1,720,985 research outputs found
Ellen Krogh om skriverudviklinger i gymnasiet
No full textEn samtale om Skriverudviklinger i gymnasiet (red. Ellen Krogh & Karen Sonne Jakobsen), den seneste bog i forskningsprojektet Faglighed og skriftlighed. Om skrive- og skriverudvikling, skriveridentitet, unge gymnasieelevers forhold til skrivning i fagene
Ellen Krogh om skriverudviklinger i gymnasiet
No full textEn samtale om Skriverudviklinger i gymnasiet (red. Ellen Krogh & Karen Sonne Jakobsen), den seneste bog i forskningsprojektet Faglighed og skriftlighed. Om skrive- og skriverudvikling, skriveridentitet, unge gymnasieelevers forhold til skrivning i fagene
Ellen Krogh om skriverudviklinger i gymnasiet
No full textEn samtale om Skriverudviklinger i gymnasiet (red. Ellen Krogh & Karen Sonne Jakobsen), den seneste bog i forskningsprojektet Faglighed og skriftlighed. Om skrive- og skriverudvikling, skriveridentitet, unge gymnasieelevers forhold til skrivning i fagene
Massekommunikation i undervisningen. Klip fra en rundbordssamtale med Else Lützhøft, Ellen Krogh og Claus Westh
No full textMassekommunikation i undervisningen. Klip fra en rundbordssamtale med Else Lützhøft, Ellen Krogh og Claus West
Massekommunikation i undervisningen. Klip fra en rundbordssamtale med Else Lützhøft, Ellen Krogh og Claus Westh
No full textMassekommunikation i undervisningen. Klip fra en rundbordssamtale med Else Lützhøft, Ellen Krogh og Claus West
Didaktiske paradigmer og refleksion:replik til Ellen Krogh
No full textThe article discusses the proposal of a didactic reflection paradigm set forward by Ellen Krogh in this issue of CURSIV. In CURSIV 9, Krogh proposed the paradigm in a discussion of possible links between the phenomenological analysis of subject didactics by Frede V. Nielsen and the semiotic analysis of subject didactics by Sigmund Ongstad. The two positions offer fundamentally different insights into didactics. Nielsen’s position establishes didactics as a knowledge domain and Ongstad’s position points to the dynamics of subject didactics by analyzing communication as a basic aspect. Krogh’s proposal is discussed in some detail and it is argued that a reflection paradigm does not live up to the criterion providedby Nielsen that a didactic paradigm must refer to a naturalistic phenomenon to be applicable for selection of content, at least in the interpretation of Nielsen that underlies this article.A possible utilitarian didactical paradigm, already indicated by Krogh as a historical paradigm prominent in our time, is also discussed. It is suggested that reflection could be seen as a normative response to the utilitarian paradigm, and not as a paradigm in its own right. It is concluded that reflection must be understood as an overarching cultural phenomenon and a very important qualification of all Nielsen’s paradigms, and also a possible utilitarian paradigm, because it has the potential to add dynamic elements to the more or less static didactic paradigms. Thus the semiotic analysis may be said to qualify the phenomenological analysis. In this sense, the phenomenological and the semiotic analysis can be linked.<br/
Didaktiske paradigmer og refleksion:replik til Ellen Krogh
No full textThe article discusses the proposal of a didactic reflection paradigm set forward by Ellen Krogh in this issue of CURSIV. In CURSIV 9, Krogh proposed the paradigm in a discussion of possible links between the phenomenological analysis of subject didactics by Frede V. Nielsen and the semiotic analysis of subject didactics by Sigmund Ongstad. The two positions offer fundamentally different insights into didactics. Nielsen’s position establishes didactics as a knowledge domain and Ongstad’s position points to the dynamics of subject didactics by analyzing communication as a basic aspect. Krogh’s proposal is discussed in some detail and it is argued that a reflection paradigm does not live up to the criterion providedby Nielsen that a didactic paradigm must refer to a naturalistic phenomenon to be applicable for selection of content, at least in the interpretation of Nielsen that underlies this article.A possible utilitarian didactical paradigm, already indicated by Krogh as a historical paradigm prominent in our time, is also discussed. It is suggested that reflection could be seen as a normative response to the utilitarian paradigm, and not as a paradigm in its own right. It is concluded that reflection must be understood as an overarching cultural phenomenon and a very important qualification of all Nielsen’s paradigms, and also a possible utilitarian paradigm, because it has the potential to add dynamic elements to the more or less static didactic paradigms. Thus the semiotic analysis may be said to qualify the phenomenological analysis. In this sense, the phenomenological and the semiotic analysis can be linked.<br/
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
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
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