1,721,651 research outputs found
Michael Gallagher, Michael Marsh & Paul Mitchell, eds : How Ireland Voted 2002
No full textGillissen Christophe. Michael Gallagher, Michael Marsh & Paul Mitchell, eds : How Ireland Voted 2002. In: Études irlandaises, n°29 n°1, 2004. pp. 172-173
The Constituency Role of Dáil Deputies
Full text linkIn Chapter 7 we examined the legislative and scrutinising roles of Dáil deputies. In this chapter we concentrate on a different aspect of the work of TDs, looking at the business on which they spend a lot of their time, namely constituency work. Some people wonder whether constituency work is really part of the duties of a TD at all; after all, the Irish constitution says nothing about it. Yet, judging by the large amount of time it occupies, it seems in practice to be more important in the working life of a TD than narrowly-defined parliamentary duties such as speaking in the Dáil chamber or examining legislation. In most countries, it is taken for granted that parliamentarians will work assiduously to protect and further the interests of their constituents, and that constituency work forms part of an MP’s parliamentary duties rather than conflicting with them, but in Ireland there is a body of opinion that sees a constituency role as aberrant and outdated, labels it ‘clientelism’, or believes that it is taken to excess. We shall ask whether there is anything distinctive about Irish practice in this area, looking at the reasons why TDs do so much constituency work, and then consider the consequences it has for the political system
Artificial intelligence and the mobilities of inclusion:The accumulated advantages of 5G networks and surfacing outliers
Full text linkThe burgeoning use of artificial intelligence in a learning increasingly mediated through mobile technology makes inclusion problematic. This is largely due to the sheer ubiquity of mobile technology globally, the complexity of the machine learning regimens needed to function within increasingly sophisticated 5G cellular networks, and the legions of professionals needed to initiate and maintain these AI and mobile ecosystems. The promise of artificial intelligence in inclusion is curtailed precisely due to the accumulated advantage (the Matthew effect) presented in such a technological sophistication: only those with the most sophisticated and agile of educational systems will stand to benefit, a scenario that poses significant impact on inclusion strategies increasingly mediated through ICT. Further, the accumulated advantage is not only a dichotomy between those with access to these sophisticated technologies and those that do not enjoy that same privilege. A further parallel is between the “curriculum” of machine learning of artificial intelligence in 5G networks as outlined in Li et al (2017) and traditional and human-centred educational curricula that is being increasingly redrawn as a reductionist enterprise aligned with national and international quantitative metrics. While AI has evolved to include multidisciplinary techniques such as machine learning, optimization theory, game theory, control theory, and meta-heuristics in both supervised and unsupervised formats, traditional educational curricula is increasingly influenced by third party commercial enterprises and reductionist moves towards computational thinking. This poses significant disadvantage to educational inclusion beyond technological advantage, the sophistication of machine learning curricula, or the general paucity of human curricula increasingly modeled on computational thinking; the biases at work in larger society are encoded into the datasets that machine learning operates. Inclusion operates, statistically, as an outlier in these data-driven environments; as an equitable model in education, largely designed to counter prevailing societal biases, rather than conform to them. The equity that this inclusion seeks to provide is not inherently a naturally-occuring entity and will not render naturally in the data that AI is learning from. As more and more education is engaged through mobile technology and more and more of that mobile education is driven by an artificial intelligence emerging from curricula of greater and greater sophistication, a situation emerges that poses great challenges for any sort of meaningful inclusion, particularly in the potential acceleration of entrenched advantage
Introduction : AI, inclusion, and 'everyone learning everything'
Full text linkThis chapter provides an introduction to the book—Artificial Intelligence and Inclusive Education: speculative futures and emerging practices. It examines the potential intersections, correspondences, divergences, and contestations between the discourses that typically accompany, on the one hand, calls for artificial intelligence technology to disrupt and enhance educational practice and, on the other, appeals for greater inclusion in teaching and learning. Both these areas of discourse are shown to envision a future of ‘education for all’: artificial intelligence in education (AIEd) tends to promote the idea of an automated, and personalised, one-to-one tutor for every learner, while inclusive education often appears concerned with methods of involving marginalised and excluded individuals and organising the communal dimensions of education. However, these approaches are also shown to imply important distinctions: between the attempts at collective educational work through inclusive pedagogies and the drive for personalised learning through AIEd. This chapter presents a critical view of the quest for personalisation found in AIEd, suggesting a problematic grounding in the myth of the one-to-one tutor and questionable associations with simplistic views of ‘learner-centred’ education. In contrast, inclusive pedagogy is suggested to be more concerned with developing a ‘common ground’ for educational activity, rather than developing a one-on-one relationship between the teacher and the student. Inclusive education is therefore portrayed as political, involving the promotion of active, collective, and democratic forms of citizen participation. The chapter concludes with an outline of the subsequent contributions to the book
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
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