1,721,013 research outputs found
Making the culturally diverse classroom work: activities for successful groups
No full textAt Master’s level, Chalmers students work in an international environment. This workshop will focus on useful strategies for working in this environment, with a focus on group work in engineering projects. This workshop builds on the Work in progress presentations “An inclusive, international learning environment?” Motivation for attending and learning outcomes of the session Chalmers, particularly at Master’s level, is an international environment. There are many advantages with this environment, not least that it reflects the nature of the global engineering workplace and that students broaden their perspectives but at the same time, lecturers need to take a critical look at their own material and approaches to best utilize this environment. This workshop is aimed predominantly at lecturers and program managers at Master’s level and will discuss useful strategies for working with these students, with a focus on group work in engineering projects. At the same time, this workshop should be interesting for those aiming for an more inclusive classroom. Learning outcomes: - an increased awareness of the benefits and challenges of a culturally diverse work environment - a toolbox of activities to facilitate groupwork in culturally diverse student groups Background and rationale of the session Internationalisation and integration is a prioritised goal at Chalmers. Recently, a number of initiatives to work with intercultural awareness at all levels have taken place at Chalmers, driven by the goal, decided in June 2016, to create global perspectives and foster intercultural cooperation across all Master’s programs. Since project and group work is common in the workplace and subsequently in our educational structure, our initiatives have focused on groups in project courses. This is also where students are brought into closer contact with one another. Engaging session design, aligned with the learning outcomes The workshop will provide a sample of activities which have been implemented with culturally diverse groups. A key theoretical foundation for these activities is a non-essentialist, experience-driven approach to teaching intercultural communication (Van Maele and Mertens, 2009), which is discourse based, theory referenced and interaction oriented. The activities chosen for the workshop are those experienced as most effective by students (shown through student interviews and reflective texts) (Bergman et al, 2017). Activities in relation to learning outcomes: 1. the benefits and challenges of this environment: shared practice through discussion 2. a toolbox of activities (1): participants will experience some possible activities for inclusive group work as described above. In some cases, this involves more traditional group dynamics tools such as a team agreement but also tools developed for more diverse groups such as the 360 degree model. The activities will include: o strategies for forming teams with culturally diverse students o activities for the start, middle and finish of the project to encourage openness, trust and reflection 3. a toolbox of activities (2): participants will reflect on and share their own experiences. After the workshop: Participants will get access to a Box folder with the materials. References: Bergman, Becky et al (2017) “Forming effective culturally diverse work teams in project courses”. In Proceedings of the 13th International CDIO Conference, Calgary Chalmers University of Technology (2016) Prioritised Operational Development Van Maele, J., & Mertens, K. (2014). Towards an experience-driven approach to teaching intercultural communication. IKSI Scientific Publishing House (Warsaw University
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
Making the culturally diverse classroom work: Activities for successful groups
No full textMotivation for attending and learning outcomes of the sessions As universities become increasingly internationalized, many lecturers will have students with multicultural backgrounds (OECD, 2014). There are many advantages with a culturally diverse environment, not least that it reflects the nature of the global engineering workplace and that students broaden their perspectives but at the same time, lecturers need to take a critical look at their own material and approaches to best utilize this environment. This workshop is aimed predominantly at lecturers and administration and will discuss useful strategies for working with these students, with a focus on group work in engineering projects. Learning outcomes: - an increased awareness of the benefits and challenges of a culturally diverse work environment - a toolbox of activities to facilitate groupwork in culturally diverse student groups Background and rationale of the session Internationalisation is a key goal at many universities. This goal can be measured quantitatively, for example, achieving a critical number of international students across Master programs; however, counting numbers does not address what international students actually experience at the university. Neither does it address home students’ experiences of cultural diversity within the university setting. Recently, a number of initiatives to work with intercultural awareness at all levels have taken place at Chalmers University of Technology in Sweden, driven by the goal, decided in June 2016, to create global perspectives and foster intercultural cooperation across all Master’s programs. Since project and group work is common in the workplace and subsequently in our educational structure, our initiatives have focused on groups in project courses. This is also where students are brought into closer contact with one another, yet this way of working may be unfamiliar for some students. Engaging session design, aligned with the learning outcomes Maximum number of participants: 30 The workshop will provide a sample of activities which have been implemented with culturally diverse groups. A key theoretical foundation for these activities is a non-essentialist, experience-driven approach to teaching intercultural communication (Van Maele and Mertens, 2009), which is discourse based, theory referenced and interaction oriented. The activities chosen for the workshop are those experienced as most effective by students (shown through student interviews and reflective texts), such as working with case studies and models for dealing with critical situations that arise (Bergman et al, 2017). The workshop’s discussions will be documented and made available to participants after the workshop. Participants will also receive copies of activities to take away with them. Activities in relation to learning outcomes: 1. the benefits and challenges of this environment: shared practice through discussion (approx. 20 mins) 2. a toolbox of activities (1): participants will experience some possible activities for inclusive group work as described above (approx. 45 mins). This will include: o strategies for forming teams with culturally diverse students o activities for the start, middle and finish of the project to encourage openness, trust and reflection 3. a toolbox of activities (2): participants will reflect on and share their own experiences (approx. 20 mins) Significance for Engineering Education As outlined in the SEFI position paper, “Substantial progress must still be made to achieve the SEFI vision: a state where engineering education is safe, inclusive and fully empowered by all segments of our societies - globally.” This workshop is a step towards that vision and towards internationalisation in practice to fully utilize the potential in culturally diverse teams (Freeman and Huang 2014). References: Bergman, Becky et al “Forming effective culturally diverse work teams in project courses”. In Proceedings of the 13th International CDIO Conference, Calgary (2017) Chalmers University of Technology (2016) Prioritised Operational Development Freeman, R. B., & Huang, W. (2014). Collaboration: Strength in diversity. Nature News, 513(7518), 305. OECD. (2014). Education at a Glance 2014: OECD Indicators. OECD Publishing.Retrieved from https://www.oecd.org/edu/Education-at-a-Glance-2014.pdf SEFI position paper on diversity, equality and inclusiveness (2018) Retrieved from https://www.sefi.be/wp-content/uploads/2018/05/Diversity-2018-links.pdf Van Maele, J., & Mertens, K. (2014). Towards an experience-driven approach to teaching intercultural communication. IKSI Scientific Publishing House (Warsaw University) internationalisation; diversity; intercultural cooperation; group wor
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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