1,720,954 research outputs found
Autismo espektroaren nahasmendua diagnostikatuta duten Haur Hezkuntzako haurrekin egiten den eskuhartzea Bizkaiko eskoletan. Kasu-azterketa
Full text link[EU] Gradu Amaierako Lan honetan, Autismo Espektroaren Nahasmendua (AEN) diagnostikatuta duten haurrek eskolan jasotzen duten esku-hartzea aztertu da, Bizkaiko eskola publiko batean egindako kasu-azterketa baten bidez. Helburua da AEN duten ikasleen hezkuntza-premia espezifikoei nola erantzuten zaien ulertzea, ikuspegi pedagogikotik. Horretarako, ikerketa kualitatiboa erabili da, eta Pedagogia Terapeutikoko irakasle bati egindako elkarrizketaren bitartez informazioa jaso da. Lanak AENaren ezaugarriei, irakasleen jarrerei eta esku-hartze estrategiei buruzko marko teoriko sendoa eskaintzen du. Elkarrizketaren analisiak esku-hartze praktikoaren inguruko datuak eman ditu, eta emaitzek erakusten dute ikastetxeak ahalegin nabarmena egiten duela inklusioa sustatzeko baliabide eta metodologia egokien bidez. Hala ere, oraindik erronka garrantzitsuak daude irakasleen prestakuntzan, profesionalen arteko koordinazioan eta familien inplikazioan. Azken ondorioek azpimarratzen dute kalitatezko eta jarraituak diren esku-hartzeak bultzatzea funtsezkoa dela AEN duten haurren ongizatea bermatzeko.[ES] Este Trabajo de Fin de Grado analiza la intervención educativa con alumnado diagnosticado con Trastorno del Espectro Autista (TEA) en una escuela pública de Bizkaia, a través de un estudio de caso. El objetivo principal es comprender cómo se responde a las necesidades educativas específicas de este alumnado desde una perspectiva pedagógica. Para ello, se ha empleado una metodología cualitativa y se ha realizado una entrevista a una profesora de Pedagogía Terapéutica. El trabajo ofrece un marco teórico sólido sobre las características del TEA, las actitudes docentes y las estrategias de intervención. El análisis de la entrevista proporciona información detallada sobre la intervención práctica, y los resultados evidencian un compromiso claro del centro escolar con la inclusión, mediante el uso de recursos y metodologías adecuadas. No obstante, persisten retos relacionados con la formación docente, la coordinación profesional y la relación con las familias. Las conclusiones finales destacan la importancia de impulsar intervenciones educativas de calidad y continuidad dentro del sistema educativo para garantizar el bienestar del alumnado con TEA.[EN] This Final Degree Project analyzes educational intervention with children diagnosed with Autism Spectrum Disorder (ASD) in a public school in Bizkaia, through a case study approach. The main objective is to understand how the specific educational needs of students with ASD are addressed from a pedagogical perspective. A qualitative methodology has been used, based on an interview with a Therapeutic Pedagogy teacher. The study presents a strong theoretical framework concerning the characteristics of ASD, teacher attitudes, and intervention strategies. The interview analysis provides detailed information on practical interventions, and the findings reveal the school’s firm commitment to inclusion through the use of appropriate resources and methodologies. However, challenges remain in terms of teacher training, professional coordination, and engagement with families. The final conclusions highlight the need to promote high-quality and sustained interventions within the educational system to ensure the well-being of students with ASD
Autismo espektroaren nahasmendua diagnostikatuta duten Haur Hezkuntzako haurrekin egiten den eskuhartzea Bizkaiko eskoletan. Kasu-azterketa
No full text[EU] Gradu Amaierako Lan honetan, Autismo Espektroaren Nahasmendua (AEN) diagnostikatuta duten haurrek eskolan jasotzen duten esku-hartzea aztertu da, Bizkaiko eskola publiko batean egindako kasu-azterketa baten bidez. Helburua da AEN duten ikasleen hezkuntza-premia espezifikoei nola erantzuten zaien ulertzea, ikuspegi pedagogikotik. Horretarako, ikerketa kualitatiboa erabili da, eta Pedagogia Terapeutikoko irakasle bati egindako elkarrizketaren bitartez informazioa jaso da. Lanak AENaren ezaugarriei, irakasleen jarrerei eta esku-hartze estrategiei buruzko marko teoriko sendoa eskaintzen du. Elkarrizketaren analisiak esku-hartze praktikoaren inguruko datuak eman ditu, eta emaitzek erakusten dute ikastetxeak ahalegin nabarmena egiten duela inklusioa sustatzeko baliabide eta metodologia egokien bidez. Hala ere, oraindik erronka garrantzitsuak daude irakasleen prestakuntzan, profesionalen arteko koordinazioan eta familien inplikazioan. Azken ondorioek azpimarratzen dute kalitatezko eta jarraituak diren esku-hartzeak bultzatzea funtsezkoa dela AEN duten haurren ongizatea bermatzeko.[ES] Este Trabajo de Fin de Grado analiza la intervención educativa con alumnado diagnosticado con Trastorno del Espectro Autista (TEA) en una escuela pública de Bizkaia, a través de un estudio de caso. El objetivo principal es comprender cómo se responde a las necesidades educativas específicas de este alumnado desde una perspectiva pedagógica. Para ello, se ha empleado una metodología cualitativa y se ha realizado una entrevista a una profesora de Pedagogía Terapéutica. El trabajo ofrece un marco teórico sólido sobre las características del TEA, las actitudes docentes y las estrategias de intervención. El análisis de la entrevista proporciona información detallada sobre la intervención práctica, y los resultados evidencian un compromiso claro del centro escolar con la inclusión, mediante el uso de recursos y metodologías adecuadas. No obstante, persisten retos relacionados con la formación docente, la coordinación profesional y la relación con las familias. Las conclusiones finales destacan la importancia de impulsar intervenciones educativas de calidad y continuidad dentro del sistema educativo para garantizar el bienestar del alumnado con TEA.[EN] This Final Degree Project analyzes educational intervention with children diagnosed with Autism Spectrum Disorder (ASD) in a public school in Bizkaia, through a case study approach. The main objective is to understand how the specific educational needs of students with ASD are addressed from a pedagogical perspective. A qualitative methodology has been used, based on an interview with a Therapeutic Pedagogy teacher. The study presents a strong theoretical framework concerning the characteristics of ASD, teacher attitudes, and intervention strategies. The interview analysis provides detailed information on practical interventions, and the findings reveal the school’s firm commitment to inclusion through the use of appropriate resources and methodologies. However, challenges remain in terms of teacher training, professional coordination, and engagement with families. The final conclusions highlight the need to promote high-quality and sustained interventions within the educational system to ensure the well-being of students with ASD
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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