1,720,992 research outputs found
Form and art in education : a reflection upon theory and practice in the teaching of art
No full textThis thesis is the consequence of a teacher exploring his practice and then struggling to formulate a practitioner-based discourse which attempts to unfold the complexity of teaching. Its culmination is to offer a theoretical perspective which expounds the local place-time-dependent nature of flows of action which in my case relate to young people and teacher engaged in art activities. The time-dependent nature of the struggle towards articulating the complexity of practice is reflected in the triadic structure of the thesis. Hence the triad is an attempt to offer a temporary form for working with whilst the important outcome is more effective teacher-action, any theory being subservient to this end. My aim is not to present a flawless argument but a working document which is also a launching pad for continuing explorations. A major concern is to break away from general theory in Art Education which attempts to provide a universal understanding of art action. I believe this kind of theoretical approach is not commensurable with the functioning reality of the teacher. A teacher has to respond to differences, to idiosyncracy, hence his theoretical approach is affected by the variety endemic in his practice. His theoretical approach is concerned with acting effectively in the high variety context of a classroom. Such theory has therefore to be locally compatible with local flows of action. The first part of the work is concerned with my initial disaffection with some current theory in Art Education, which I found wanting when I related it to what I knew from my experience of teaching art. The `mechanism' and universalism of such theory did not respond to my task of working with and reflecting upon idiosyncracy in young people's art action. My disaffection was articulated on being introduced to new, systemic metaphors and ideas in the writings of Waddington, Barthes, Hawkins, Collingwood, Brookes, Wittgenstein and others. I found such metaphors resonating with my experiences of teaching and they provided me with a form with which I began to formulate a discourse hinting at the complexity of my teaching. Concurrently I was able to notice the limitations of a mechanistic paradigm, adopted by much Art Education theory, for describing and explaining action. The second part is concerned with using these systemic metaphors at a deeper level of enquiry, exploring some flows of teaching in the high variety aggregate of a classroom. I became more immersed in a non-mechanistic paradigm, and the writings of Prigogine, Bateson and others, provide a source with which I am able to resonate and develop to unfold place-time complexities of practice. In the third part the triad of C. S. Peirce forms the philosophical basis for my own triadic structure, manifested in the form of the thesis. Taking on board my previous disaffection with some general Art Education theory, I offer an action theory. The notions of metaphor and metonymy are established as a paradigm in which to explore local flows of art action. I identify and unfold the intricate place-time affective states of functioning, noticing and reflecting, which affect, inform, confirm or change action. Throughout the production but perhaps not made obvious in the presentation, I have been affected by and made frequent returns to the words of Brookes, Wittgenstein and Collingwood. In such moments my thoughts are directed to the difficulties involved in using the medium of language to explore and attempt to communicate the experiential complexities of teaching.</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
The golden lily /
No full textA poor, elderly violinist takes refuge in a cathedral. When he plays his violin there, the Madonna appears before him and gives him a golden lily. He tries to sell the lily to a goldsmith, but the goldsmith and his wife doubt the violinist's story. They summon guards who bring him before the Holy Office. He is found guilty and is about to be taken away, but the inquisitor gives him a chance to prove his story by returning to the cathedral and playing his violin in the presence of all those assembled. The Madonna appears again and gives him another golden lily. The old man is saved and is carried through the streets as a hero.Main title lacking. Identification from intertitles. DLCFour intertitles appearing at head of film are also placed correctly in body of film. DLCOriginal French film, Le lys d'or, released in France in 1910.English language intertitled version reissued by Southern Church Film Corporation; date of reissue unknown.LC has reissue copy. DLCNitrate deterioration printed through at end of film. DLCMAVIS 24108; The golden lily. DLCDigital files viewed.Sources used: Moving picture world, vol. 6, no. 6, Feb. 12, 1910, p. 225; AFI catalog, film beginnings, 1893-1910, p. 419; Gaumont, 90 ans de cinéma, p. 202; AFI STAR database record no. 41712.Received: 1/29/1992 from LC film lab; viewing print; preservation; AFI/Atkinson (Dennis) Collection.Received: 10/3/1991 from LC film lab; dupe neg pic; preservation; AFI/Atkinson (Dennis) Collection
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
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