324,811 research outputs found
Joy committee and qualitative aspects of College Librarianship
No full textA study of the report of the Expert Committee on College Libraries (1993) appointed by Government of Kerala under the chairmanship of V.P. Joy, IAS. Opines that it is the first of such attempts by any State Government in India Joy Committee considers that the successful performance of the college librarian demand a clear understanding of academic objectives, a significant level of academic expertise and working partnership with heads of teaching departments. Joy recommended that librarian should be brought under the definition of teacher and that the academic qualification of the library staff should be at par with those of the teachers in colleges. The recommendations include granting academic status and service conditions on par with teachers to the college librarians, amendments to purchase rules to enable acquisition of electronic documents, staff formulae based on user strength and levels, implementing mechanisms for participatory development of the system, and methods and procedures for qualitative development of the college library collections
The Choreographic
No full text"The choreographic stages a conversation in which artwork is not only looked at but looks back; it is about contact that touches even across distance. The choreographic moves between the corporeal and cerebral to tell the stories of these encounters as dance trespasses into the discourse and disciplines of visual art and philosophy through a series of stutters, steps, trembles, and spasms. In The Choreographic, Jenn Joy examines dance and choreography not only as artistic strategies and disciplines but also as intrinsically theoretical and critical practices. She investigates artists in dialogue with philosophy, describing a movement of conceptual choreography that flourishes in New York and on the festival circuit." -- Publisher's website
Joy Kairies' Ph.D. Recital
No full textOriginal Format: CassetteComposers in the first Ph.D. recital: Georg Philipp Telemann; Franz Schubert; Jeffrey Hoover; Bohuslav MartinuComposers in the second Ph.D. recital: J. S. Bach; Theobald Boehm; Leon Kirchner; Robert MuczynskiFirst Recital: FluteSecond Recital: Flut
Glimpses of Joy in Byzantine Literature
No full textThis chapter explores the polysemy of emotional language in Byzantine literature, focusing on the bodily expressions of joy—ranging from dance to tears—and the tension between spiritual and worldly emotions. Contrary to the stereotype of Byzantium as a joyless culture, the author demonstrates how joy occupies a complex, morally nuanced space shaped by religious, rhetorical, and ascetic frameworks. The study highlights the need for a systematic analysis of the lexicon and expressive modalities of joy, within a cultural context deeply shaped by Scripture, ancient philosophy, and monastic spirituality. Particular attention is given to how emotional meaning varies across genres and contexts
The Joy of birds: the effect of rating for joy or counting garden bird species on wellbeing, anxiety, and nature connection
No full textThe feeding of garden birds is a popular and accessible means of connecting with wildlife in urban environments in the United Kingdom. Past research has found that the main motivations for feeding birds are psychological benefits, concern for bird welfare, and connecting to nature. This study explores whether a brief birdwatching activity impacts on wellbeing, anxiety, and nature connection. One hundred and fifty-six participants took part in a birdwatching activity, identifying the species that entered their garden during a thirty-minute period. Participants were randomly allocated to the ‘joy’ group, who rated their feeling of joy on seeing each species, or the ‘count’ group, who counted the number of birds of each species. Measures of wellbeing, state anxiety and nature connection were completed before and after the observation period. Both groups had improved wellbeing, anxiety, and nature connection, though decreases in anxiety were greatest for those in the joy group. These results suggest that activating a sense of joy heightens the psychological benefits of watching garden birds. These benefits and the strengthening of nature connections highlight the reciprocal relationship between humans and birds and the importance of actions towards healthy, sustainable urban ecosystems
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
Il Reggio Emilia Approach e l’inclusione del bambino superdiverso. Una ricerca etnografica che investiga come i principi e valori del REA sono interpretati in Nuova Zelanda da insegnanti che si ispirano all’approccio in pedagogie per la prima infanzia culturalmente responsabili e democratiche, che affrontano le sfide e opportunità rappresentate dalla superdiversità.
No full textA causa di trasmigrazione globale, pandemie, guerre, povertà e cambiamenti climatici, sono sorti nuovi ambienti sociali e identità complesse (Rigney, 2022; Vertovec, 2007). Superdiversità (SD), o diversificazione della diversità, è il termine sintetico per descrivere questo fenomeno (Vertovec, 2005). Descrive individui e gruppi che si differenziano per un'ampia gamma di variabili e che quindi hanno identificazioni multiple, fluide e intersezionali. Meissner & Vertovec (2015) affermano che i cambiamenti sociali sono così profondi che questa diversità si applica persino ai migranti interni e a quegli individui che non si spostano affatto. SD cerca di spiegare la complessità delle nuove formazioni sociali e delle percezioni pubbliche che le accompagnano (Li, et al.2021).
La classe è un centro di aggregazione per bambini SD, che hanno tutti diritto a un'istruzione di qualità. Gli insegnanti sono messi alla prova da questa rapida diversificazione della società. Nonostante le evidenze internazionali su come il Reggio Emilia Approach (REA) e le pedagogie culturalmente responsabili (CRP) (Morrison et al., 2019) possano creare ambienti educativi inclusivi, esistono poche ricerche in Nuova Zelanda, Australia e nel Pacifico (Rigney, 2022). La presente ricerca, di tipo etnografico, affronta questa lacuna nella letteratura. Esplora come gli insegnanti neozelandesi ispirati dal REA, plasmino le relazioni di apprendimento in un modo inclusivo e centrato sul bambino. Questo ambiente educativo sostiene i diritti del bambino alla propria identità e ai propri mondi di vita, in particolare di quei bambini potenzialmente emarginati a causa della SD.
Il REA ispira una rete globale di insegnanti che incarnano i suoi principi e valori per dare loro una forma esperienziale concreta (Indicazioni, 2010, p. 17). Nel REA l'immagine del bambino determina il potenziale delle relazioni, dell'apprendimento e dell'identità dei bambini (Rinaldi, 2006). Attraverso la pedagogia dell'ascolto (Rinaldi, 2006, p. 65- 68) il bambino viene nutrito dal dialogo professionale collaborativo e riflessivo e dai CRP degli insegnanti di RE che sono ascoltatori, etnografi, apprendisti culturali e guide dei bambini (Durden, 2014, p. 229).
La prima fase di questa etnografia ha comportato interviste e osservazioni di 19 insegnanti Reggio Emilia Inspired (REI) in merito alla SD, negli anni 2021 e 2022. L'analisi ha applicato ragionamento induttivo, basato sulle narrazioni dialogiche e deduttivo, ispirato alle teorie di REA e CRP, alla grounded theory costruttivista (Charmaz, 2006). I risultati hanno rivelato che le docenti hanno esperienza del concetto complesso di SD. Hanno identificato gli allievi SD e alcune hanno utilizzato i principi REI per sostenere gli studenti SD.
Nella seconda fase, gli insegnanti, equipaggiate con le nuove “lenti” di SD, hanno esplorato le pedagogie REI per sostenere il bambino super diverso attraverso i principi e i valori delle pedagogie culturalmente reattive (Morrison et al., 2019), del REA (Rinaldi, 2006, p.2) e della democrazia in classe (Gothson, 2016). Evidenze etnografiche di questi cambiamenti sono stati raccolti attraverso una osservazione partecipante e hanno rivelato molti esempi di pratiche REI fortemente radicate, in particolare basate sui principi dei Cento Linguaggi, dell'Ambiente come terzo insegnante e della Pedagogia dell'Ascolto.
La comprensione della SD da parte della scuola ha importanti implicazioni per la costruzione della traiettoria di vita di ogni bambino. Questa tesi di dottorato offre possibili percorsi per riflettere su problemi e possibili soluzioni, in modo che le scuole possano trovare modi propri per strutturare una didattica che tenga conto della SD.Due to global transmigration, pandemics, wars, poverty and climate change, new social environments and complex identities have arisen (Rigney, 2022; Vertovec, 2007). Super diversity (SD), or the diversification of diversity, is the summary term to describe this phenomenon (Vertovec, 2005). It describes individuals and groups who are diverse across a wide range of variables and thus have multiple, fluid, intersectional identifications. Meissner & Vertovec (2015) say that these changes run so deep in our society that this even applies to internal migrants and those individuals who do not move at all.
SD seeks to understand the complexity of new social formations and the public perceptions that accompany them (Li, et al. 2021).
The classroom is a hub for SD children, all of whom have the right to a quality education. Teachers are challenged by this rapid diversification in society. Despite international evidence on the Reggio Emilia Approach (REA) and Culturally Responsive Pedagogies (CRP), (Morrison et al., 2019) being proven to create inclusive learning environments, little research exists in New Zealand, Australia and across the Pacific (Rigney, 2022). This research, an ethnography, addresses this gap in the literature. It explores how Reggio Inspired teachers in New Zealand can shape learning relationships in an inclusive, child centered way. This educational environment supports the rights of the child to their own identity and life world, particularly those who may be marginalised due to SD.
The REA inspires a global network of teachers who embody its principles and values to give them concrete experiential form (Indications, 2010). In the REA the image of the child determines the potential of children’s relationships, learning and identity (Rinaldi, 2006). Through the pedagogy of listening (Rinaldi, 2006) the child is nurtured by the collaborative, reflective professional dialogue, and CRPs of REI teachers who are listeners, ethnographers, cultural learners and guides of children (Durden, 2014).
Phase one of this ethnography involved interviewing and observing 19 Reggio Emilia Inspired (REI) teachers regarding SD, during 2021 and 2022. The analysis applied inductive, based on dialogical narratives, and deductive - REA, CRP theory driven reasoning, to constructivist grounded theory (Charmaz, 2006). Findings revealed that the complex concept of SD is one that teachers have experience with. They identified SD learners in their classrooms; some were using REI principles to support SD learners.
In phase two, teachers, equipped with their new SD lens, explored REI pedagogies to support the SD child through the principles and values of CRPs (Morrison et al., 2019), the REA (Rinaldi, 2006) and democracy in the classroom (Gothson, 2016). Ethnographic data on these changes was collected as a result of participatory observations. It revealed many examples of strongly embedded REI practices, based on the principles of Hundred Languages, the Environment as Third Teacher, and the Pedagogy of Listening.
The schools’ understanding of SD has major implications for the shaping of each child's life trajectory. This thesis offers possible pathways to reflect on issues and possible solutions, in order for schools to find their own ways to construct teaching methods which take SD into account
Shining Lights: Black Women in Photography in the UK 1980s-90s
No full text"In the two decades before the end of the millennium, Black female photographers and artists played a significant role in shaping the cultural landscape of the UK, fostering a radical and unique voice that was a key driving force of the independent art scene of the 1980s and 1990s. With their work largely underrepresented across established institutions, publishers and art dealers, these women came to embody a spirit of self-organisation and community, curating their own exhibitions, events and publications. Artists include Poulomi Desai, Addela Khan, Ingrid Pollard, Maud Sulter, Maxine Walker and many others." -- Publisher's website
Designing e-learning services : a case study
No full textRecently, increasing numbers of e-learning tools have been developed. However, the benefits of these tools cannot be fully used as they typically operate separately and do not communicate with each other. It is necessary to develop a solution to redeploy existing tools, and create new tools, in a more effective way. Our approach is to link and manage these e-learning tools together, by grouping the tools together and presenting them as a set of e-learning services, implemented using service technologies. In this paper, we propose a set of e-learning services, together with the approach we have adopted to develop them, which are developed based on a case study
Dispelling the Myths Behind First-author Citation Counts
No full textWe 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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