1,721,208 research outputs found
Early English and French Lyrical Poetry: A Comparative Study
No full textSelf-revelation is the chief characteristic of lyric poetry,and for that reason it is, perhaps, more interesting than any other. A flashlight of intuition fuses emotion and idea and from the resulting union,secret and elusive,springs the lyric mood. Add to this latter a gift of expression, spontaneous, impassioned, and rhythmical, and the lyric is born, stamped with the individuality of the author,and bearing also a racial likeness to others of the same nation. For though personality may differ with individuality, though Shakespeare may evoke melodies very unlike those of Swinburne, and Chaucer's music may in no way resemble that of Wordsworth, yet through all there runs one note, one undertone, discernible by a sympathetic ear.ProQuest Traditional Publishing Optio
Interrogating Heteronormativity in Primary Schools: The No Outsiders Project
No full textThe No Outsiders team, a collaboration of primary education practitioners and university researchers, has taken groundbreaking steps in addressing lesbian, gay, bisexual and transgender equality in primary schools. This book continues Trentham's commitment to challenging homophobia and heterosexism in and through education and follows Atkinson and DePalma's account of sexualities equality in children's worlds in school and beyond: Invisible Boundaries - addressing sexualities equality in children's world. In "Interrogating Normativity" they and their colleagues from the ESRC-funded No Outsiders research team explore and analyse central issues which permeate the team's challenge to gender conformity through primary education. The need for primary teachers and other professionals working with children to address equality in relation to sexual orientation and gender expression is becoming increasingly urgent in the light of recent changes in UK legislation. The Civil Partnership Act (2006), the Equality Act (2007) and new legislative requirements for ensuring the active promotion of child wellbeing, gender equality and community cohesion all place demands on schools and support services which they are ill-equipped to meet. This book fills a gap by examining how we might go about addressing these demands. "Interrogating Heteronormativity in Primary Schools" brings together the wide-ranging expertise of the project's large research team, plus a chapter by Susan Talburt. It explores key themes related to the project's work: silence and speaking out; faith and culture; leadership and role-modelling; personal and emotional investment; gay rights/liberal humanist and queer perspectives; safety and risk-taking; the possibility of a queer pedagogy; and intersections between queer theory and practice. This academic companion to the team's practice-focused book drawing on the project teachers' classroom work, "Undoing Homophobia in Primary Schools", will be essential reading for all those in primary education who are concerned to challenge this last bastion of inequality, as well as for students and researchers in sociology, cultural studies, queer studies and related fields where the underlying discourses shaping heteronormativity and gender conformity require urgent analysis in the move towards a fairer society
Exploring the impact of school belonging on camouflaging and anxiety in autistic students through their voices
No full textThe prevalence of autistic students in schools is continuously increasing. Typically, the social and sensory differences associated with autism can make the school environment difficult to manage. Autistic students are more likely to experience mental health difficulties and have poorer academic outcomes than their neurotypical peers. It is therefore important to listen to autistic people about their educational experiences and explore ways that the environment could be changed to reduce anxiety. Chapter one provides further context to the current research including reference to outcomes for autistic students and the wider state of current autism research. Ethical and epistemological issues are also considered, reflecting on both strengths and limitations of the approaches taken. A systematic literature review (Chapter two) has been conducted to explore the experiences of autistic students in primary school. Twenty-two studies met the inclusion criteria and have been analysed using thematic synthesis. Four analytical themes (‘We all have different experiences of school’, ‘Understand and listen to me – I don’t want to look weird’, ‘Social connection is important – I want to be treated like a human’, and ‘Success matters but environment is key’) were generated. Overall, students in the review felt that everybody needs to learn more about autism, as well as providing specific and subtle support based on individual need. Further implications for practice are discussed. The empirical paper (Chapter three) explores whether the relationship between school belonging and anxiety in secondary-aged autistic students is mediated by camouflaging. An anonymous online survey was completed by 72 autistic students attending mainstream schools in the UK and Ireland. The survey included questionnaires about school belonging (simple sense of belonging scale), anxiety (ASC-ASD) and camouflaging traits (CAT-Q). Further, the survey included open-ended questions about environmental factors related to school belonging and camouflaging. The results found that, as predicted, camouflaging did mediate the relationship between school belonging and anxiety. Qualitative content analysis was used to interpret answers to open ended questions, and categories were created for each question. Overall, it was found that social relationships; individual factors; the environment and adaptations, and acceptance and understanding, influence students’ sense of belonging. Implications, limitations, and avenues for future research are discussed
“Do my friends only like the school me or the true me?”: school belonging, camouflaging, and anxiety in autistic students
No full textThe prevalence of autistic students in schools is continuously increasing. Typically, the social and sensory differences associated with autism can make the school environment difficult to manage. Autistic students are more likely to experience mental health difficulties than their non-autistic peers. It is therefore important to listen to autistic people about their educational experiences and explore ways that the environment could be changed to reduce anxiety. Purpose. The current research explores whether the relationship between school belonging and anxiety in secondary-aged autistic students is mediated by camouflaging. Methods. An anonymous online survey was completed by 72 autistic students attending mainstream schools in the UK and Ireland. The survey included questionnaires about school belonging (simple sense of belonging scale), anxiety (ASC-ASD) and camouflaging traits (CAT-Q). Further, the survey included open-ended questions about environmental factors related to school belonging and camouflaging. Qualitative content analysis was used to interpret answers to open ended questions. Results. The results found that, as predicted, camouflaging did mediate the relationship between school belonging and anxiety. Categories were created for each question, for example, ‘the school environment’ and ‘acceptance and understanding’. Conclusion. Social relationships; individual factors; the environment and adaptations, and acceptance and understanding, influence students’ sense of belonging
Dataset for: "Do my friends only like the school me or the true me?" Understanding the relationship between sense of school belonging, camouflaging, and anxiety in autistic students attending mainstream secondary school: A mixed methods study'
No full textQualitative and quantitative data gathered from an anonymous online survey. Secondary ages students who have a diagnosis or self-identify as autistic, and their parents. Parents answered demographic data and the autism-quotient (adolescent version). Children answered open-ended questions about school belonging and camouflaging. Questionnaires for young people were: simple school belonging scale; Adapted CAT-Q, and ASC-ASD.
Coding and data used for qualitative synthesis. </span
‘Everybody needs to learn more’: a thematic synthesis of the first-hand experiences of autistic students in primary schools
No full textAutistic students are more likely to experience mental health difficulties and have poorer academic outcomes than their non-autistic peers. However, most research into school experiences has focussed on secondary-aged students, or parents and school staff's perceptions of the primary school experiences of autistic students. The current systematic literature review explores the experiences of autistic students in primary school. Databases (PsycInfo, ERIC, SCOPUS and CINAHL) and hand searching were utilised to identify qualitative research. The research was included if it explored current and retrospective accounts of autistic people, internationally. Studies were excluded if they did not include the voice of at least one autistic person. Twenty-two studies met the inclusion criteria and were analysed using thematic synthesis. Four analytical themes (‘We all have different experiences of school’, ‘We don’t do things wrong we do them differently, and I need you to understand’, ‘Good relationships make it better’ and ‘Success matters but the environment is key’) were generated. There were both positive and negative accounts, with some students detailing the long-term negative effects of primary schooling on their mental health. Overall, students in the review felt everybody needed to learn more about autism, as well as provide specific and subtle support based on individual needs. Strengths, limitations and implications for practice are discussed
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
- …
