1,720,954 research outputs found
Inclusion Beyond the Conflict: Perspectives on Inclusive Education in the East Jerusalem Context
No full textThis contribution aims at illustrating and discussing a co-design experience concerning the development of inclusive educational frameworkswithin the Palestinian context. The promotion of inclusive education paradigms in contexts affected by protracted conflict is a challenging but resourceful trajectory to foster democratic processes, since educationpractices can promote equality and civic participation (Taddei, 2021;INEE, 2018; Taddei, 2010). As the Israeli-Palestinian conflict poses criticalbarriers to the achievement of inclusion in educational scenarios withinthe areas of East Jerusalem and West Bank (Taddei & Pacetti, 2018), thesearch for innovative and meaningful pedagogical strategies is an essential effort to foster democracy and limit the disruptive effects of turmoiland upheaval. In this direction, University of Macerata worked with AlQuds University (Palestine) to co-design educational pathways that canfoster the formation of teachers and students according to inclusive education paradigms in a shared pedagogical action. As a result, the promotion of democratic and inclusive processes can offer new frameworks forPalestinian schools, in the co-creation of a sustainable, contextualizedand valuable perspective for education. In this sense, the concept of aninclusive school can go beyond physical, conceptual, and inter
MEMORANDUM OF UNDERSTANDING between the University of Macerata (Italy) and the Rochester Institute of Technology (USA)
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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
EPISTEMOLOGICAL BELIEFS IN SCIENCE: AN EXPLORATORY STUDY OF LEBANESE UNIVERSITY STUDENTS' EPISTEMOLOGIES
No full textBeliefs about the nature of knowledge and knowing have been investigated extensively in educational and developmental psychology research. Hofer's framework on personal epistemology is adopted in the present study for assessing Lebanese university students' epistemologies of science. Participants were 213 students in their first year of science-related studies at a private university in Beirut. Two instruments were used for data collection: The science-focused epistemological beliefs questionnaire (Hofer, 2000) and an 8-item instrument adapted from the modified version of the Views on Science-Technology-Society (Dogan and Abd-El-Khalick, 2008), and an additional item developed by the authors. Thirty students were purposively selected for completing the second instrument followed by a semi-structured interview. Data analysis yielded the following assertions regarding students' epistemologies of science: (1) Scientific knowledge is liable to change; (2) the source of scientists' knowledge is inherent to human's construction, whereas the source of personal knowledge is independent from human subjectivity and based on external authority; (3) scientific knowledge is proven and validated through the concerted effort of scientists; and (4) absolute truth cannot be attained because of the lack of means to access knowledge. Findings highlighted the need to foster an academic culture that promotes students' epistemologies and explicitly addresses the nature and processes of science in curricula and instruction. © 2011 National Science Council, Taiwan.AIKENHEAD GS, 1992, SCI EDUC, V76, P477, DOI 10.1002-sce.3730760503; Al-Salhi A. S., 2001, EPISTEMOLOGICAL BELI; BouJaoude S, 1996, ANN M NAT ASS RES SC; Chan K., 2000, ASIA PACIFIC J TEACH, V28, P225, DOI 10.1080-713650691; Conley AM, 2004, CONTEMP EDUC PSYCHOL, V29, P186, DOI 10.1016-j.cedpsych.2004.01.004; Dagher ZR, 1997, J RES SCI TEACH, V34, P429, DOI 10.1002-(SICI)1098-2736(199705)34:5429::AID-TEA23.0.CO;2-S; Dogan N, 2008, J RES SCI TEACH, V45, P1083, DOI 10.1002-tea.20243; Faour MA, 2007, MIDDLE EASTERN STUD, V43, P909, DOI 10.1080-00263200701568279; Frayha N., 2003, STUDIES COMP ED; Gauvain M., 2010, HDB CULTURAL DEV SCI, P239; Haidar A. H., 1999, ANN M NAT ASS RES SC; Haider AH, 2002, INT J SCI EDUC, V24, P611, DOI 10.1080-09500690110074053; Hofer BK, 2000, CONTEMP EDUC PSYCHOL, V25, P378, DOI 10.1006-ceps.1999.1026; Hofer BK, 2001, EDUC PSYCHOL REV, V13, P353, DOI 10.1023-A:1011965830686; Hofer BK, 1997, REV EDUC RES, V67, P88, DOI 10.3102-00346543067001088; Hogan K, 2001, J RES SCI TEACH, V38, P663, DOI 10.1002-tea.1025; Karabenick S. A., 2005, SOC PSYCHOL EDUC, V8, P375, DOI DOI 10.1007-S11218-005-1826-3; Kawagley AO, 1998, J RES SCI TEACH, V35, P133, DOI 10.1002-(SICI)1098-2736(199802)35:2133::AID-TEA43.0.CO;2-T; Kuhn D., 1991, SKILLS ARGUMENT; Lave Jean, 2002, DISTRIBUTED LEARNING, P56; Muis K. R., 2008, KNOWING KNOWLEDGE BE, P137, DOI 10.1007-978-1-4020-6596-5_6; Perry W. G., 1970, INTELLECTUAL ETHICAL; SCHOMMER M, 1990, J EDUC PSYCHOL, V82, P498, DOI 10.1037-0022-0663.82.3.498; Sutherland D, 2002, INT J SCI EDUC, V24, P1, DOI 10.1080-09500690110067011; Wenger E., 1998, COMMUNITIES PRACTICE, P3; Yore LD, 2004, READ RES QUART, V39, P347, DOI 10.1598-RRQ.39.3.8; Yore LD, 2006, INT J SCI EDUC, V28, P291, DOI 10.1080-0950069050033697312
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