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EuRom a scuola: progetto di intercomprensione per bambini
No full textIn this paper we highlight some points arising from two experiments relating to the teaching of intercomprehension that we carried out in two different linguistic and cultural contexts: the French school Lycée Chateaubriand in Rome and the Sicilian primary school Santa Flavia in Caltanissetta. The aim of our research is to analyse possible consequences of the introduction of IC in institutional contexts within primary education. Thus, starting from the theoretical principles of the EuRom methodology, we produced teaching materials suitable for young learners aged between 9 and 11. The case study analysis and the results are shown in a comparative way in order to highlight two collective variables: the transfers – from Italian, French and Sicilian – and also the variation in time required for reading comprehension.En este artículo se proponen unas reflexiones sobre dos experimentaciones de didáctica de intercomprensión, que hemos realizado en dos contextos lingüísticos y culturales diferentes: el colegio francés Lycée Chateaubriand, de Roma, y el colegio siciliano Santa Flavia, de Caltanissetta. El objetivo de la investigación es indagar las implicaciones de la introducción de la IC en contextos institucionales de educación primaria. Con este fin, a partir de los principios teóricos de la metodología EuRom, hemos realizado un material didáctico para niños entre 9 y 11 años.El análisis de los casos y los resultados se presentan de manera contrastiva para destacar dos variables colectivas: los transfer – del italiano, francés y siciliano – y, además, los tiempos de comprensión
Leggere in quattro lingue romanze: una proposta d'integrazione di didattica dell'intercomprensione nella scuola primaria
No full textIl contributo propone due sperimentazioni di integrazione in aula dell’intercomprensione (IC) realizzate presso due scuole primarie: il Lycée Chateaubriand di Roma e l’istituto Santa Flavia di Caltanissetta. La ricerca si compone di due studi longitudinali condotti attraverso tre strumenti di indagine: un questionario di rilevamento dati dei campioni, cinque moduli didattici creati ad hoc basati sulla metodologia EuRom e un test finale per valutare le esperienze condotte. Gli obiettivi dello studio sono stati: indagare le implicazioni dell’introduzione dell’IC tra lingue romanze in contesti istituzionali di educazione primaria; verificare l’applicabilità della metodologia EuRom a bambini; osservare il processo di intercomprensione scritta da parte di campioni con tratti linguistico-culturali differenti (dilalia italiano/dialetto siciliano e bilinguismo francese/italiano). I dati raccolti sono discussi in maniera analitica al fine di far emergere due variabili collettive: i transfer e le strategie di lettura attivati durante il processo di comprensione.En el artículo se proponen dos experimentaciones de integración en aula de intercomprensión (IC) realizadas en dos colegios: el Lycée Chateaubriand de Roma y el instituto Santa Flavia de Caltanissetta. La investigación consta de dos estudios longitudinales llevados a través de tres herramientas: un cuestionario de recogida datos de los informantes, cinco módulos didácticos elaborados ad hoc basados en la metodología EuRom y un cuestionario conclusivo para evaluar las experiencias realizadas. Los objetivos del estudio han sido: indagar las implicaciones de la introducción de la IC entre lenguas romances en contextos institucionales de educación primaria; averiguar la aplicabilidad de la metodología EuRom a niños; observar el proceso de intercomprensión escrita por parte de informantes con tratos lingüístico-culturales diferentes (dilalía italiano/dialecto siciliano y bilingüismo italiano/francés). Los datos recogidos se presentan de manera analítica para destacar dos variables colectivas: los transfer y las estrategias de lectura utilizados durante el proceso de comprensión
Transcatheter aortic valve implantation 20 years later: early discharge after transfemoral minimalist procedures as a proof of effectiveness
No full textIntercomprehension teaching: devices and proposals for University Linguistic Centers
No full textL’obiettivo generale della presentazione è quello di illustrare le peculiarità della didattica dell’intercomprensione (IC) in ambito romanzo, dimostrando come caratteristiche quali l’apprendimento simultaneo di più lingue diverse, lo sfruttamento della somiglianza di famiglia in un continuum linguistico, lo sviluppo di competenze parziali, la prospettiva trasversale di apprendimento, in particolare del lessico anche specialistico, costituiscano un approccio particolarmente proficuo per i bisogni linguistici degli apprendenti e siano in linea con le esigenze dei CLA.
Il presente contributo delinea, pertanto, un quadro con i tratti più salienti dei dispositivi elaborati sui presupposti della didattica dell’IC in particolare di quelli cui è stata ampiamente riconosciuta l’efficacia come “Best Practices” durante il progetto europeo Rete Europea per l’Intercomprensione - REDINTER. Il contributo verte poi sui recenti sviluppi di uno di questi dispositivi, vale a dire, la metodologia EuRom5 di cui si descrivono le caratteristiche. In seguito, vengono presentati i risultati di un’applicazione di tale metodologia in classe, portata a termine sulla piattaforma Moodle. A partire dai risultati di tale corso, si propone, infine, un esempio di integrazione di un percorso basato sui principi dell’IC all’interno di uno specifico spazio istituzionale: il Centro Linguistico dell’Università degli Studi Roma Tre, impegnato nello sviluppo di tecniche innovative nel campo dell’insegnamento delle lingue
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
Envy-related dynamics in criminal conduct: a case-control study between male inmate and general population and further insights on murderers.
No full textDespite envy having been suggested as a potential trigger of criminal conduct, no research evidence exists in this regard. The present study has a two-fold aim: 1. To examine differences on envy-related dynamics between male perpetrators and non-perpetrators. 2. To test differences on envy, personality characteristics and psychopathy between murderers and non-murderers among perpetrators.
The sample included 40 male inmates who had committed violence in intimate relationships - respectively homicide (19), sexual assault (10) and physical violence (10) - and a comparison group of 40 men balanced by age from the general population.
The Projective Envy Technique (PET) was used for both the groups, whereas the Rorschach Test and the Psychopathy Checklist - Revised were also administered to perpetrators.
Independent samples t-tests and Mann–Whitney U tests were performed.
Statistically significant results were found only on PET indexes.
With regard to group comparison, perpetrators take more time to complete the PET (M=718.78, SD=376.95) than their counterpart (M=516.03, SD=218.67), t(55,21)=2.82, p=.005. As well, they show lower frustration scores (M=3.25, SD=2.62) than non-perpetrators (M=4.73, SD=3.75), t(78) =-2.04, p=.045. In respect of the differences between murderers and non-murderers, the former report higher aggressiveness scores (Mdn=1) than the latter (Mdn=0), U=119.000, p=.029., r=.37.
The greater time in taking the test by perpetrators suggests a potential inhibition tendency in coping with envy-evoking stimuli; as well the lower frustration reveals the difficulty to express sadness and disappointment when failing to achieve one’s desires. It could be hypothesized that perpetrators tend to suppress envious feelings through easing the painful and self-threatening experiences.
Compared to other perpetrators, murderers show additional strategies based on destructive responses towards others, which seem to indicate the acting-out of the suppressed frustration
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
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