1,723,011 research outputs found
Steele, Colin E, 14168
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/418977Surname: STEELE. Given Name(s) or Initials: COLIN E. Military Service Number or Last Known Location: 14168. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 14752.243223
Item: [2016.0049.51238] "Steele, Colin E, 14168
Allatt, Colin E, NX37021
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/368228Surname: ALLATT
Given Name(s) or Initials: COLIN E
Military Service Number or Last Known Location: NX37021
Missing, Wounded and Prisoner of War Enquiry Card Index Number: 21149178274
Item: [2016.0049.00559] "Allatt, Colin E, NX37021
Marriage record of Crandall, Colin E. and Newman, Winnifred
No full textMarriage license for Colin E. Crandall and Winnifred Newman. J.F. Russell was the officiant
"The Theology of Reconciliation” edited by Colin E. Gunton
No full textReview of Colin E. Gunton (ed.), The Theology of Reconciliation (London: T&T Clark, 2003
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
Can the K-8 School Meet the Educational Needs of Young Adolescents?
No full textFramework and Purpose:\ud
The purpose of this study was to establish whether the K-8 school setting could meet the educational needs of young adolescents who have been educated most recently in the history of American schooling in separate junior highs or middle schools. The reasoning behind the study was the fact that many school districts across the country are making the move from the middle school model to the K-8 structure (a model that was once the standard). Districts are largely making this decision to assuage parental concerns and to hopefully bolster academic scores.\ud
Procedure:\ud
Data was retrieved from an extensive review of the literature. This study relies on data extracted primarily from academic journals, news articles, and case studies. This wealth of information was broken down into six key components: teacher retention and certification, attendance and behavior, emotional development and transition, relationships and mentoring, curriculum, and parental involvement. These components were selected based upon the frequency with which these topics were addressed in the literature. Where appropriate, the K-8 school was analyzed alongside the contemporary middle school to offer perspective. A strong effort was made to incorporate data critical of the K-8 model, but proved to be a difficult venture, as most data supported the K -8 model. Each component was thoroughly examined on its own merits.\ud
Findings:\ud
Analysis of the data revealed that the K-8 model is uniquely geared student success in all of the above components. Each component examined revealed that the K-8 school has what could be best called an internal structure that benefits the adolescent. Embedded within the school are mechanisms that help to moderate poor adolescent behavior while at the same time bring out stronger academic performance and better self-esteem than their middle school counterparts.\ud
Conclusions:\ud
In general, the K-8 school seems well-equipped to meet the educational needs of our young adolescents. However, most of the quantitative data that revealed strong academic success was derived from large urban areas, thereby limiting the extent of generalizations that can be made regarding academic achievement in K-8 schools. Further examination ofK-8 academic achievement through high school must also be examined in suburban and rural areas extensively
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