1,721,089 research outputs found
Belief, Belonging and the Role of Schools in Reducing the Risk of Home-Grown Extremism
Full text linkThis is the author accepted manuscript. The final version is available from Brill via the DOI in this recordRecent world events have led to an increased sense of collective fear directed to those perceived as outside the mainstream. This chapter posits that much of that fear is generated by beliefs about others, often stirred by a negative media and political interests. This is also true of those who engage in terrorism – their acts are driven by beliefs that comprise not so much religious faith but as a way of making sense of the world. There is much evidence to suggest that military responses to terrorism are counter-productive as are programs aimed at identifying at risk individuals (Byrne, 2017). It has been suggested that more effective anti-terrorism strategies need to focus on the ‘normality’ of people who commit atrocities and intervene early. This includes both community engagement and building an educational climate that breaks down stereotypes and addresses both values and compassion (Singer & Bolz, 2013). There has been much debate across the world about the radicalisation of young men and women, some of them committing horrific acts of violence in the name of religion. Because this is their stated purpose, millions of peace-loving people become erroneously associated with these acts, compounding a negative cycle of mistrust and blame. This chapter explores alternative constructions of motivation and how important a sense of belonging and purpose may be. It may not make sense to most of us, but when young people come to believe that they can achieve ‘significance’ and belonging by acts of terror we need to consider what is happening that makes them more open to adopting this stance and what might be done to reduce their vulnerability to persuasion. We make links with those who have committed acts of mass murder in schools in the US and what the research has to say about this. As many acts of terrorism are perpetrated by ‘home-grown’ terrorists most of whom have been educated in the country in which these acts take place, we suggest what schools might do to reduce the risk – especially in promoting a culture of inclusive belonging
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
From Struggles to Success: Investigating the Impact of Early Learning Assessments on Students Performance and Motivation
Full text linkIn this paper, we investigated the impact of an early learning assessment on students’ motivation for improving their performance throughout the semester. An observation analysis was conducted on an entry level mechanical engineering course in which students are enrolled during their first semester of engineering work. This study analyzes the effect that a first exam, with an average below a passing grade, has on a student’s outcome in the course. It was hypothesized that students were motivated to achieve their desired grade outcomes following an inadequate performance on the first exam. This was investigated by diving into the results of the course and referencing initial performance to the remaining exam and assessment outcomes. Students were placed into grade bands ranging between 0 and 100 in 20% increments. Their results were tracked, and it was shown that for the second mechanics exam, the averages increased by 43.333%, 35.35%, and 30.055% for the grade bands: 0 to 20, 20 to 40, and 40 to 60, respectively. The assessment grades also increased, with the remaining assessments being averaged to a score of 91.095%. The variables contributing to student performance came from both inside and outside the classroom. Learning communities, material differentiation, and student and professor adaptation all contributed to the rise in performance. It was concluded that the internal and external variables acted in combination with one another to increase student dedication to achieving success.This article is published as Boyle, Christopher T., and Nicole N. Hashemi. "From Struggles to Success: Investigating the Impact of Early Learning Assessments on Students Performance and Motivation." Education Sciences 13, no. 3 (2023): 225.
DOI: 10.3390/educsci13030225.
Copyright 2023 by the authors.
Attribution 4.0 International (CC BY 4.0).
Posted with permission
Belonging as a Core Construct at the Heart of the Inclusion Debate, Discourse, and Practice
No full textThis chapter intends to present a new and novel perspective on inclusion and argue that inclusion can never be truly achieved without the presence of belonging. Both belonging and inclusion are linked to positive academic outcomes and general well-being of students. Belonging is described as a subjective and dynamic feeling while the definition of inclusion varies among different discourses. The aim of this chapter is to discuss the role of belonging to inclusion particularly among marginalised populations and groups. It highlights the usefulness of assessing an individual’s belonging as a true measure for inclusion and its importance as a social and ethical obligation. This chapter further explains that belonging is a vital component to inclusion, equity, and diversity. The chapter concludes with a conceptual model that has implications for future discourse and research
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