,021 research outputs found
Development-oriented learning in a project team : applying an interactive research approach
No full textThe overall purpose of the article is to describe a joint learning process where both practicable and theoretically anchored knowledge are in the foreground. The empirical data derives from an EU project. In focus is a group of course leaders and their experiences of carrying out a training programme targeted for a group of individuals with a weak position on the labour market. The author brings out what happens when individuals try to understand perspectives from one another. The results demonstrate the knowledge that is developed when members of a project team are included in the entire research process, from the definition of problems to the analysis, presentation of results and suggestions of change. Further the outcome illustrates how an interactive research approach can be conducted in close co-operation with those concerned. Active participation, a structured learning process, critical reflections and common understanding then became essential prerequisites. Taken together the study reveals that it is possible to learn how to approach complex problems and situations. By communicating experiences and thoughts that could be attributed to interaction patterns in social relations, communication structures, emotions, influence and power, the course leaders and the researcher jointly created a learning environment where reflection, understanding and development-oriented learning were of vital importance
Development-oriented learning in a project team [Elektronisk resurs] : applying an interactive research approach
No full textThe overall purpose of the article is to describe a joint learning process where both practicable and theoretically anchored knowledge are in the foreground. The empirical data derives from an EU project. In focus is a group of course leaders and their experiences of carrying out a training programme targeted for a group of individuals with a weak position on the labour market. The author brings out what happens when individuals try to understand perspectives from one another. The results demonstrate the knowledge that is developed when members of a project team are included in the entire research process, from the definition of problems to the analysis, presentation of results and suggestions of change. Further the outcome illustrates how an interactive research approach can be conducted in close co-operation with those concerned. Active participation, a structured learning process, critical reflections and common understanding then became essential prerequisites. Taken together the study reveals that it is possible to learn how to approach complex problems and situations. By communicating experiences and thoughts that could be attributed to interaction patterns in social relations, communication structures, emotions, influence and power, the course leaders and the researcher jointly created a learning environment where reflection, understanding and development-oriented learning were of vital importance.</p
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
Lärande utvärdering : ESF-projektet Klara Livet : Implementeringsfasen 2013-2014
No full textProjekt Klara Livet har initierats av de problem och utvecklingsbehov som finns
inom arbetslivet. Särskilt bekymmersamt är de människor som inte kommer in på
arbetsmarknaden och att de individer som är eller har varit sjukskrivna kommer
att bli/har blivit utförsäkrade från Försäkringskassan och inskrivna på
Arbetsförmedlingen. Denna grupp arbetssökande har inte möjlighet att få
tillträde till arbetsmarknaden på samma villkor som andra och har andra behov
än friska arbetslösa.
I Blekinge finns ett stort antal människor som befinner sig i denna situation.
Under april 2010 hade 875 personer tidsbegränsad sjukersättning, fördelat på
656 kvinnor och 219 män. Vid årsskiftet 2009/2010 lämnade 212 personer
sjukförsäkringen, något som resulterade i 187 arbetssökande. Efter tre månaders
karens ansökte cirka hälften om förnyad sjukpenning. I februari 2010 fanns i
länet 448 pågående ärenden som påbörjats sedan mer än ett år tillbaka. Således
finns i Blekinge en relativt stor grupp människor som är eller riskerar att
hamna i långvarigt utanförskap. Många i denna grupp har dessutom synliga eller
dolda funktionsnedsättningar
Utvecklingsinriktat lärande inom ESF-projektet Klara Livet [Elektronisk resurs] : Följeutvärderingsrapport
No full textLärande utvärdering [Elektronisk resurs] : ESF-projektet Klara Livet, Implementeringsfasen 2013-2014
No full textUtbildning i kunskapsområdet mäns våld mot kvinnor och våld i nära relationer för studenter i sjuksköterskeprogrammet – Erfarenheter och reflektioner
Full text linkSyftet med föreliggande artikel är att beskriva hur examensmålet ”mäns våld mot kvinnor och våld i nära relationer” har implementerats och integrerats i sjuksköterskeutbildningen vid Linnéuniversitetet. Ytterligare ett syfte är att genom konkreta exempel bidra med idéer och didaktiska metoder. I artikelns inledande del ges en kort bakgrund till regeringens beslut 2018. Därefter framställs hur examensmålet implementeras och integreras i tre av sjuksköterskeprogrammets kurser. De kurser som valts ut som mest lämpliga med hänsyn taget till övrigt kursinnehåll och upplägg utgår från en pedagogisk idé som stödjer ett studentcentrat, problemorienterat och hållbart lärande, samt ansvar för såväl individuellt lärande som gemensam kunskapsutveckling. Beskrivningen fokuserar på det systematiska arbete som ägt rum med att forma ett lärande som syftar till att kursernas examinationer länkas till lärandemål, innehåll, undervisningsformer och progression. Artikeln avslutas med en presentation av tankar om förändring, uttryckt i ett behov av kunskapsutveckling och kursutformning i förhållande till examensmålet
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