1,721,004 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Get PDF“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
Get PDFWe 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
O brincar no espa?o escolar: um estudo a partir da pol?tica dos nove anos do ensino fundamental
Get PDFThe article shown is result of thematic dossier, realized from a
bibliographical survey and legal fonts about the educational politics around the subject:
Play and first years of basic education in context to politic of nine years. This object
has source too, in observations and problems arising of Required Internship Pedagogy
course of UFFS ? campus Chapec?. Believing in the child, like owner to necessities
arising from social place where she is inserted, specific to their age group, searching
justify in what aspects play contribute in the development of students children in the
first year of basic education and why this year must be considered, with a legal warranty
in the education process. Beyond to reflect about to play at school in politics of nine
years in the basic education, the theme assumed clippings to stay near of questions
around of play like a main activity in childhood, from the technical contribution of
historical and cultural psychology. Reflecting too, the organization kinds at school in
the learning process and the development from politics of nine years, arisen for the Law
11.274/2006 that increases the basic education from eight to nine
years.Methodologically, were consulted scientific articles, books and reference
documents about the theme that were studied, analyzed and registered. The result of this
reflection exercise show us that play is guaranteed in oriented documents of
implantation to politic of nine years in basic education, as in theoretical discussions that
study this. However, it seems which the same don?t happen in specific scope in
pedagogic organization in the alphabetization cycle, specially, like space-time still
strongly marked for the childhood and the principal activity: to play.O artigo em tela ? resultado de dossi? tem?tico, realizado a partir de levantamento
bibliogr?fico e de fontes legais sobre a pol?tica educacional de nove anos em torno do
tema: brincadeira e anos iniciais do ensino fundamental no contexto da pol?tica de nove
anos. Este objeto tem origem tamb?m, em observa??es e problematiza??es decorrentes
dos Est?gios Obrigat?rios do curso de Pedagogia da UFFS ? campus Chapec?.
Acreditando na crian?a como detentora de necessidades decorrentes do meio social ao
qual est? inserida, espec?fica de sua faixa et?ria, busca-se justificar em que aspectos o
brincar contribui no desenvolvimento de crian?as estudantes no primeiro ano do ensino
fundamental e porque este deve ser considerado, com uma das garantias legais, no
processo educacional. Al?m de refletir sobre o brincar no espa?o escolar dentro da
pol?tica de nove anos do ensino fundamental, a tem?tica assumiu recortes de modo a
ficar mais pr?xima do questionamento em torno da brincadeira como atividade principal
da inf?ncia, a partir do aporte te?rico da psicologia hist?rico-cultural. Reflete tamb?m,
os modos de organiza??o da escola no processo de aprendizagem e desenvolvimento a
partir da pol?tica dos nove anos, criada pela Lei 11.274/2006, que amplia o ensino
fundamental de oito para nove anos. Em termos metodol?gicos, foram consultados
artigos cient?ficos, livros e documentos referenciais sobre o tema em quest?o, os quais
foram estudados, analisados e fichados. O resultado desse exerc?cio de reflex?o sinaliza
que o brincar ? garantido tanto nos documentos orientadores da implanta??o da pol?tica
educacional de nove anos do ensino fundamental, quanto nas discuss?es te?ricas de
estudiosos na ?rea. Contudo, ancorado em nossas experi?ncias parece que o mesmo n?o
ocorre no ?mbito espec?fico da organiza??o pedag?gica do ciclo de alfabetiza??o,
sobretudo, como espa?o-tempo ainda fortemente marcado pela inf?ncia e por sua
atividade principal: a brincadeira
A import?ncia da brincadeira livre no desenvolvimento da crian?a na educa??o infantil
Get PDFO presente trabalho tem como objetivos compreender o papel da brincadeira livre para o desenvolvimento infantil e analisar como acorre o desenvolvimento Humano de acordo com a Teoria Hist?rico Cultural, tendo como objetivo de pesquisa as brincadeiras livres e sua import?ncia para o desenvolvimento das crian?as. Esta tem?tica ? produto de reflex?es que tiveram in?cio no processo de est?gio curricular na Educa??o Infantil, realizado com crian?as de tr?s e quatro anos de um CEMI da cidade de Chapec?/SC, no qual, chamou-nos aten??o o fato de as crian?as, em v?rias situa??es, brincarem de faz-de-conta (brincadeiras livres). Para a realiza??o deste trabalho foi feita uma pesquisa bibliogr?fica com autores que trabalham com a teoria hist?rico-cultural de desenvolvimento humano
As contribui??es do PIBID para a forma??o inicial de professores: refletindo a experi?ncia da inicia??o ? doc?ncia
Get PDFThis article comes from the experience as a Fellow of the Initiation Program to
Teaching in the Faculty of Education of the Federal University of Southern Frontier, campus
Chapec? -SC (PIBID-UFFS). The principal objective is the further studies about the
contributions of this program for initial teacher training. The scope of the proposed objective
was through the compilation of a set of texts, through a thematic dossier on teacher training
held from the inclusion in the program and readback between the texts and the experience in
PIBID stock market condition. The results achieved so far allow corroborate what they see
affirming the studies in the area about PIBID positivity for initial training of teachers, which
concludes the importance of it for effective learning of teaching, especially the possibility of
theory-articulation practice.Este artigo tem origem na viv?ncia como bolsista do Programa de Inicia??o ?
Doc?ncia no curso de Pedagogia da Universidade Federal da Fronteira Sul, campus Chapec?-
SC (PIBID-UFFS). Tem como objetivo principal o aprofundamento de estudos acerca das
contribui??es desse Programa para a forma??o inicial de professores. O alcance do objetivo
proposto se deu por meio da compila??o de um conjunto de textos, atrav?s de um dossi?
tem?tico sobre forma??o de professores realizado a partir da inser??o no programa e do
cotejamento entre os textos e a experi?ncia vivida na condi??o de bolsista PIBID. Os
resultados alcan?ados at? aqui permitem corroborar com o que v?m afirmando os estudos na
?rea acerca da positividade do PIBID para a forma??o inicial de professores, o que se conclui
pela import?ncia do mesmo para o aprendizado efetivo da doc?ncia, sobretudo pela
possibilidade de articula??o teoria-pr?tica
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe 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
A linguagem escrita na educa??o infantil com crian?as de 4 e 5 anos
Get PDFThe reflection held in this text is the result of an investigation about the usage of written language on 4 and 5 years old kids, on infant education environment. It is also a provisional synthesis of conclusion built in order to fulfill the assignment called Trabalho de Conclus?o de Curso ? TCC, which the idea and its first origins date back to some problematizations during the Supervised Internship on Infant Education, around the topic of written language and kids. The collation of the observations within the institutional context and the official documents, plus the theoretical studying were the catalysts of the problem which guided us on this path: how is the written language with the children in the Infant Education institutions being handled. The searching of possible answers was anchored methodologically through the analysis of Moraes? (1999) content, about the official documents that guide infant education: Diretrizes Curriculares Nacionais para a Educa??o Infantil - DCNEIs e Base Nacional Comum Curricular ? BNCC. Theoretically, through the historic-cultural theory of the human development, from Vigotski and collaborators. The initial results signal to some divergence in conception of the object between documents and some approximations when compared to the theory which support such analysis. In conclusive terms we can infer that a kid as a cultural subject, who has contact with written culture since they were born must reaffirm the contact in Infant Education. The care with the treatment of written language on kids in pre-school, however, needs much theoretical clarity by the teacher?s part.A reflex?o contida neste texto ? resultado de investiga??o sobre os usos da linguagem escrita com crian?as de 4 e 5 anos, no ?mbito da educa??o infantil. ? tamb?m uma s?ntese provis?ria de conclus?es constru?das para fins de cumprimento do Trabalho de Conclus?o de Curso - TCC, cuja origem primeira foram algumas problematiza??es constru?das durante a realiza??o do Est?gio Supervisionado em Educa??o Infantil, em torno do tema da linguagem escrita com crian?as. O cotejamento das observa??es do contexto institucional com os documentos oficiais e o aprofundamento te?rico, deu origem ao problema que nos orientou neste percurso: como est? sendo tratada a linguagem escrita com essas crian?as nas institui??es de Educa??o Infantil,. A busca de poss?veis respostas ancorou-se metodologicamente pela an?lise de conte?do de Moraes (1999), sobre os documentos oficiais que orientam a educa??o infantil: Diretrizes Curriculares Nacionais para a Educa??o Infantil - DCNEIs e Base Nacional Comum Curricular - BNCC. E, teoricamente pela media??o da teoria hist?rico-cultural de desenvolvimento humano de Vigotski e colaboradores. Os resultados iniciais sinalizam para uma pouca diverg?ncia de concep??o do objeto entre os documentos e para algumas aproxima??es quando cotejadas com a teoria que suporta a an?lise. Em termos conclusivos podemos inferir que a crian?a como sujeito cultural, que tem contato com a cultura escrita desde que nasce, deve sim reafirmar esse contato na Educa??o Infantil. Por?m o cuidado do trato da linguagem escrita com as crian?as da pr?-escola precisa de muita clareza te?rica por parte do professor
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