1,721,025 research outputs found
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
Estratégias pedagógicas que efetivam o uso de metodologias ativas no ensino fundamental
Get PDFAbordagens educacionais inovadoras, a exemplo das Metodologias ativas (MA), enfatizam a autonomia, uma maior interação entre os sujeitos, o diálogo e a problematização como ferramentas pedagógicas para a aprendizagem dos conhecimentos a serem construídos, a realidade escolar, os conhecimentos prévios e o envolvimento ativo dos aprendizes nas atividades, o professor enquanto mediador e o estudante como centro do processo educativo. Esses aspectos têm sido promovidos pelas MA na Educação Básica. Entretanto, há poucos indícios em estudos que tratam sobre o caráter efetivo dessa abordagem inovadora no ensino fundamental. Diante disso, teve-se como problema de pesquisa: Que aspectos podem evidenciar a efetividade do uso de MA no ensino fundamental? Enquanto objetivo central, buscou-se avaliar que estratégias pedagógicas permitem auxiliar a efetividade das MA no ensino fundamental. O caráter qualitativo norteou os fundamentos teórico-metodológicos da presente Tese. Esta investigação dividiu-se em duas etapas: o estudo exploratório e a pesquisa de campo. Na etapa exploratória, foram realizados: i) um estudo de revisão de literatura sobre o tema MA; ii) uma análise sobre a Base Nacional Comum Curricular (BNCC) e os Projetos Político-Pedagógicos (PPP) das escolas; iii) uma investigação sobre o conhecimento dos professores sobre as MA; e iv) a aplicação dos IEA para identificar as preferências de aprendizagens dos estudantes e dos professores. Na pesquisa de campo, realizaram-se as entrevistas com professores e os gestores escolares. Participaram do estudo: duas escolas, a Secretária de educação do município de Alegrete-RS, dois Diretores, dois Coordenadores pedagógicos, 19 professores e 193 estudantes do ensino fundamental. Para a coleta dos dados, utilizaram-se questionários, entrevistas e os Inventários dos Estilos de Aprendizagem (IEA) de David Kolb. Os resultados alcançados apontam quais estratégias pedagógicas são capazes de efetivar o uso de MA no ensino fundamental. Tratam-se de um conjunto de características entendidas como condições necessárias para a sua efetividade. Contudo, não são essas características isoladas do processo educativo que irão garantir a eficiência das MA, mas sim as devidas reflexões envolvendo o processo de ensino e de aprendizagem, e a compreensão da natureza teórica e prática dos métodos ativos. Concluiu-se que a aplicação dos IEA, ações formativas para capacitar os professores (formação continuada), a socialização e utilização de recursos e materiais didáticos, a adoção de ferramentas facilitadoras no processo de ensino e de aprendizagem a exemplo de considerar o contexto da realidade escolar, a promoção dos aspectos atitudinais, a compreensão da mudança na postura e na visão do processo educativo, a disponibilidade da BNCC como material suporte, a ação de planejar, o uso da Metodologia de Projetos e a potencialidade de plataformas digitais, são algumas estratégias pedagógicas adotadas e evidenciadas no contexto deste estudo, que permitem a efetividade das MA no ensino fundamental. Perspectivas emergiram nesta Tese para dar continuidade a futuros estudos e encaminhamentos no intuito de promover a utilização de MA.Innovative educational approaches, such as Active Methodologies (AM), emphasize: the autonomy, greater interaction between people, dialogue and problematization as pedagogical tools for learning the knowledge to be built, based on the school reality, prior knowledge and active involvement of learners in the activities, the teacher as a mediator and the the student as the center of the educational process. These aspects have been promoted by AM in Basic Education. However, there is little evidence in studies that address the effective character of this innovative approach in elementary education. Based on that, the research problem was: What aspects can show the effectiveness of using AM in elementary school? As a central objective, we sought to assess which pedagogical strategies allow to help the effectiveness of AM in elementary school. The qualitative character guided the theoretical-methodological foundations of this Thesis. This investigation was divided into two stages: the exploratory study and the field research. In the exploratory study, the following were carried out: i) a literature review study on the subject of AM; ii) an analysis of the National Curriculum in Brazil (NCB) and the Political and Educational Projects (PEP) of the schools; iii) an investigation into the knowledge of teachers about AM; and iv) the application of LSI to identify student and teacher learning preferences. Two schools participated in this study, the Secretary of Education of the municipality of Alegrete-RS, two Directors, two Pedagogical Coordinators, 19 teachers and 193 elementary school students. For data collection, questionnaires, interviews and David Kolb's Learning Styles Inventories (LSI) were used. In the field research, interviews were carried out with teachers and school managers. The results achieved indicate which pedagogical strategies are capable of effecting the use of AM in elementary school. These are a set of characteristics understood as necessary conditions for its effectiveness. However, it is not these isolated characteristics of the educational process that will guarantee the efficiency of AM. What will ensure this are due reflections involving the teaching and learning process, and an understanding of the theoretical and practical nature of active methods. We concluded that some pedagogical strategies adopted and evidencied allow the effectiveness of AM in elementary school in the context of this study: the application of the IEA; the training actions to capacite teachers; the socialization and use of resources and teaching materials; the adoption of facilitating tools in the teaching and learning process, such as considering the context of the school reality; promotion of attitudinal aspects; the understanding of the change in posture and vision of the educational process; the availability of NCB as support material; the action of planning; the use of Project Methodology; and the potential of digital platforms. Perspectives emerged in this Thesis to continue future studies and referrals in order to promote the use of AM
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
BARRIERS TO PHYSICAL ACTIVITY PRACTICE IN ADOLESCENTS OF SOUTHERN : BRAZILIAN CITY
No full textObjetivo: Verificar a preval??ncia de barreiras ?? pr??tica de atividades f??sicas no
per??odo de lazer em adolescentes residentes na ??rea urbana da cidade de Pelotas/
RS, bem como sua associa????o com sedentarismo no lazer.
M??todos: Um estudo transversal de base populacional incluindo 399 adolescentes
de 10 a 19 anos foi conduzido em Pelotas, RS, em 2007/2008. Uma amostra
representativa dos domic??lios foi selecionada em m??ltiplos est??gios. Adolescentes
foram classificados como sedent??rios quando praticavam menos de 300 minutos de
atividade f??sica moderada a vigorosa por semana. Oito barreiras foram investigadas:
falta de tempo, pregui??a/cansa??o, falta de companhia, falta de local adequado, falta
de dinheiro, dias de chuva, presen??a de les??es/doen??as e medo de se machucar.
Resultados: As barreiras mais prevalentes ?? pr??tica de atividades f??sicas entre os
adolescentes foram os dias de chuva (65,9%), seguida de pregui??a/cansa??o (37,5%)
e falta de local adequado (33,8%). Todas as meninas e 57% dos meninos que
relataram seis ou mais barreiras ?? pr??tica de atividades f??sicas eram sedent??rios. As
barreiras falta de tempo (p<0,001), pregui??a/cansa??o (p<0,001) e dias de chuva
(p=0,03) permaneceram associadas ao sedentarismo ap??s ajuste para as vari??veis
sexo, idade, n??vel socioecon??mico e escolaridade.
Conclus??es: Constatou-se que a falta de tempo, a pregui??a/cansa??o e os dias de
chuva foram fatores de risco para o sedentarismo nesses jovens. Pol??ticas p??blicas
que tenham como alvo os determinantes de um estilo de vida ativo devem ser
dirigidas aos adolescentes e a popula????o em geral.Objective: Identify the prevalence of perceived personal barriers to leisure-time
physical activity in adolescents living in an urban area of the city of Pelotas/RS, as
well its association with leisure-time sedentarism
Methods: A population-based cross-sectional study including 399 adolescents aged
10 to 19 was conducted in Pelotas, RS, in 2007/2008. A representative sample of
households was selected in multiple stages. Adolescents spending fewer than 300
min??wk in moderate or vigorous physical activities were classified as sedentary. Eight
barriers were investigated: lack of time, feel to tired, lack of company, lack of
adequate local, lack of money, raining days, have an injury or disease and fear of
injury.
Results: The most prevalent barriers of physical activity practice among adolescents
were raining days (65.9%), followed by feel too tired (37.5%) and lack of adequate
local (33.8%). As barreiras falta de tempo ( p<0,001), pregui??a/cansa??o (p<0,001) e
dias de chuva (p=0,03) permaneceram associadas ao sedentarismo ap??s ajuste
para as vari??veis sexo, idade, n??vel socioecon??mico e escolaridade All girls and 57%
of boys that related six or more barriers to physical activity were sedentary. Lack of
time (p<0,001), feel to tired (p<0,001) and raining days (p=0,03) remained associated
to sedentarism even after controlling for gender, age, socioeconomic level and
schooling.
Conclusions: Lack of time, feel to tired and raining days were risk factors to
sedentarism in adolescents. Public policy focused on determinants of active lifestyle
must be directed to adolescents and general population
BARRIERS TO PHYSICAL ACTIVITY PRACTICE IN ADOLESCENTS OF SOUTHERN : BRAZILIAN CITY
No full textObjective: Identify the prevalence of perceived personal barriers to leisure-time
physical activity in adolescents living in an urban area of the city of Pelotas/RS, as
well its association with leisure-time sedentarism
Methods: A population-based cross-sectional study including 399 adolescents aged
10 to 19 was conducted in Pelotas, RS, in 2007/2008. A representative sample of
households was selected in multiple stages. Adolescents spending fewer than 300
min·wk in moderate or vigorous physical activities were classified as sedentary. Eight
barriers were investigated: lack of time, feel to tired, lack of company, lack of
adequate local, lack of money, raining days, have an injury or disease and fear of
injury.
Results: The most prevalent barriers of physical activity practice among adolescents
were raining days (65.9%), followed by feel too tired (37.5%) and lack of adequate
local (33.8%). As barreiras falta de tempo ( p<0,001), preguiça/cansaço (p<0,001) e
dias de chuva (p=0,03) permaneceram associadas ao sedentarismo após ajuste
para as variáveis sexo, idade, nível socioeconômico e escolaridade All girls and 57%
of boys that related six or more barriers to physical activity were sedentary. Lack of
time (p<0,001), feel to tired (p<0,001) and raining days (p=0,03) remained associated
to sedentarism even after controlling for gender, age, socioeconomic level and
schooling.
Conclusions: Lack of time, feel to tired and raining days were risk factors to
sedentarism in adolescents. Public policy focused on determinants of active lifestyle
must be directed to adolescents and general population.Objetivo: Verificar a prevalência de barreiras à prática de atividades físicas no
período de lazer em adolescentes residentes na área urbana da cidade de Pelotas/
RS, bem como sua associação com sedentarismo no lazer.
Métodos: Um estudo transversal de base populacional incluindo 399 adolescentes
de 10 a 19 anos foi conduzido em Pelotas, RS, em 2007/2008. Uma amostra
representativa dos domicílios foi selecionada em múltiplos estágios. Adolescentes
foram classificados como sedentários quando praticavam menos de 300 minutos de
atividade física moderada a vigorosa por semana. Oito barreiras foram investigadas:
falta de tempo, preguiça/cansaço, falta de companhia, falta de local adequado, falta
de dinheiro, dias de chuva, presença de lesões/doenças e medo de se machucar.
Resultados: As barreiras mais prevalentes à prática de atividades físicas entre os
adolescentes foram os dias de chuva (65,9%), seguida de preguiça/cansaço (37,5%)
e falta de local adequado (33,8%). Todas as meninas e 57% dos meninos que
relataram seis ou mais barreiras à prática de atividades físicas eram sedentários. As
barreiras falta de tempo (p<0,001), preguiça/cansaço (p<0,001) e dias de chuva
(p=0,03) permaneceram associadas ao sedentarismo após ajuste para as variáveis
sexo, idade, nível socioeconômico e escolaridade.
Conclusões: Constatou-se que a falta de tempo, a preguiça/cansaço e os dias de
chuva foram fatores de risco para o sedentarismo nesses jovens. Políticas públicas
que tenham como alvo os determinantes de um estilo de vida ativo devem ser
dirigidas aos adolescentes e a população em geral
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