1,720,956 research outputs found
Imágenes de un aula en movimiento : pensamientos sobre los saberes en la enseñanza universitaria integral
Full text linkEstar y producir en colectivo. Reflexiones sobre los saberes desde la experiencia de los Espacios de Formación Integral de la Universidad de la República
No full textEn el presente artículo compartimos algunas reflexiones epistemológicas y teóricas en torno a la integralidad como perspectiva que requiere una transformación en la concepción de la ciencia y la enseñanza universitaria y que apuesta a coproducir conocimiento desde el diálogo de saberes. Nos centramos en la experiencia de los Espacios de Formación Integral de la Universidad de la República como dispositivos pedagógicos que favorecen la relación entre los sujetos y sus saberes y disponen a producir colectivamente desde el estar y ser juntos y juntas. Asimismo, introducimos algunos abordajes metodológicos y estrategias didácticas que promueven la participación y la coproducción. Finalmente, problematizamos sobre la propia noción de diálogo de saberes, pensándolo como meta y guía de la integralidad, y planteamos que los Espacios de Formación Integral permiten producir prácticas educativas a partir del diálogo entre actores y actoras involucrados. In this article we share some epistemological and theoretical reflections on integrality as a perspective that requires a transformation in the conception of science and university teaching, which aims to co–produce knowledge from the dialogue of knowledge. We focus on the experience of the Integral Training Spaces of the University of the Republic, as pedagogical devices that favor the relationship between the subjects and their knowledge, as well as preparing to collectively produce from being together. Likewise, we introduce some methodological approaches and didactic strategies that promote participation and co–production. Finally, we problematize the notion of dialogue of knowledge, thinking of it as a goal and guide to integrality, and we suggest that the Integral Training Spaces allow the production of educational practices based on dialogue between involved actors. Neste artigo, compartilhamos algumas reflexões epistemológicas e teóricas sobre a integralidade como uma perspectiva que requer uma transformação na concepção da ciência e do ensino universitário, que aposta a coproduzir o conhecimento a partir do diálogo de saberes. Fazemos foco na experiência dos Espaços de Formação Integral da Universidade da República como dispositivos pedagógicos que favorecem a relação entre os sujeitos e seus conhecimentos e as disposições para a sua construção colectiva. Assim, introduzem-se abordagens metodológicas e estratégias didácticas que incentivam a participação e a coprodução. Por último, problematiza-se a propria noção de diálogo de saberes, pensando-o como uma meta e guia da integralidade e propomos os Espaços de Formação Integral como práticas educacionais baseadas no diálogo entre atores envolvidos. 
Estar y producir en colectivo. Reflexiones sobre los saberes desde la experiencia de los Espacios de Formación Integral de la Universidad de la República
No full textIn this article we share some epistemological and theoretical reflections on integrality as a perspective that requires a transformation in the conception of science and university teaching, which aims to co–produce knowledge from the dialogue of knowledge. We focus on the experience of the Integral Training Spaces of the University of the Republic, as pedagogical devices that favor the relationship between the subjects and their knowledge, as well as preparing to collectively produce from being together. Likewise, we introduce some methodological approaches and didactic strategies that promote participation and co–production. Finally, we problematize the notion of dialogue of knowledge, thinking of it as a goal and guide to integrality, and we suggest that the Integral Training Spaces allow the production of educational practices based on dialogue between involved actors. Neste artigo, compartilhamos algumas reflexões epistemológicas e teóricas sobre a integralidade como uma perspectiva que requer uma transformação na concepção da ciência e do ensino universitário, que aposta a coproduzir o conhecimento a partir do diálogo de saberes. Fazemos foco na experiência dos Espaços de Formação Integral da Universidade da República como dispositivos pedagógicos que favorecem a relação entre os sujeitos e seus conhecimentos e as disposições para a sua construção colectiva. Assim, introduzem-se abordagens metodológicas e estratégias didácticas que incentivam a participação e a coprodução. Por último, problematiza-se a propria noção de diálogo de saberes, pensando-o como uma meta e guia da integralidade e propomos os Espaços de Formação Integral como práticas educacionais baseadas no diálogo entre atores envolvidos. En el presente artículo compartimos algunas reflexiones epistemológicas y teóricas en torno a la integralidad como perspectiva que requiere una transformación en la concepción de la ciencia y la enseñanza universitaria y que apuesta a coproducir conocimiento desde el diálogo de saberes. Nos centramos en la experiencia de los Espacios de Formación Integral de la Universidad de la República como dispositivos pedagógicos que favorecen la relación entre los sujetos y sus saberes y disponen a producir colectivamente desde el estar y ser juntos y juntas. Asimismo, introducimos algunos abordajes metodológicos y estrategias didácticas que promueven la participación y la coproducción. Finalmente, problematizamos sobre la propia noción de diálogo de saberes, pensándolo como meta y guía de la integralidad, y planteamos que los Espacios de Formación Integral permiten producir prácticas educativas a partir del diálogo entre actores y actoras involucrados.
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
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