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Kreativitetens psykologi
No full textThe concept of creativity seems to be used in many different contexts and to have an ambiguous meaning. The perception and understanding of the concept of creativity is influenced by great diversity and disagreement, and therefore this study seeks to provide clarity and understanding of the psychology of creativity. In view of this issue, the study seeks to analyse and discuss the understanding of creativity in four different psychological perspectives. Through analysis and discussion, we find that in the different perspectives there are differences and similarities with regard to the question of what creativity is, where it exists, and how it is facilitated. It is concluded that the diversity of understanding and perception of the concept _ reflects a diversity in psychological science and the fundamental differences between the theories, relating to the fundamental theoretical basis to understand and explore the creative process.The concept of creativity seems to be used in many different contexts and to have an ambiguous meaning. The perception and understanding of the concept of creativity is influenced by great diversity and disagreement, and therefore this study seeks to provide clarity and understanding of the psychology of creativity. In view of this issue, the study seeks to analyse and discuss the understanding of creativity in four different psychological perspectives. Through analysis and discussion, we find that in the different perspectives there are differences and similarities with regard to the question of what creativity is, where it exists, and how it is facilitated. It is concluded that the diversity of understanding and perception of the concept _ reflects a diversity in psychological science and the fundamental differences between the theories, relating to the fundamental theoretical basis to understand and explore the creative process
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Hvad er meningen? - En undersøgelse af almen studieforberedelse i gymnasiepraksis
No full textDansk resumé Rapporten omhandler, hvordan indførelsen af gymnasiereform (2005) kan ses som et led i en samfundsmæssig ændring med øget fokus på outcome og kompetencer Mere specifikt undersøger vi, hvad implementeringen af almen studieforberedelse (AT) har betydet for praksis i gymnasiet. Da AT fordrer et samspil mellem de traditionelt adskilte fag i gymnasiet, fandt vi det interessant at se på, hvordan dette forvaltes af lærerne i praksis, samt hvilke muligheder og potentialer der ligger i AT for elverne. I undersøgelsen har vi gjort brug af Basil Bernsteins begrebsapparat, og interviews med rektor, lærere og elever for at kunne fremanalysere den pædagogiske diskurs og praksis i forhold til AT. Her bliver det tydeligt, at der er flere forskellige diskurser i spil. I forlængelse heraf har vi analyseret, hvordan den pædagogiske kode identificeres af eleverne, hvor koden identificeres som fragmenteret, og hvor det bliver svært at finde ud af, hvad der kræves i AT og hvad meningen med AT er overhovedet. På baggrund af en interesse for at finde ud af, hvilke muligheder og potentialer AT rummer, fandt vi det givtigt at bringe Jürgen Habermas' teori om den kommunikative handlen i spil, der kan give eleverne muligheden for en oplevelse af sammenhæng og mening i AT. Rapportens videnskabsteoretiske ramme er således forankret i kritisk teori, hvori vores normativitet ligger. I bestræbelserne på at skabe indbyrdes forståelse gennem den kommunikative handlen ligger en mulighed for, at eleverne opnår forståelse frem for at blive fremmedgjorte overfor det, de præsenteres for i AT. English Summary The report addresses how the introduction of the high school reform (2005) can be seen as part of a change in society with increased focus on outcome and competencies. More specifically, we investigate what the implementation of “general study preparation” (almen studieforberedelse - AT) has meant to high school practice. Since AT requires an interaction between the traditionally segregated disciplines in high school, we found it interesting to see how this is managed by teachers in practice, and what possibility and potentials AT inherent for students. To investigate this we use Basil Bernstein's theory concepts, and interviews with the headmaster, teachers and students to analyze the pedagogic discourse and practice in relation to AT. Here it becomes clear that there are several different discourses in play. Furthermore we have analyzed how the pedagogic code is identified by the students, which results in a identification of a fragmented discourse about what is claimed in AT and what the meaning of AT is at all. Because of our wish of finding the possibilities and potentials inherent in AT, we found it necessary to use Jürgen Habermas' theory of communicative action that could allow the students an experience of coherence and meaning in AT. The framework of the report is thus rooted in critical theory, in which our normativity lies. In the effort of creating mutual understanding through the communicative action lies a potential for students to gain understanding rather than being alienated from what they are presented to in AT.Dansk resumé Rapporten omhandler, hvordan indførelsen af gymnasiereform (2005) kan ses som et led i en samfundsmæssig ændring med øget fokus på outcome og kompetencer Mere specifikt undersøger vi, hvad implementeringen af almen studieforberedelse (AT) har betydet for praksis i gymnasiet. Da AT fordrer et samspil mellem de traditionelt adskilte fag i gymnasiet, fandt vi det interessant at se på, hvordan dette forvaltes af lærerne i praksis, samt hvilke muligheder og potentialer der ligger i AT for elverne. I undersøgelsen har vi gjort brug af Basil Bernsteins begrebsapparat, og interviews med rektor, lærere og elever for at kunne fremanalysere den pædagogiske diskurs og praksis i forhold til AT. Her bliver det tydeligt, at der er flere forskellige diskurser i spil. I forlængelse heraf har vi analyseret, hvordan den pædagogiske kode identificeres af eleverne, hvor koden identificeres som fragmenteret, og hvor det bliver svært at finde ud af, hvad der kræves i AT og hvad meningen med AT er overhovedet. På baggrund af en interesse for at finde ud af, hvilke muligheder og potentialer AT rummer, fandt vi det givtigt at bringe Jürgen Habermas' teori om den kommunikative handlen i spil, der kan give eleverne muligheden for en oplevelse af sammenhæng og mening i AT. Rapportens videnskabsteoretiske ramme er således forankret i kritisk teori, hvori vores normativitet ligger. I bestræbelserne på at skabe indbyrdes forståelse gennem den kommunikative handlen ligger en mulighed for, at eleverne opnår forståelse frem for at blive fremmedgjorte overfor det, de præsenteres for i AT. English Summary The report addresses how the introduction of the high school reform (2005) can be seen as part of a change in society with increased focus on outcome and competencies. More specifically, we investigate what the implementation of “general study preparation” (almen studieforberedelse - AT) has meant to high school practice. Since AT requires an interaction between the traditionally segregated disciplines in high school, we found it interesting to see how this is managed by teachers in practice, and what possibility and potentials AT inherent for students. To investigate this we use Basil Bernstein's theory concepts, and interviews with the headmaster, teachers and students to analyze the pedagogic discourse and practice in relation to AT. Here it becomes clear that there are several different discourses in play. Furthermore we have analyzed how the pedagogic code is identified by the students, which results in a identification of a fragmented discourse about what is claimed in AT and what the meaning of AT is at all. Because of our wish of finding the possibilities and potentials inherent in AT, we found it necessary to use Jürgen Habermas' theory of communicative action that could allow the students an experience of coherence and meaning in AT. The framework of the report is thus rooted in critical theory, in which our normativity lies. In the effort of creating mutual understanding through the communicative action lies a potential for students to gain understanding rather than being alienated from what they are presented to in AT
Variations on the Author
Get PDF“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
Get PDFWe 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
Get PDFWe 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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