262,263 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
Book reviews, reports, notes for contributors
No full textSarah L. Holloway, Stephen P. Rice i Gill Valantine (ur.): Key Concepts in Geography, (Martina Jakovčić), 99; Paul A. Longley, Michael F. Goodchild, David J. Maguire, David W. Rhind: Geographic Information Systems and Science (Dubravka Spevec), 100; Tassilo Herrschel, Peter Newman: Governance of Europe’s City Regions. Planning, Policy and Politics (Dubravka Spevec), 102; Robert Delort i François Walter: Povijest europskog okoliša (Ivan Zupanc), 104; Emil Heršak: Prapovijest i stari vijek (Martina Jakovčić), 108.
Zimski seminar za nastavnike geografije 2005. godine (Jadranka Čelant Hromatko) 110; Godišnja skupština Hrvatskog geografskog društva 2005. godine (Jadranka Čelant Hromatko) 110; Izvještaj o radu Hrvatskog geografskog društva u 2004. godini (Jadranka Čelant Hromatko) 113; Izvještaj o radu regionalnih geografskih društava u 2004. godini (Jadranka Čelant Hromatko) 114.Sarah L. Holloway, Stephen P. Rice i Gill Valantine (ur.): Key Concepts in Geography, (Martina Jakovčić), 99; Paul A. Longley, Michael F. Goodchild, David J. Maguire, David W. Rhind: Geographic Information Systems and Science (Dubravka Spevec), 100; Tassilo Herrschel, Peter Newman: Governance of Europe’s City Regions. Planning, Policy and Politics (Dubravka Spevec), 102; Robert Delort i François Walter: Povijest europskog okoliša (Ivan Zupanc), 104; Emil Heršak: Prapovijest i stari vijek (Martina Jakovčić), 108.
Zimski seminar za nastavnike geografije 2005. godine (Jadranka Čelant Hromatko) 110; Godišnja skupština Hrvatskog geografskog društva 2005. godine (Jadranka Čelant Hromatko) 110; Izvještaj o radu Hrvatskog geografskog društva u 2004. godini (Jadranka Čelant Hromatko) 113; Izvještaj o radu regionalnih geografskih društava u 2004. godini (Jadranka Čelant Hromatko) 114
Model obrazovnog kazališta „Dramaakcija” kao mjesto prevladavanja negativnih predrasuda i diskriminacije ranjivih skupina
No full textThis article raises a question „can negative prejudice and discrimination toward vulnerable groups, which is especially strong during economic or humanitarian crisis, be overcome through a shift in education and implementation of theatre principles in education process?”. It is argued here that stronger introduction of educational theatre and drama-action model in education would be beneficial for both the receiving culture
(Europe) and the migrant populations, especially during economic and humanitarian.crisis that we witness today (European migrant crisis). Namely, it is argued that use of educational theatre in working with migrants and local population would help overcome negative prejudice and consequential discrimination that is on the rise in most of today’s Europe. The introduction of educational theatre in education would be
a sign of change from positivist and exclusive world view (which is being conveyed by contemporary formal education in most of Europe) to a more inclusive and dialectic education that allows introduction of the Other. Article then continues to show why theatre is the most appropriate instrument for this challenge. Furthermore, it is argued
here that introduction of educational theatre would be beneficial in any Us vs. Them social situation as it is highly adaptable and „naturally” pre-set with all prerequisites for overcoming negative prejudice and discrimination. Educational theatre is defined by theatrical values of freedom from roles, intense interaction and critical thinking – all
of which prerequisite overcoming prejudice and discrimination, and are sorely missing from contemporary formal education. Finally, an drama-action model of educational theatre is proposed for educational systems – a model that has been developed during years of research that showed just how beneficial this model is in working with vulnerable
groups and in overcoming prejudicial attitudes and discrimination practices by bridging the Us vs. Them social divide into one group of Goffman’s Wise.Ovaj članak postavlja pitanje „može li se nadići negativne predrasude i diskriminaciju ranjivih skupina, koji su posebno snažni u doba ekonomske ili humanitarne krize, kroz zaokret u edukaciji i uvođenje principa teatra u obrazovni proces”. Ovdje se tvrdi da bi snažnije uvođenje edukativnog teatra i dramsko-akcijskog modela u obrazovanje bilo korisno i za primajuću kulturu (Europu) i za migrantske populacije,
posebice tijekom ekonomske i humanitarne krize kojima danas svjedočimo (Europska migrantska kriza). Točnije, tvrdi se da bi korištenje edukativnog teatra u radu s migrantima i lokalnim stanovništvom pomoglo nadilaženje negativnih predrasuda
i posljedične diskriminacije koji su u porastu u većini današnje Europe. Uvođenje edukativnog teatra u obrazovanje bi bilo znak promjene od pozitivističkog i isključivog svjetonazora (koji suvremeno formalno obrazovanje prenosi u većini Europe) prema više inkluzivnom i dijalektičkom obrazovanju koje dozvoljava uvođenje Drugoga. Članak dalje pokazuje zašto je teatar najprikladniji instrument za ovaj izazov.
Nadalje, ovdje se tvrdi da bi uvođenje edukativnog teatra bilo korisno u svakom Mi protiv Njih društvenoj situaciji pošto je visoko prilagodljiv i „prirodno” predodređen sa svim preduvjetima za nadilaženje negativnih predrasuda i diskriminacije. Edukativni teatar je definiran kazališnim vrijednostima slobode of uloge, intenzivne interakcije i kritičkog promišljanja – svim onime što je preduvjet za nadilaženje predrasuda i
diskriminacije, te što bolno nedostaje u suvremenom formalnom obrazovanju. Na kraju je obrazovnim sustavima predložen dramsko-akcijski model edukativnog teatra – model koji je razvijan tijekom godina istraživanja koja su pokazala koliko je ovaj model koristan u radu s ranjivim skupinama i nadilaženju predrasudnih stavova i diskriminacijskih kroz premošćivanje Mi protiv Njih društvene podjele u jednu grupu koju Goffman naziva Upućenima (engl. Wise)
Protecting Animals 36: Author Witi Ihimaera
No full textIn this very special episode of Knowing Animals I am joined by beloved New Zealand author Witi Ihimaera. Witi has written many books featuring nonhuman animals. He offers us a non-colonial lens through which to think about the human/nonhuman relationship
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Razina kognitivnih i izvršnih funkcija u osoba s doživljenim moždanim udarom
No full textMoždani udar je posljedica intracerebralne hemoragije, aneurizme ili cerebralne ishemije, praćen kognitivnim i izvršnim deficitima. Vaskularno kognitivno oštećenje nakon cerebrovaskularnog inzulta (CVI-a) je značajno uvjetovano lateralizacijom moždanih lezija, dinamikom nastanka lezija i cerebralnom rezervom. Cilj istraživanja bio je ispitati razine kognitivnih i izvršnih funkcija u osoba s doživljenim ishemijskim ili hemoragijskim moždanim udarom, s obzirom na lateralizaciju lezije i vrstu inzulta. U istraživanje je bilo uključeno ukupno 83 bolesnika, od toga 44 nakon doživljenog ishemijskog moždanog udara te 39 nakon doživljenog hemoragijskog udara. Procjena kognitivnih i izvršnih deficita je provedena 6 mjeseci nakon doživljenog moždanog udara uz pomoć opsežne baterije neuropsihologijskih testova. Razlike s obzirom na vrstu inzulta i lokalizaciju lezije utvrđene su postupcima neparametrijske statistike te regresijskom analizom. Rezultati ukazuju kako vrsta moždanog udara djeluje različito na kognitivne i izvršne deficite: osobe s ishemijskim udarom ostvaruju lošije rezultate u odnosu na osobe s hemoragijskim udarom u području nekih izvršnih funkcija. Nadalje, vrsta deficita kognitivnih funkcija ovisi o lateralizaciji same lezije. Ovakva vrsta istraživanja može pridonijeti razumijevanju odnosa između vrste moždanog udara, lateralizacije lezije i stupnja kognitivnih deficita.Stroke is a consequence of intracerebral hemorrhage, aneurysm or cerebral ischemia, followed by cognitive and executive deficits. Vascular cognitive impairment after cerebrovascular insult is significantly conditioned by lateralization of brain lesions, dynamics of lesion formation, and cerebral reserve. The aim of this study was to examine the differences in the stages of cognitive and executive deficits among patients with hemorrhagic and ischemic stroke and the correlation between lesion lateralization and cognitive deficits. A total of 83 patients were included in the study, of whom 44 had the ischemic stroke and 39 hemorrhagic stroke. Estimation of cognitive and executive deficits was performed 6 months after the stroke, using extensive neuropsychological tests. Differences in the type of lesion and localization of lesions were determined by nonparametric statistics and regression analysis. The results indicate that the type of stroke affects the cognitive and executive deficits differently: those with ischemic stroke have poorer results than those with hemorrhagic stroke in the area of some executive function, in particulat non-verbal fluency and planning. Furthermore, the type of cognitive function deficit depends on the lateralization of the lesion itself. This kind of research can contribute to understanding the relationship between stroke type, lateralization of the lesion, and the degree of cognitive deficits
Author in Essay by I. A. Goncharov “Pepiniere”
No full textFeatures of the embodiment of the author’s position in the essay by I. A. Goncharov “Pepiniere” are considered. The relevance of the study is due to the poorly studied poetics of this work. A review of the scientific literature on relevant topics is performed. Methodological and theoretical definitions are given. The scientific novelty of the article is in the fact that for the first time attention is paid to artistic techniques that allow to identify the author's position in the specified literary text. The author of the article grounds her opinion from the fact that, despite the dominance of the subjective point of view, other characters’ views stand out in the work. It is concluded in the study that the text of the work represents a biographical author and author-creator. It was established that the position of the author-creator is expressed through the title, epigraphs, which are quotes, as well as through different points of view, including the author-character, the author-narrator, the characters of the work. The author of the article dwells in detail on different ways of expressing the points of view of the author-character and the author-narrator. It is proved that the point of view of the author-character and the author-narrator can intersect, they are interchanged. The author's development of the term comic “point of view” is presented in the article
Espai i identitat en l'obra de Jordi Pere Cerdà. Una geografia literària cerdaniana
No full textL'obra de l'autor nord-català Jordi Pere Cerdà (1920-2011) teixeix una cartografia literària que abasta tota dimensió espacial -real, imaginada i ficcional. Les prospeccions que assagen els seus texts es fonen en el medi natural i rural, canten a l'amor, als veïns i als éssers fantàstics del folklore català, es comprometen amb els refugiats encarant-se a tota frontera i, també, a tot abisme interior i exterior que oprimesca l'ésser. El mapatge cognitiu i literari que crea Cerdà sobrepassa qualsevol obstacle per construir espais oberts i possibles, en comunió amb l'altre. Partint d'una aproximació teòrica geocrítica, aquest treball d'investigació aprofundeix en diverses nocions sobre l'espacialitat lligades a un context convuls, ple de transformacions a nivell socioeconòmic, polític, cultural i lingüístic, el qual determinarà la vida d'un autor i d'un territori transfronterer com el de la Cerdanya i la Catalunya del Nord. En definitiva, la rica experiència vital de Jordi Pere Cerdà ens permet reflexionar sobre les relacions que vulguem establir entre els individus i amb el nostre hàbitat natural i cultural, a fi d'esdevenir membres actius que participen de la transformació dels espais que configuren les nostres identitats.The work of the North Catalan author Jordi Pere Cerdà (1920-2011) weaves a literary cartography which reaches all spatial dimensions -real, imagined and fictional. The prospections proved by their texts merge with the natural and rural environment, sing to love, neighbours and the fantastic beings of the Catalan folklore. Such prospections also commit themselves with the refugees facing every frontier and, also, facing all interior and exterior abyss that oppresses the being. The cognitive and literary mapping created by Cerdà overcomes any obstacle to construct opened and possible spaces, in communion with the other. Based on the theoretical approach called geocriticism, this research study delves into various notions about spatiality linked to a convulsive context, full of transformations at a socioeconomic, political, cultural and linguistic level; these transformations will determine the life of an author and a cross-border territory such as Cerdagne and Northern Catalonia. In short, the rich experience of Jordi Pere Cerdà allows us to reflect on the relationships we want to establish between individuals, as well as between human groups and our natural and cultural habitat, in order to become active members that participate in the transformation of the spaces that make up our identities.Programa de Doctorat en Llengües Aplicades, Literatura i Traducci
Els llibres d'il·lustració infantil i juvenil en l'Educació Artística. Un cas concret a partir de l’autora Olga de Dios
No full textTreball Final de Grau en Mestre o Mestra d'Educació Primària (Pla de 2018). Codi: MP1840. Curs acadèmic: 2021/2022El treball de fi de grau que aneu a veure a continuació, és un projecte que consisteix en com es poden
treballar a les aules de primària els llibres de l’autora i il·lustradora Olga de Dios. Tractant de treballar
el llibre com a objecte artístic a nivell elemental. A més, de presentar a l’autora i il·lustradora, donarla a conèixer i veure els valors que transmet, també llegiríem quatre de les seues obres a l’aula com
són: “Leotolda”, “En familia”, “Rana de Tres Ojos”, i “Pájaro Amarillo”. Tot açò sumat a la
realització d’un quadern de classe on es colorejaria alguns dels seus personatges de les obres seguint
pautes a nivell curricular. Realitzaríem també una eixida a la biblioteca municipal, on a banda de
rebre una educació no formal, ens facilitaria una mica el fet d’endinsar-nos al món de la il·lustració
infantil, on allí dins, el professional encarregat ens guiarà pels llibres que hi haurà a la biblioteca. I,
per a concloure, elaboraríem un llibre creat per l’alumnat on seguint unes pautes establertes per Olga
de Dios al seu llibre “Leotolda” buscaríem fer una retroalimentació intentant contactar amb ella.
D’aquesta manera tancaríem el cicle que vam començar donant-la a conèixer com a escriptora i
il·lustradora, i exploraríem on està el límit de la creativitat del propi alumnat.The final degree project you are going to see below is a project that looks at how books by author and
illustrator Olga de Dios can be worked on in primary school classrooms. Considering the book as an
artistic object at an elementary level. Besides presenting the author and illustrator, introducing her,
and seeing the values she transmits, we would also read four of her works in the classroom, such as:
"Leotolda”, "In the family", "Three-Eyed Frog", and "Yellow Bird.". All this, in addition to the
creation of a class notebook in which some of his characters from her work would be colored
following guidelines at the curricular level. We would also go out to the local library, where in
addition to receiving a non-formal education, it would make it a little easier for us to enter the world
of children's illustration, where inside, the professional in charge will guide us through the books
which will be in the library. And, to conclude, we would make a book created by the students, where
following some guidelines established by Olga de Dios in her book "Leotolda" we would look for
feedback by trying to contact her. In this way, we would close the cycle that we started by presenting
her as an author and illustrator, and we would explore where the limit of creativity of the students
themselves is
The construction of Karen Karnak: The multi-author-function
No full textThis thesis is situated within the comparatively recent developments of Web 2.0 and the emergence of interactive WikiMedia, and explores the mode of authorship within a Read/Write culture compared to that of a Read/Only tradition. The hypothesis of this study is that the role of the audience has become merged with the author, and as such, represents new functions and attributes, distinct from a more conventional concept of authorship, in which the roles of audience and author are more separate. Read/Write and participatory culture, as defined by this study, is focused on collaboration, and includes the influences of D.I.Y. culture, Open-Source practices and the production of text by multiple authors. Multi-authorship presents a re-thinking of several concepts which support the notion of the individual author, since the focus of multi-authorship is not on attribution and ownership of a finished text, but on the continued malleability of a text. Modes of multi-authorship, demonstrated in the use of the pseudonyms Alan Smithee and Karen Eliot, represent declarative authors whose names signify multiple origins, whilst concurrently indicating a distinct body of work. The function of these names form an important context to this study, since primary research involves the construction of an experimental mode of multi-authorship utilising WikiMedia technology and the interaction of thirty nine participants, who are invited to create a body of work under the collective pseudonym Karen Karnak. The data generated by this experiment is analysed using aspects of Michel Foucault's author-function to identify and determine power structures inherent in the WikiMedia context. The interplay of power structures, including concepts such as identity, ownership and the body of work, affect the resulting mode of authorship and contribute to the construction of Karen Karnak, suggesting further areas of research into the emerging multi-author
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