1,720,955 research outputs found
A Comparative Study on the Influence of Formal and Non-Formal Career Guidance on Career Realisation by Secondary School Students
No full textThe aim of this study was to compare two approaches to career guidance, formal and non-formal career guidance, so as to improve guidance programmes and raise career satisfaction and career realisation level of employees. A causal comparative survey was conducted in Harare. The researcher purposefully selected 93 participants, then employees in four different employing institutions at the time the research was conducted. The basis for the selection of the research participants is that they had gone through Ordinary level education at a secondary school in Zimbabwe where they were influenced by either of the two or both types of career guidance. Each participant completed a 45-item, closed form questionnaire indicating his/her perceptions about the career guidance he/she had received and how satisfied they felt about their careers. The results were analysed using SPSS, 20.0. A Chi-square Test was carried out to compare the relative strengths of the two major sources of influence, formal and non-formal career guidance. The focus of the Chi-square test was on comparing the observed and expected numbers of participants influenced by each of the sources of career guidance. The Chi-square test results indicated that there is a significant difference in the strengths of the influences of the two groups. A One- Way Analysis of Variance was carried out to compare the means of career realisation levels of the groups under study. The ANOVA results indicated that there was no significant difference between the career realisation levels of employees influenced by formal career guidance and those influenced by non-formal career guidance. Although formal career guidance seemed less convincing to attract many students, it seems to be associated with relatively higher career realisation levels because it provides relevant career information to the students before they make the career decisions. On the other hand, non-formal career guidance attracted almost half of the participants mainly because it provides sustainable financial and social support to the student during this transition period between school and employment. However, non-formal career guidance was associated with the limitation of lack of relevant information on career awareness and other career preparatory information. The participants influenced by non-formal career guidance reported relatively lower career realisation levels. About one third of the participants reported to have been influenced by both formal and non-formal career guidance and they indicated that they experience moderately high career realisation levels. This research study has shed more light as to why some employees seem not satisfied with their careers. Either they did not directly participate in choosing the career (as in the case of formal career guidance) or they selected the career before they had adequate information about the career (as in non-formal career guidance). The study indicated that there are strengths and weaknesses associated with each of the two approaches of providing career guidance. Adopting the strengths of each of these approaches is likely to maximize the career realisation levels of more students. From the findings of this study the researcher recommends that a collaboration of the two (formal and non-formal career guidance) be implemented in order for most students to achieve optimal career realisation levels when they enter their careers
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
A comparative study on the influence of formal and non-formal career guidance on career realisation by secondary school students
No full textThe aim of this study was to compare two approaches to career guidance, formal and non-formal career guidance, so as to improve guidance programmes and raise career satisfaction and career realisation level of employees. A causal comparative survey was conducted in Harare. The researcher purposefully selected 93 participants, then employees in four different employing institutions at the time the research was conducted. The basis for the selection of the research participants is that they had gone through Ordinary level education at a secondary school in Zimbabwe where they were influenced by either of the two or both types of career guidance. Each participant completed a 45-item, closed form questionnaire indicating his/her perceptions about the career guidance he/she had received and how satisfied they felt about their careers. The results were analysed using SPSS, 20.0. A Chi-square Test was carried out to compare the relative strengths of the two major sources of influence, formal and non-formal career guidance. The focus of the Chi-square test was on comparing the observed and expected numbers of participants influenced by each of the sources of career guidance. The Chi-square test results indicated that there is a significant difference in the strengths of the influences of the two groups. A One- Way Analysis of Variance was carried out to compare the means of career realisation levels of the groups under study. The ANOVA results indicated that there was no significant difference between the career realisation levels of employees influenced by formal career guidance and those influenced by non-formal career guidance. Although formal career guidance seemed less convincing to attract many students, it seems to be associated with relatively higher career realisation levels because it provides relevant career information to the students before they make the career decisions. On the other hand, non-formal career guidance attracted almost half of the participants mainly because it provides sustainable financial and social support to the student during this transition period between school and employment. However, non-formal career guidance was associated with the limitation of lack of relevant information on career awareness and other career preparatory information. The participants influenced by non-formal career guidance reported relatively lower career realisation levels. About one third of the participants reported to have been influenced by both formal and non-formal career guidance and they indicated that they experience moderately high career realisation levels. This research study has shed more light as to why some employees seem not satisfied with their careers. Either they did not directly participate in choosing the career (as in the case of formal career guidance) or they selected the career before they had adequate information about the career (as in non-formal career guidance). The study indicated that there are strengths and weaknesses associated with each of the two approaches of providing career guidance. Adopting the strengths of each of these approaches is likely to maximize the career realisation levels of more students. From the findings of this study the researcher recommends that a collaboration of the two (formal and non-formal career guidance) be implemented in order for most students to achieve optimal career realisation levels when they enter their careers
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
Assessment of Student leadership Training program based on Student Leaders Perceptions: Case of a Private Secondary School in Zimbabwe.
Full text linkThe purpose of this was to evaluate the effectiveness of Student Leadership training program carried out for the newly elected student leaders of a private secondary school in Zimbabwe. A qualitative descriptive case study was used in this study. Ten 10 student leaders were purposively selected from a total of 24 student leaders. In-depth interviews were used to solicit the student leaders’ perceptions on the effectiveness of the student leadership training offered to the newly elected student leaders. Data collected was analysed using thematic Analysis. Findings of the study indicate that the student leadership program was deemed effective as it became an eye opener for most of the student leaders as it helped some to change their attitudes for better. The major strengths of the training program that were highlighted include that firstly the timing was very appropriate, coming soon after the installation and inauguration of the new leaders, before they assumed duties so they could be adequately equipped so as to avoid making blunders. Secondly, the training included team building activities and thirdly, the training was grounded on Christian principles such as honesty, integrity and commitment to serve and uphold the school rules in an exemplary way. This equipped the budding leaders with key leadership skills and competencies such as interpersonal skills, effective communication skills, decision making strategies, problem solving skills as well as collaborative skills. Most participants opined that they got to understand their duties and responsibilities better and could feel confident to function as liaison between student body and faculty. On the other hand, the student leadership training had a major limitation of time constraint. Hence some of the topics were scantly covered and others such as issues of punishment were not covered at all. In conclusion, student leadership training should be considered seriously as an essential training not only of student leaders but as an opportunity to nurture and groom budding leaders for tomorrow. The study recommends that in future, the training could be more effective if it is carried out for 2-3 consecutive days of if it is split into 2 distinct phases, thus allowing for more interactive team building activities and allowing for follow-up
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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