1,721,001 research outputs found
Sustainable futures of Fashion-Tech. Exploring paths of Fashion-Tech transition toward the cultural, social, economic, and environmental sustainability
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PILOTING FASHION-TECH EDUCATIONAL STRATEGIES Proof of Concept for Innovative Fashion-Tech products and Services
Full text linkThis publication is the result of a didactic research process involving students, teaching staff and industry
experts from across Europe in three (3) learning experiences implemented over a period of almost one
year (2021-2022). It aims to identify and describe the major lessons learned from the testing and piloting
of three innovative Fashion-Tech learning experiences in order to discuss opportunities for FashionTech (i) Strategic Innovation, (ii) applied Research for the future Education Agenda and (ii) cooperation,
networking and partnership opportunities.
The work has been organised and synthesized by Politecnico di Milano as leader of the activities related
to designing and piloting Fashion-Tech learning experiences (WP2), and project coordinator of the
Fashion-Tech Alliance, a 3-years European academia-industries partnership project aimed to facilitate
the exchange, flow of knowledge, and co-creation within the Fashion-Tech sector to boost students’
employability and fashion-tech innovation potential. This project specifically involves five renowned
Higher Educational Institutions Academic partners (Politecnico di Milano, Dipartimento di Design, ESTIA
École Supérieure Des Technologies Industrielles Avancées, Högskolan i Borås, University of the Arts
London - London College of Fashion, Technische Universiteit Delft), one Fashion-Tech research Centres
(Centexbel) and seven industrial partners (Decathlon International, Pangaia Grado Zero, Pauline van
Dongen, Pespow, Stentle / M-Cube Group, We Love You Communication, and PVH Europe). The aim
of this project is to provide an evidence-based perspective on the Fashion-Tech education reporting on
the relationship between advanced teaching/learning approaches about design, business management,
and engineering that can be applied to the future generation of fashion-tech professionals.
This publication consists of five chapters presenting the learning experiences’ workflow starting from
the research premises, the implementation, and evaluation, followed by a reflection on the results with
concluding remarks and future perspectives on Fashion-Tech education. Chapter 1 sets the premises
of the Fashion-Tech educational research, meanwhile, the following chapters (2,3,4) present the case
studies of the three piloted learning experiences describing the contents, objectives, and outcomes,
reporting the methodology and lesson learned in terms of Fashion-Tech emerging topics, and reflections
on the phases of the didactic experiences. Each of these chapters is followed by visual charts that
present the results showcasing the portfolio of innovative Fashion-Tech concepts of products/services
developed during the learning experiences. Finally, chapter 5 sets out the findings and future trajectories
for Fashion-Tech education and collaboration. It discusses how the research findings led to setting the
premises for prospective scenarios of the Fashion-Tech education, which serve as an invitation to open
a collaborative discussion on the future of Fashion-Tech educational models, collaborative engagement
between different stakeholders of the sector, and all concerned about the skills of future Fashion-Tech
professionals
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
Case study svalability of multidisciplinary fashion-tech solutions
No full textThis publication is the result of a didactic research process involving students, teaching staff and industryexperts from across Europe in three (3) learning experiences implemented over a period of almost oneyear (2021-2022). It aims to identify and describe the major lessons learned from the testing and pilotingof three innovative Fashion-Tech learning experiences in order to discuss opportunities for Fashion-Tech (i) Strategic Innovation, (ii) applied Research for the future Education Agenda and (ii) cooperation,networking and partnership opportunities.The work has been organised and synthesized by Politecnico di Milano as leader of the activities relatedto designing and piloting Fashion-Tech learning experiences (WP2), and project coordinator of theFashion-Tech Alliance, a 3-years European academia-industries partnership project aimed to facilitatethe exchange, flow of knowledge, and co-creation within the Fashion-Tech sector to boost students’employability and fashion-tech innovation potential. This project specifically involves five renownedHigher Educational Institutions Academic partners (Politecnico di Milano, Dipartimento di Design, ESTIAÉcole Supérieure Des Technologies Industrielles Avancées, Högskolan i Borås, University of the ArtsLondon - London College of Fashion, Technische Universiteit Delft), one Fashion-Tech research Centres(Centexbel) and seven industrial partners (Decathlon International, Pangaia Grado Zero, Pauline vanDongen, Pespow, Stentle / M-Cube Group, We Love You Communication, and PVH Europe). The aimof this project is to provide an evidence-based perspective on the Fashion-Tech education reporting onthe relationship between advanced teaching/learning approaches about design, business management,and engineering that can be applied to the future generation of fashion-tech professionals.This publication consists of five chapters presenting the learning experiences’ workflow starting fromthe research premises, the implementation, and evaluation, followed by a reflection on the results withconcluding remarks and future perspectives on Fashion-Tech education. Chapter 1 sets the premisesof the Fashion-Tech educational research, meanwhile, the following chapters (2,3,4) present the casestudies of the three piloted learning experiences describing the contents, objectives, and outcomes,reporting the methodology and lesson learned in terms of Fashion-Tech emerging topics, and reflectionson the phases of the didactic experiences. Each of these chapters is followed by visual charts thatpresent the results showcasing the portfolio of innovative Fashion-Tech concepts of products/servicesdeveloped during the learning experiences. Finally, chapter 5 sets out the findings and future trajectoriesfor Fashion-Tech education and collaboration. It discusses how the research findings led to setting thepremises for prospective scenarios of the Fashion-Tech education, which serve as an invitation to opena collaborative discussion on the future of Fashion-Tech educational models, collaborative engagementbetween different stakeholders of the sector, and all concerned about the skills of future Fashion-Techprofessionals.This publication contains the deliverable D2.2 Proofs of Concept for innovative FT products/services,in fulfillment of the European Project FTalliance Weaving Universities and Companies to Co-createFashion-Tech Future Talents (612662-EPP-1-2019-1-IT-EPPKA2-KA - FTall).FashionTech Knowledge Alliance (612662-EPP-1-2019-1-IT-EPPKA2-KA - FTall
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