1,720,983 research outputs found
Working in community : the formation of a theatrical work in a community theatre context
No full textThis thesis was scanned from the print manuscript for digital preservation and is copyright the author.
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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
Exploring the role of generative AI in enhancing language learning:opportunities and challenges
Full text linkContemporary advances in generative AI technology have sparked considerable interest regarding its application in language education. This article explores the innovative impact that AI-powered linguistic educational tools may have, such as customised learning journeys, dynamic content, and individualised feedback mechanisms, which collectively have the potential to enhance language acquisition and literacy. At the same time, it is important to recognise the constraints associated with such technologies in the educational sphere. Concern about maintaining precision and genuineness within AI-crafted language texts is a concern in the literature. There is also caution about AI's current inclination to standardise language expression and to propagate limited cultural narratives, alongside the risks of over-reliance on technology which may diminish analytical thought and inventiveness. This article examines the ethical considerations involving generative AI, such as the authenticity of creative work and the ownership of intellectual output. Emphasising the necessity for clarity and conscientious in the application of AI, this conceptual article outlines the opportunities, limitations and ethical concerns associated with generative AI in language instruction. The core message of the article advocates for a well-rounded strategy that leverages the positive aspects of generative AI within language education, while also addressing possible drawbacks and championing an ethical and equitable approach to language learning in the emerging AI-centric digital landscape. A model for forging thinking in this new research and practice space is designed to synthesise many of the possibilities of generative AI in language education
Ontologies of silence and their use in education:an Aristotelian perspective
No full textThis conceptual article reconceptualises silence through an Aristotelian categorical framework, challenging its traditional understanding as mere absence and proposing four distinct ontological states: Stasis (potential filled suspension), Punctuation (interregnum between energetic states), Shifting (mediating transition between energy conditions), and Flow (continuous movement across energy landscapes). Drawing on Aristotle's foundational works, I examine how silence manifests across his categorical dimensions of substance, quality, relation, condition, and action/passion. This framework illuminates educational applications where silence functions not as educational void but as pedagogical tool with distinct modalities: contemplative spaces (Stasis), transition management (Punctuation), differentiated instruction (Shifting), and immersive learning experiences (Flow). The synthesis of Aristotelian categorisation with energy-based silence ontologies offers educators a nuanced framework that transcends binary thinking about classroom discourse, inviting intentional design of learning environments that leverage different qualities of silence. This theoretical reframing supports pedagogical practices that balance verbal participation with strategic silence, enhancing cognitive processing, emotional regulation, and metacognitive development. A thought experiment illustrates these ontologies in a Year 10 Holocaust education classroom, demonstrating their practical application
Generative AI, learning, Buddhism and Nietzsche:developing a philosophical approach
No full textIn this conceptual article, I investigate the philosophical intersections between generative AI technologies in education and Buddhist thought, offering a framework for navigating AI's transformative impact on learning. As generative AI simultaneously disrupts and enhances educational practices, it fundamentally challenges traditional notions of agency, creativity, and knowledge acquisition. This article examines how Buddhist philosophical concepts provide unique insights for educators navigating this technological transition. Through the lens of dukkha (suffering/dissatisfaction), I consider the anxiety and resistance accompanying AI integration while recognizing opportunities for transcending educational limitations. The concept of anatta (non-self) offers a perspective for reconceptualizing student and teacher agency as relational rather than autonomous in AI-enhanced environments. Karma (intentional action with consequences) provides a framework for ethical implementation, emphasizing mindful integration rather than deterministic adoption. Connections are also drawn to Nietzschean perspectives on creative destruction and the will to power. I explore how AI might catalyze educational change while respecting human dignity and purpose. This philosophical approach moves beyond binary perspectives of AI as either educational savior or threat, instead offering a middle path that acknowledges impermanence and interdependence as fundamental educational principles in developing literacy practices that meaningfully incorporate generative technologies while preserving educational values and human connection
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