1,720,984 research outputs found
PROBLEMS OF PERSONALITY EDUCATION IN THE PEDAGOGICAL HERITAGE OF G. VASHCHENKO AND A. MAKARENKO
No full textУ магістерському дослідженні розглянуто умови, в яких діяли Г. Ващенко і А. Макаренко, що були складними з історичної точки зору та призвели до розбіжностей у визнанні їх педагогічної спадщини серед педагогічної громадськості у минулому і сьогоденні. На основі аналізу історико-педагогічної літератури вивчено життєві шляхи і педагогічні діяльності Г. Ващенка та А. Макаренка; схарактеризовано чинники формування їхніх світоглядів; проаналізовано вплив педагогічних поглядів Г. Ващенка на формування світогляду А. Макаренка. Проведено порівняльний аналіз поглядів Г. Ващенка та А. Макаренка: підхід Г. Ващенка акцентує увагу на розвитку індивідуальних особливостей учнів, їхніх творчих здібностей та ініціативи, враховуючи культурно-освітні досягнення минулих століть і духовно-моральне виховання. Система А. Макаренка спрямована на формування дисциплінованої, відповідальної та соціально-адаптованої особистості, готової до чесного працездатного життя. Г. Ващенко та А. Макаренко підтримували загальнолюдські моральні цінності, але з різних поглядів. Проблеми визначення цілей виховання, ідеалу виховання, взаємодії між вихователем і вихованцем, змісту виховання були предметом значного наукового інтересу для Г. Ващенка і А. Макаренка. У сучасних умовах це завдання реалізується на основі національної специфіки виховання, світового досвіду, національно-етнічної культури, народних традицій, ритуалів та інших аспектів. У ході дослідження представлено розробку квестів спрямованих на формування основних загальнолюдських цінностей: морально-етичні (гідність, чесність, справедливість, турбота, повага до життя, повага до себе та інших людей) та соціально-політичні (свобода, демократія, повага до рідної мови і культури, патріотизм, шанобливе ставлення до довкілля, повага до закону, відповідальність), які підтримували та визнавали невід'ємну роль Г. Ващенка і А. Макаренка.
The master's research examines the minds of the actions of G. Vashchenko and A. Makarenko, which were complex from a historical point of view and led to differences in the known pedagogical decline of the pedagogical community of the past. today. Based on the analysis of historical and pedagogical literature, the life paths and pedagogical activities of G. Vaschenko and A. Makarenka were studied; the officials of the molding of their luminaries are characterized; the influx of pedagogical views of G. Vashchenko into the formation of the light view of A. Makarenko was analyzed. A comprehensive analysis of the views of G. Vashchenko and A. Makarenka was carried out: the approach of G. Vashchenko emphasizes the development of individual characteristics of students, their creative abilities and initiatives, healthcare and cultural awareness and the achievements of the past centuries and spiritual and moral education. A. Makarenko’s system is aimed at the formation of disciplined, reliable and socially adapted characteristics, ready for a successful life. G. Vashchenko and A. Makarenko supported underground human moral values, but from different points of view. The problems of determining the goals of training, the ideal of training, the interaction between the trainer and the trainee, instead of training were the subject of significant scientific interest for G. G. Vashchenka and A.S. Makarenka. In today's minds, this task is implemented on the basis of the national specifics of medicine, light knowledge, national-ethnic culture, folk traditions, rituals and other aspects. During the course of the investigation, a study of quests aimed at the formation of basic human values is presented: moral and ethical (goodness, honesty, justice, turbo, respect for life, respect for oneself and other people), socio-political (freedom, democracy, respect to native language culture, patriotism, excellence in pre-killing, respect for the law, reliability), which supported and recognized invisible role of G. Vashchenko and A. Makarenko
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
ПОРІВНЯЛЬНИЙ АНАЛІЗ ПРОВІДНИХ ПОГЛЯДІВ Г. ВАЩЕНКА ТА А. МАКАРЕНКА НА ВИХОВАННЯ ОСОБИСТОСТІ
No full textA comparative analysis of the leading views of G. Vashchenko and A. Makarenko on personality upbringing was conducted. The views of G. Vashchenko on the problem of formation of moral norms and values are highlighted. The pedagogical views of G. Vashchenko and A. Makarenko
on the formation of moral categories are revealed. The attention is focused on the use of A. Makarenko method of planning of perspective lines in the life of the child. The importance of the contribution of G. Vashchenko and A. Makarenko to the world pedagogical heritage was emphasized. In the search of ways to solve the current problems of childrenupbringing it is important to address to the heritage of G. Vashchenko and A. Makarenko, who created pedagogical systems in accordance with their vision of ways to solve the actual tasks of pedagogy. G. Vashchenko's pedagogical heritage revealed the most important problems of the theory of education of a person from the standpoint of Christian ideology. Scientific and theoretical heritage of A. Makarenko reflects the main idea of his pedagogical system – the unity ofthe individual and the collective, on which all the principles and rules of education are based. On the basis of the above material, we can formulate the task of the research which is the studying of the leading views of G. Vashchenko and A. Makarenkoon the upbringing of a person and a comparative analysis of their approaches to this issue. At the beginning of the twentieth century, the fate of two great personalities, the Ukrainian scientist G. Vashchenko and the teacher-practitioner with the world-name A. Makarenko crossed in Poltava region. Considering the views of the outstanding Ukrainian teachers G. Vashchenko and A. Makarenko, it is impossible totake a one-sided position, since teachers, due to the influence of various factors on the formation of their philosophical positions, created author's unique, bright pedagogical concepts that cause unceasing scientific interest among teachers- scientists of the XXI
century. G. Vashchenko and A. Makarenko's pedagogical systems have both common views on different aspects of upbringing, as well as different ones.
Thus, the problem of the formation of moral norms and values was researched by both teachers. However, approaches to solution of these issues were different. G. Vashchenko testified that the culture of Ukrainians is based on Christian ideas, on the values of spiritual life, which are the basis of Christian upbringing. According to G. Vashchenko, the person is brought up on national examples of serving his people and on the Christian ideology ofGood, Truth, Beauty, Love, Mercy. G. Vashchenko emphasized that inall life affairs, Ukrainian appeals to God, for whom God is true. Proceeding from this, we conclude that the source of morality for G. Vashchenko is God and the
Motherland. Pedagogical views of A. Makarenko, according to the German pastor D. Lauger, have also turned to such a category of morality as Good. But unlike G. Vashchenko, he was not a believer and criticized the church's views on Christian morals. In particular, in its A. Makarenko saw an attempt
to identify human dignity, in the religious interpretation of the refusal of happiness, obedience, complacency he saw the affirmation of personal strength of the spirit. In the basis of moral education, he considered it necessary to put urgent tasks on the implementation of educational work in the team. Firstly, it is necessary to deprive the pupils of mercenary needs; secondly, to show the harmfulness of selfish acts and desires; thirdly, to cherish moral and socially valuable needs: high moral ideals, mentaland physical labor, self-education and self-upbringing. The method of upbringing of a person in a team, through a team,thanks to the team, developed by A. Makarenko, was based on the connection of man with society on a social basis. The teacher saw one of the main reasons for the appearance of homeless children - the rupture of social ties between children and society, between children and the family. The process of education should be directed towards the definition of the proper relationship between the child and society, to determine the prospect that will be for the child "tomorrow's joy". A. Makarenko linked the formation of morally valuable needs with the system of perspective lines. He argued that a person cannot live in the world, if there is nothing joyful in front of him, there is no prospect. There were more similarity in the views of G. Vashchenko and A.Makarenko on the issue of
raising the will and nature of the child. The upbringing of thewill and character of G. Vashchenko closely linked with the moral upbringing of the individual. Thelast statement was supported by the great Ukrainian scholar G. Vashchenko, considering Christianity as a component of moral consciousness. An equally important place in the problem of education of the character was given by A. Makarenko in his pedagogical system. He paid considerable attention to the problem of temperament of nature, believed that before children it is necessary to set tasks that demand from children determination and courage in their solution. The teachers' views on the development of the individual traits of each child were tangible. Heritage G. Vashchenko clearly traces the author's focus on the development of individual traits of each student, which revealed the way for the development of creative abilities of the individual, the initiative. A. Makarenko also defended the position of a careful attitude towards the individual. An important theoretical position of the pedagogical heritage of both teachers was the question of the role of labor in the upbringing of the child. G. Vashchenko in the upbringing of a human person plays a special role in diverting work, he calls it the school of will and character, emphasized that joy brings only free labor, forced labor brings only suffering. One of the central ideas of A. Makarenko's pedagogical system was the combination of learning with productive labor, which was successfully implemented in the Kovalivka colony for homeless children named after M. Gorky. In the pedagogical theory and practice, A. Makarenko focused on the need, on the one hand, to raise children's love for work, on the other hand, to form their skills in the implementation of various types of work. Thus, the work, in the opinion of the teachers, led to the acquisition of skills and abilities in the implementation of various types of work, habits of honest working life, establishing links with the working life of the surrounding population, which contributed to the disclosure of creative abilities, its successful socialization. Summarizing our analysis of the creative heritage of outstanding teachers, we draw the conclusion that each of them was a strong person, made a significant contribution to the world pedagogical treasury
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
- …
