1,720,986 research outputs found
Educación en Ciudadanía Global: un marco para las Competencias Globales
No full textThe urgency of making connections between an individual's learning and the world's broader issues has been increasingly recognised in recent decades. A central role has certainly been played by UNESCO. In line with the Sustainable Development Goals (UN, 2015), and Global Competencies (OECD, 2018), policymakers have explicitly introduced the topic into national curricula. The article traces developments in Global Education and highlights how the umbrella concept of Global Citizenship Education can be a pedagogical framework in which global skills can be paradigmatically shaped within a transformative perspective.En las últimas décadas, se ha reconocido, cada vez más, la urgencia de establecer conexiones entre el aprendizaje de una persona y los problemas más amplios del mundo.
Indudablemente, la UNESCO ha desempeñado un papel central. En línea con los Objetivos de Desarrollo Sostenible (ONU, 2015) y las Competencias Globales (OCDE, 2018), los
legisladores han introducido explícitamente el tema en los planes de estudio nacionales. El artículo rastrea los avances en Educación Global y destaca cómo el concepto
general de Educación para la Ciudadanía Global puede ser un marco pedagógico en el que las habilidades globales se pueden configurar paradigmáticamente dentro de una
perspectiva transformadora.
The urgency of making connections between an individual’s learning and the world’s broader issues has been increasingly recognised in recent decades. A central role has
certainly been played by UNESCO. In line with the Sustainable Development Goals (UN, 2015), and Global Competencies (OECD, 2018), policymakers have explicitly introduced
the topic into national curricula. The article traces developments in Global Education and highlights how the umbrella concept of Global Citizenship Education can be a
pedagogical framework in which global skills can be paradigmatically shaped within a transformative perspective
Pedagogia e Didattica della corporeità
No full textI ragionamenti sviluppati in questo capitolo procedono attraverso un percorso logico che sintetizziamo in alcuni passaggi:
1. prima di tutto si parte dall’esigenza di definire ciò a cui ci si riferisce parlando di pedagogia della corporeità, distinguendo semanticamente il termine “corpo” da quello di “corporeità”, una definizione che può essere fatta esplicitando l’orientamento pedagogico entro il quale tale discorso si inserisce e i contributi culturali relativi al tema;
2. si passa poi a descrivere alcuni elementi utili a definire una pedagogia della corporeità radicata ai suoi presupposti teorici, ma ancorata alla dimensione pratica e riflessiva della professionalità docente, quindi alla didattica;
3. infine, si prendono in esame alcune categorie progettuali in grado di orientare la prassi didattica in relazione alla quotidianità dei setting. Il nostro interesse si focalizza sull’approccio didattico al tema della corporeità, ma è pure evidente – e il capitolo vuole sottolineare questa necessità – che le scelte didattiche in relazione al corpo si innestano e si diversificano a seconda di un’idea di corpo-educazione-bambino che non sono neutri. Il rapporto tra pedagogia e didattica all’interno di questa tematica è, infatti, decisivo
La fenomenologia spiegata ai bambini
No full textIl contributo ripercorre le linee di un percorso didattico per l'intitolazione di una scuola a Piero Bertolini cercando di mettere in luce diversi punti di vista, quello dei bambini, quello degli insegnanti, quello degli allievi, in una successione non lineare ma conforme a quella dinamica a spirale tipica della pedagogia fenomenologica. In particolare il contributo di M. Schenetti si concentra sulle modalità pedagogico didattica per declinare il pensiero fenomenologico alla portata dei bambin
Returning the body to the mind : educating the living body = Restituire il corpo alla mente : educare il corpo vivo
Full text linkL’articolo vuole contribuire alla riflessione sulle direzioni dell’educazione alla corporeità, ponendo al centro la questione della soggettività intesa come unità di mente-corpo, così come elaborata dalla fenomenologia e dagli approcci embodied. Ciò consente di ripensare i contesti educativi nei quali il corpo vivo è accolto, all’interno di una progettazione trasversale al curricolo di scuola. In particolare, per la scuola primaria si in-troducono possibili dispositivi nei quali la corporeità è centrale. Attraverso organizzatori concettuali come quelli di spazio e tempo, il contributo pone in rilievo il portato innovativo dell’OE e della didattica all’aperto, suggerendo possibili piste per la formazione insegnanti.
PAROLE CHIAVE
Corpo Vivo, Embodiment, Educazione alla Corporeità, Spazio Vissuto, Tempo, SpazioThe article aims to contribute to the debate on corporeity education, focusing on the question of subjectivity, understood as mind-body unity, as developed by phenomenology and embodied approaches. This allows to rethink the educational settings in which the living body is embraced. Within a cross-curriculum design, particularly in primary school, it offers an overview of possible devices in which corporeity is pivotal. Through conceptual frameworks such as those of space and time, the article underlines the innovative contribution of OE and outdoor education, suggesting possible directions for teacher training.
KEYWORDS: Living Body, Embodiment, Body Education, Lived Space, Lived Tim
Operational diagnosis of epilepsy in children at undetermined risk: A meta-analysis of prognostic factors for seizure recurrence
No full textPurpose: According to the operational epilepsy definition adopted by the International League Against Epilepsy (ILAE) in 2014, in patients with one unprovoked seizure, clinicians must stratify the recurrence risk to determine if the criteria for diagnosis of epilepsy have been met and if antiseizure medications (ASM) are required. A remote symptomatic etiology was considered to be one of the best predictors for seizure recurrence, also according to the available prediction tools, but in children with a previously negative history and a normal neurological examination, estimating the probability of seizure relapse remains less obvious. This meta-analysis aimed to fill this gap of knowledge. Methods: The PubMed, Embase, and Scopus databases were searched from January 2000 to December 2020. We selected studies reporting children (1 month–18 years old) presenting a first unprovoked seizure. The absence of a known remote neurological pathology had to be clearly stated in the paper or the idiopathic/cryptogenic group data were used; the finding of epileptogenic structural brain MRI abnormalities during the diagnostic workup at the moment of the first unprovoked seizure was not an exclusion criterion. Factors analyzed, as possible predictors of recurrence, included: age at onset, sex, family history of epilepsy, type of seizure (focal or generalized), epileptiform abnormalities on EEG, and epileptogenic structural brain MRI abnormalities. Results: Four studies met the inclusion criteria and the sample size consisted of 741 children. The estimated recurrence rate within 3 years was 50% (95%CI:33.9%-66.0%). Among the predictors of recurrence, focal seizure (OR = 1.52; 95%CI = 1.05–2.19), epileptiform abnormalities on EEG (OR = 1.97; 95%CI = 1.31–2.96), and positive family history for epilepsy (OR = 2.37; 95%CI = 1.56–3.59) were associated with a statistically significant increased risk. Conclusion: The analysis of data available until now cannot adequately assess the risk of recurrence after a first unprovoked seizure in neurotypical children. Prospective and multicenter cohort studies are expected
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
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe 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
- …
