1,720,962 research outputs found
European and national identities in Ireland: A qualitative exploration of what it means to be Irish and European.
No full textThe proposed study aims to investigate how children think about (a) what it means to be Irish/European, (b) which social groups are Irish/European, and (c) where children learn about what it means to be Irish/European, in schools involved in the Blue Star Programme (BSP), which promotes education about Europe and the EU in Ireland through creative activities. This aim will be achieved through qualitative focus groups, analysed in Nvivo using Reflexive Thematic Analysis (Braun & Clarke, 2006, 2019, 2021a, 2021b)
A Rapid Evidence Assessment of European Identity in Childhood and Adolescence
No full textThe present study comprises a rapid evidence assessment of European identity in children and adolescents. It aims to assess how European identity is measured in the extant literature, and which antecedents and outcomes of a European identity have been evaluated thus far
A Rapid Evidence Assessment of European Identity in Childhood and Adolescence
No full textThe present study comprises a rapid evidence assessment of European identity in children and adolescents. It aims to assess how European identity is measured in the extant literature, and which antecedents and outcomes of a European identity have been evaluated thus far
Teaching Innovation: A Toolkit for Applying Theory and Research to the Real World
No full textStudents learn best when they feel engaged and supported (Eom & Ashill, 2016). We outline an innovative toolkit, which can be applied in whole or in part, to facilitate in-depth learning and critical thinking. Our toolkit, informed by Universal Design for Learning (UDL; CAST, n.d.-b), included 5 core readings with guiding questions (Cox et al., 2003; Hermida, 2009), Jigsaw activities over two class sessions (Aronson, n.d.; Minnesota Literacy Council, n.d.; Reading Rockets, n.d.), and an essay applying developmental theory and research to the real-world (O’Neill & Short, 2023): specifically, to autobiographies about social harm and adversity in youth. We evaluated this toolkit with 200 undergraduates in Child and Adolescent Development. However, the toolkit can be adopted for social psychology, social work, education, and across the social sciences
A Rapid Evidence Assessment of European Identity in Childhood and Adolescence
No full textThe present study comprises a rapid evidence assessment of European identity in children and adolescents. It aims to assess how European identity is measured in the extant literature, and which antecedents and outcomes of a European identity have been evaluated thus far
A Rapid Evidence Assessment of European Identity in Childhood and Adolescence
No full textThe present study comprises a rapid evidence assessment of European identity in children and adolescents. It aims to assess how European identity is measured in the extant literature, and which antecedents and outcomes of a European identity have been evaluated thus far
A Rapid Evidence Assessment of European Identity among Children, Adolescents and Young Adults
No full textEuropean identity among youth remains under-studied despite having the potential to promote inclusive benefits. Through a rapid evidence assessment (REA), this paper addresses two aims. First, it synthesises definitions of European identity among children, adolescents and young adults through thematic analysis, and summarises measurements. Second, it summarises the constructs associated with European identity among youth, providing a broad overview of existing research. Based on thematic analysis, European identity is operationally defined as a complex identity with which youth may choose to identify, uniting people based on a diverse range of factors but acknowledging the diversity of national roots and, in turn, affording benefits due to the sense of belonging it provides. School-based interventions and curricula, knowledge about Europe and the EU, political trust, benefits of the EU, and cross-border experiences, along with enhanced intergroup attitudes and civic engagement, are associated with stronger European identification. Avenues for future research are identified, including the need for a developmentally appropriate measure of European identity, the investigation of its relationship with other constructs, and exploring the potential of curricular interventions to promote the inclusive aspects of European identity on a national scale, particularly among younger pupils
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
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