323,544 research outputs found
Utopie française, auteur anglais ?
No full textJohn Dunmore : A French utopia with an English author ?
The anonymous Fragmens du dernier voyage de La Pérouse (Quimper, an V) purported to give details of the discovery of Blue Island by La Pérouse' s expedition in 1788. It has been suggested that the author was Fr Receveur, member of the expedition or A. A. Dupetit-Thouars ; recently J. Gury put forward the name of Jacques Cambry. But whoever it was, he knew A Narrative of the Expedition to Botany Bay (1789) by Watkin Tench, who had met La Pérouse at Botany Bay and knew fluent French. An analysis of these works and of his correspondence has led I.McLaren to suggest that Tench himself was the author of Fragmens, which would present the unusual case of a French Utopian tale being written in wartime by an Englishman.Dunmore J. Utopie française, auteur anglais ?. In: Dix-huitième Siècle, n°26, 1994. Economie et politique. pp. 499-506
Who's Who in Pacific Navigation
No full textMore than four centuries have passed since Europeans first set eyes on the Pacific, that vast ocean about which earlier generations had theorized and fantasized. They soon ventured forth in search of undiscovered lands, unknown peoples, and imagined riches . Eventually, the Pacific came to reflect the rivalries of Europe, as Spanish explorers were followed by the Dutch, the English, and the French, and then by traders and colonizers. Now, for the first time, collected in a single, convenient reference volume, readers will be able to find details of the lives and achievements of those who took part in this great era of exploration.
This biographical dictionary includes the major figures of the voyages of exploration, as well as missionaries, traders, whalers, naturalists, and others who by accident or design contributed to European discovery in the Pacific between the sixteenth and early twentieth centuries. Scholars and others interested in this era will be able to identify easily and promptly the people they come across in their reading, situate them in their proper context, and gain an idea of their background, travels, and achievements. John Dunmore has scrutinized a wealth of primary and secondary sources to amass the information collected here. Some biographies are lengthy-noted individuals, like Cook, have spawned a massive bibliography — while others reflect the sparsity of the historical record.
Who 's Who in Pacific Navigation includes a detailed bibliography, organized by country, to aid those wishing to delve further into any subject. The comprehensive index makes the information in the volume easily accessible
Bilingual life after school? Language use, ideologies and attitudes among Gaelic-medium educated adults
No full textGaelic-medium education (GME) as it exists today started in 1985, when two classes
offering instruction through the medium of Gaelic opened within primary schools in
Glasgow and Inverness. GME grew rapidly throughout the first decade of its
availability, and 1258 students were enrolled in the system by 1995. This thesis
examines outcomes of this system in terms of the degree to which former pupils who
started in GME during this period continue to use Gaelic in their daily lives, and
provides an assessment of their language ideologies and attitudes. The 2011 census
showed a diminution in the decline of Gaelic speakers in Scotland, but marginal
growth of 0.1% was recorded in the number of speakers under the age of 20. Whilst
this growth has been understood by politicians and policy-makers as evidence of the
role of GME in revitalising the language, the census figures give a limited picture of
the actual language practices of reported speakers, the extent to which they use
Gaelic, or of their beliefs, feelings and attitudes regarding the language.
Internationally, little research appears to have been done on the life trajectories of
adults who received a bilingual education through a minority language; that is to say,
on the effect that the bilingual classroom has on such individuals’ relationship to the
language after formal schooling is completed. The first students to receive GME at
primary school are now in their late 20s and early 30s, and prospects for the
maintenance and intergenerational transmission of Gaelic by this group are currently
unknown. The principal research questions of this investigation comprise the
following:
- What role does Gaelic play in the day-to-day lives of former Gaelic-medium
students who started in GME during the first decade of its availability; how
and when do they use the language?
- What sets of beliefs and language ideologies do these Gaelic-medium
educated adults express in relation to Gaelic?
- How do these beliefs and ideologies relate to their actual language practices,
to their attitudes concerning the language, and to future prospects for the
maintenance of Gaelic?
Through a combination of qualitative and quantitative research methods, I provide an
assessment of Gaelic use, language ideologies and attitudes among a sample of 130
Gaelic-medium educated adults. A thematic, ethnography of speaking methodology
is employed to analyse qualitative data from semi-structured interviews with 46
informants. Additionally, responses to an electronic questionnaire are evaluated by
statistical analysis using Spearman’s rank order correlation co-efficient to investigate
the relationships between non-parametric variables of reported language use, ability,
socialisation and attitudes. The results are discussed with reference to extensive
research literatures on language, culture and identity, language revitalisation in the
international context, and the perceived limitations of GME which have previously
been identified with regard to the revitalisation of Gaelic
Diffusive author(s), cohesive author: Analysis of S/N (1994)
No full textThis study indicates the ways in which various aspects of the author(s) are brought forth in Dumb type’s performance art, the S/N production. Previous research has suggested a non-hierarchical organization of Dumb type and the absence of a “privileged author” in Dumb type’s collaborative work, S/N. However, the results that I have investigated from member’s interviews on the creative process of S/N along with my analysis of the recorded images of S/N, indicate a different aspect of the author(s). First, S/N was created through, so to speak, the collective ideas of the members of Dumb type. Further, S/N has at least nine quotations from previous performances, installations, and printed writings, besides the work-in-progress technique. Explicating one of the “author functions” as given by Michel Foucault, each text has plural subjects of the author. However, it has been revealed from members’ interviews that Teiji Furuhashi had a decision-making role in selecting the members’ ideas within the performance. Since then, S/N has had plural subjects of creation; however, Furuhashi is one of the subjects of creation along with the “privileged author.” S/N has plural authors (diffusive authors) yet at the same time, it has a “privileged author,” Teiji Furuhashi (cohesive author)
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
Individualised assessment of response to clopidogrel in patients presenting with acute coronary syndromes: a role for short thrombelastography?
No full textIntroduction: There is considerable interindividual variation in response to the antiplatelet agent clopidogrel. Hyporesponse predicts negative outcomes in patients presenting with a variety of ischemic cardiac conditions and following intracoronary stent placement. Many tests of clopidogrel activity are time consuming and complex. Short thromboelastography (s-TEG) allows rapid measurement of platelet clopidogrel response. Aims: We initiated this study to investigate the utility of s-TEG in assessing the response to clopidogrel in patients presenting with acute coronary syndromes (ACS) and to compare these results with established clopidogrel monitoring techniques. Methods: Patients admitted with unstable angina (UA) or Non ST elevation myocardial infarction (NSTEMI) undergoing coronary angiography were recruited. After routine loading with clopidogrel, all patients were tested with s-TEG and Accumetrics Verify-Now rapid platelet function analyzer (VN-RPFA). We used the modified TEG technique of measuring area under the curve at 15 min (AUC15), which allows a rapid estimation of antiplatelet response. Vasodilator-stimulated phosphoprotein phosphorylation (VASP) was also tested in a subgroup of patients. Clinical follow-up was obtained at 1 year. s-TEG results were correlated with VN-RPFA and VASP findings. Results: A total of 49 patients (33 male, mean age 63) were recruited and tested with s-TEG and VN-RPFA and a total of 39 patients were also assessed with VASP. s-TEG readings correlated well with VN-RPFA (r2= 0.54, P < 0.0001) and VASP (r2= 0.26, P= 0.001). Conclusion: s-TEG provides timely results which compare to current tests of clopidogrel activity. This technique can also be used to measure a variety of other clotting parameters and as such could develop into a valuable near patient test for the interventional cardiologist
Dispelling the Myths Behind First-author Citation Counts
No full textWe 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
Author's address:
No full textCan archives of audiovisual TV interviews be used to make authors more visible to students, and thereby reduce the learning gap between native and non-native language speakers in college classes? We examined students in a college course who learned about one scholar's ideas through watching an audiovisual TV interview (i.e., visible author format) and about another scholar's ideas through reading a formal text description (i.e., invisible author format). For the invisible author, native language speakers scored significantly higher than the non-native language speakers on a corresponding exam question (i.e., a cognitive measure), generated more words on the exam question (i.e., a motivational measure), and mentioned the author's name more often in answering the exam question (i.e., an affective measure). For the visible author, the groups did not differ on any of these measures. These findings provide evidence for the idea that making the author visible through audiovisual TV interviews can eliminate the learning gap between native and non-native language speakers. 3 Universities around the world serve students who are non-native speakers of th
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