1,720,954 research outputs found
Learning to be Norwegian : a case study of identity management in religious education in Norway
Get PDFMy PhD project is called ”Learning to be Norwegian. Religion and national identity in religious education in Norway.” It is a case study of how religion is mobilised in the construction of national identity, both from above and below. The "above" perspective is operationalised as a discourse analysis of Curricula in Norway from 1974 to 2008. The “below” perspective is operationalised as participant observation in classrooms, following 15 teachers in 3 secondary schools in Eastern Norway. In terms of theoretical questions asked of this material, I engage with the literature on multiculturalism in Western Europe (Barry 2001, Baumann 1996, 1999, Eriksen 2007, Fuglerud and Eriksen 2007, Joppke 2004, 2009, Modood 2007, Parekh 2006, Phillips 2007). I identify a distinction between liberalists, multiculturalists and hybridists in terms of the key question: What is the best way to understand groups with identity claims? My main claim to originality in is that people can be described as engaging in fluidising and solidifying practices – making social structures more fluid or more solid through their social activities. This implies that there are different levels of viscosity in how solid or fluid groups with identity claims are. Theorists dealing with groups with identity claims, including the sociology of religion, education and identity, would benefit from a variable social ontology of groups. I propose that the terms “Viscosity” - “boundaries” and “work”, taken together provide one such framework that works well with my data. Significant empirical findings include a shift over time in the meaning of the term “values”. In 1974, the word “values” was connected primarily with ethics in the formal curricula. By the 1990s this had changed. It was now also, and dominantly, connected to notions of identity. Religion is consistently mobilised for identity through metaphors of personal stability, or and through establishing metaphorical connections that make the nation appear as sharing crucial features with the individual self. These ideas are revisited in classroom ethnographic data. The assumptions found in the curriculum are challenged by the practices of teachers and pupils. It is clear that the most important concepts of identity, such as “Muslim” or “Norwegian” are being worked on by defining what and who is on the inside and what and who is on the outside. Nevertheless, the classrooms become effective learning communities, though more through shared actions, shared discussions and well-managed disagreement than through sameness and shared values. Teachers and pupils use the concept of “facts” both to further their own normative arguments, but also to remain out of the reach of accusations of cultural or religious insensitivity. Finally, my study undermines static conceptions of how discourses affect the social world. As an alternative, I try to develop an understanding of actors engaging in fluidising and solidifying practices.EThOS - Electronic Theses Online ServiceGBUnited Kingdo
Learning to be Norwegian : a case study of identity management in religious education in Norway
Get PDFMy PhD project is called ”Learning to be Norwegian. Religion and national
identity in religious education in Norway.” It is a case study of how religion is
mobilised in the construction of national identity, both from above and below.
The "above" perspective is operationalised as a discourse analysis of Curricula
in Norway from 1974 to 2008. The “below” perspective is operationalised as
participant observation in classrooms, following 15 teachers in 3 secondary
schools in Eastern Norway.
In terms of theoretical questions asked of this material, I engage with the
literature on multiculturalism in Western Europe (Barry 2001, Baumann 1996,
1999, Eriksen 2007, Fuglerud and Eriksen 2007, Joppke 2004, 2009, Modood
2007, Parekh 2006, Phillips 2007). I identify a distinction between liberalists,
multiculturalists and hybridists in terms of the key question: What is the best
way to understand groups with identity claims? My main claim to originality in
is that people can be described as engaging in fluidising and solidifying
practices – making social structures more fluid or more solid through their social
activities. This implies that there are different levels of viscosity in how solid or
fluid groups with identity claims are. Theorists dealing with groups with identity
claims, including the sociology of religion, education and identity, would benefit
from a variable social ontology of groups. I propose that the terms “Viscosity” -
“boundaries” and “work”, taken together provide one such framework that
works well with my data.
Significant empirical findings include a shift over time in the meaning of the
term “values”. In 1974, the word “values” was connected primarily with ethics
in the formal curricula. By the 1990s this had changed. It was now also, and
dominantly, connected to notions of identity. Religion is consistently mobilised
for identity through metaphors of personal stability, or and through establishing
metaphorical connections that make the nation appear as sharing crucial features
with the individual self.
These ideas are revisited in classroom ethnographic data. The assumptions found
in the curriculum are challenged by the practices of teachers and pupils. It is
clear that the most important concepts of identity, such as “Muslim” or
“Norwegian” are being worked on by defining what and who is on the inside
and what and who is on the outside. Nevertheless, the classrooms become
effective learning communities, though more through shared actions, shared
discussions and well-managed disagreement than through sameness and shared
values. Teachers and pupils use the concept of “facts” both to further their own
normative arguments, but also to remain out of the reach of accusations of
cultural or religious insensitivity. Finally, my study undermines static
conceptions of how discourses affect the social world. As an alternative, I try to
develop an understanding of actors engaging in fluidising and solidifying
practices
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
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
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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