1,721,872 research outputs found
Capture-mark-recapture analysis reveals survival correlates in Salamandrina perspicillata (Savi, 1821)
No full textWe carried out a mark-recapture survival analysis of female Salamandrina perspicillata in two central Italian populations. Overall survival was similar in both populations (about 85-90% per year) and the estimated lifespan was about twelve years. We detected transients in one population, possibly related to the high density of females in this site. The breeding probability of females was independent from that of the preceding year
Impact of cooperative co-teaching relationships on student achievement outcomes in the 7th grade inclusion mathematics class
Full text linkSince the inception of the No Child Left Behind law in 2002, much attention has been paid to its effects on the special education population of students. This law, as well as the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), required school districts in the United States to include students with special needs in general education classrooms to provide an atmosphere of least restricted environment (LRE). This practice has come to be known as inclusion which has become the forefront of educating students with special needs in United States’ public schools. Inclusion continues to be a controversial practice and matter of debate within educational circles with varying attitudes among teacher towards this practice. Research has found that in order for the model of inclusion to be carried out successfully, a key ingredient is cooperative communication and collaboration between the special education and general education teachers. If teacher collaboration is emphasized as the key to success in the inclusion model, it is important to assess the effects of a cooperative co-teaching relationship among inclusion classroom teachers. Specifically, this study asks, does a cooperative relationship between regular education and special education teacher in the 7th grade inclusion mathematics classroom have a positive effect on student achievement as measured by the North Carolina End-of Grade (EOG) Mathematics test? The participants in this study are 276 teachers practicing the inclusion co-teaching model, 138 regular education mathematics teachers and 138 special education teachers. The study assesses all Winston-Salem Forsyth County Schools seventh grade inclusion mathematics classrooms. The pools of student participants that are being assessed are 3,447 seventh grade students in the inclusion mathematics classrooms. Teachers were first given Teacher Collaboration Assessment Survey (TCAS) to assess whether or not their relationship with their co-teacher was deemed cooperative or uncooperative. Then data was collected after the students in the inclusion classes took their End-of-Grade Mathematics standardized test. Results from the survey showed that that inclusion teaching pair have a collaborative relationship in the 7th grade mathematics class. This collaborative relationship is positively correlated with student achievement outcomes on the NC EOG math test. These findings have important implications for schools and educators who work in inclusive classrooms and suggest that fostering collaboration among inclusion teaching pairs can have a positive impact on student outcomes. With the intense implementation of the inclusion model since No Child Left Behind, further research aimed on collaboration and student achievement should focus on the co-teaching relationship as many of American children are learning in the inclusion classroom, whether or not they are classified as regular education, or special education
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
Implicazioni dell'Am-learning per lo sviluppo dell'istruzione in rete. Contributi alla riflessione
No full textIl progetto am-learning nasce con l’intento di introdurre elementi di inno-vazione nei modelli di apprendimento, nelle strategie didattiche e negli stru-menti tecnologici caratterizzanti gli ambienti per la didattica in rete, spostando l’asse dell’attenzione, finora prevalentemente centrato sulla riduzione dei tempi occorrenti a trasferire il messaggio di istruzione, verso l’elaborazione di un messaggio che sia coerente con le esigenze di apprendimento dei destinata-ri.
Gli obiettivi principali del progetto si possono così brevemente riassumere:
a) elaborazione di messaggi che siano adeguati alle esigenze di apprendi-mento dei destinatari;
b) identificazione di soluzioni per la valutazione delle capacità di com-prensione della lettura prima e durante il processo di apprendimento;
c) individuazione di soluzioni per la formulazione di un messaggio che si adatti al profilo del discente;
d) individuazione di processi di adattamento della proposta di apprendi-mento al fine di superare la differenza tra la competenza verbale neces-saria alla comprensione del messaggio e quella di cui dispone il discente.
Allo scopo di approfondire i presupposti teorici alla base dei suddetti obiettivi, vengono interpellati gli esperti esterni, coinvolti nella ricerca, perché si esprimano sui contenuti del progetto in fase di svolgimento, sulla base della loro esperienza, fornendo opinioni, suggerimenti e indicazioni sul percorso intrapreso e sul possibile impatto che i risultati del progetto potrebbero avere nell’ambito delle problematiche che ciascun esperto indaga, in seno al proprio campo di ricerca.The am-learning project aims at introducing innovative elements into the existing learning models, the teaching strategies and the technological tools for e-learning environments.
The project pursues the following goals:
- adapt messages to the recipients‟ learning needs;
- find solutions for the assessment of reading comprehension skills be-fore and during the learning process;
- find solutions for the formulation of messages adapted to the learners‟ profile;
- define processes for adjusting the learning proposal in order to fill the gap between the necessary verbal skills to understand the learning message and the learners‟ real skills.
In order to deepen the theoretical framework at the basis of the above men-tioned objectives, external experts involved in the project are invited to par-ticipate and contribute, discussing on the contents of the project itself. Taking into consideration their experience, they are asked to express their opinions, suggestions and directions on the undertaken path
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
Montagna: aspetti di medicina e di fisiopatologia
No full textE' stata curata la redazione dei testi delle relazioni del convegno di Medicina di Montagn
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
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