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The Bologna Process as a policy transfer issue
Full text linkThe Bologna Process (BP) – a European policy initiative to make higher education degrees compatible and comparable to one another – is presented in literature from three main perspectives: incentives to join the BP, management of the BP and the BP implementation implications. The BP transfer process is discussed in literature partially and often only implicitly, and thus, it is under elaborated. The aim of this paper is to highlight research questions essential to the BP through relevant literature review of the BP and an analytic framework which is used to suggest the questions that could be answered in further research to fill in the research gap. This paper seeks to contribute to education policy scholarship by organising existing literature about the BP around three themes, by demonstrating the gap in the analysis of the BP as a policy transfer issue, and by suggesting directions for further investigation through outlining important research questions
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Expanding the horizons of the referentiality approach
Full text linkThe referentiality approach is defined in education policy literature as a theoretical stance that advocates using four main types of mechanisms – externalisation, deterritorialisation, selfreferentiality and reterritorialisation – to provide sources of authority by national policy makers to justify education reforms. This article finds such a conceptualisation of the referentiality approach limited and puts forward the argument that this approach has scope for further development. The example of the analysis of the implementation of the Bologna Process, which is a European intergovernmental higher education policy initiative, in Ukraine is used to illustrate the prospects of the development of the referentiality approach. The argument in the article is developed on the basis of a critical analysis of the literature that uses the referentiality approach, and on the basis of empirical evidence from Ukraine. This evidence contains exemplary extracts from 10 semi-structured interviews with national policy makers, representatives from national and international organisations that deal with higher education in Ukraine, and staff members and instructors at two higher education institutions in Ukraine. Expanding the horizons of the referentiality approach is aimed to contribute to a wider and richer application of the referentiality approach in education policy research
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
МОДЕЛЮВАННЯ СВІТУ ДИТИНСТВА У РОМАНІ С. БЕННІ «МАРГАРИТА ДОЛЬЧЕВІТА»
Full text linkIn the article the problem of the childhood in the novel “Margherita Dolcevita” by S. Benni has been studied. The well-known Italian author shows the particular situation when the child comes into collision with the world of adults for the first time. That’s why the main character 15-year-old Margherita became an active adolescent who fights for her family and the main family values. The narrative subjectified child’s “I” reflects the world-view of the XXI century where adults are enchanted by the power of consumerism. Margherita struggles for salvation of the family because she is the only child who can find forces to resist the evil in his own pure soul. The process of modeling of the childhood world is accomplished due to the symbolization of the home space as hearth in contrast with modern soulless neighbors’ world embodied by their black house. Margherita became the core to assemble all generations of her family together. The following microdominants of modeling of the childhood world have been defined: existential dimension of home and family, discontinued connection between family generations, the way to self-identity through the life trials and growing up. The formal peculiarities of the novels such as visuality, unity of composition, burning conflict to show as if from within a difficult emotional and psychological situation in which the character is found have been investigated. This novel by its title “Margherita Dolcevita” gives the child answer to the challenge of the world which she would like to preserve as kind and joyful. The studied novel is rated between the best examples of literature on child’s problems and childhood. Unfortunately this writer remains quite unknown to Ukrainian audience. This fact shows the topicality of this research.У статті досліджено проблему моделювання світу дитинства у романі С. Бенні «Маргарита Дольчевіта», коли відбувається перше зіткнення дитини/підлітка зі світом дорослих. Процес моделювання світу дитинства відбувається завдяки символізації простору дому через протиставлення з сучасним бездуховним світом-будинком сусідів; дівчинка Маргарита стає ядром формування домашнього вогнища, знову об’єднує всі покоління однієї родини. Визначені мікродомінанти світу дитинства у романі С. Бенні «Маргарита Дольчевіта»: екзистенційний вимір дому і сім’ї, стосунків батьки – діти, нерозривна єдність дитинство-дорослість-старість, категоричність добро – зло у світі дитинства, пошук самості персонажа через випробування дорослішанням
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
ДИСКУРСНИЙ ПІДХІД У СИСТЕМІ НАВЧАННЯ УКРАЇНСЬКОЇ МОВИ ІНОЗЕМНИХ СТУДЕНТІВ МЕДИЧНИХ СПЕЦІАЛЬНОСТЕЙ
Full text linkThe article describes the main characteristics of the discourse approach in the system of teaching Ukrainian as a foreign language and the main components of the Ukrainian-language medical scientific-academic discourse as a basis for selecting the content of language education of foreign medical students of Ukrainian universities. By participating in the Ukrainian-language medical discourse, foreign medical students gain professional knowledge and the opportunity to become subjects of communicative practices of professional communication with equal professionals and various members of Ukrainian society (patients), to whom the future doctor's professional activity is directed. The author cites the following content components of the system of teaching Ukrainian as a foreign language: communicative roles of the subjects of medical discourse that regulate the communicative needs of foreign students; appropriate communicative intentions and strategies, tactics of realization of these intentions; genre forms of medical discourse; situational and thematic organization; basic communicative units of realization of medical discourse. Linguodidactic interpretation of this kind of medical discourse allowed to formulate partial principles of selection of language and speech materials for teaching Ukrainian as a foreign language.
The characteristics of the essence and components of medical scientific-academic discourse are given in the article, the principles of selection of educational materials for
teaching Ukrainian as a foreign language are singled out are the communicative-linguistic basis of language education of foreign medical students. The linguo-methodical interpretation of the studied phenomenon will help in the selection of language material and the creation of methodological developments and manuals on the Ukrainian language for foreign students; in the choice of teaching methods and techniques necessary for the formation of cognitive-linguistic skills of decoding / coding of a communicative event by instrumentality of a foreign (Ukrainian) language.
У статті описано основні характеристики дискурсного підходу у системі навчання української мови як іноземної, а також компоненти україномовного медичного науково-академічного дискурсу як базису відбору змісту мовної освіти іноземних студентів-медиків українських ЗВО. Залучаючись до україномовного медичного дискурсу, іноземні студенти медичного профілю одержують фахові знання та можливість стати суб’єктами комунікативних практик професійного спілкування як з рівноправними фахівцями, так і різними членами українського соціуму (пацієнтами), на кого спрямована професійна діяльність майбутнього лікаря.
Застосувавши низку теоретичних (аналіз наукових лінгвофілософських, лінгвопсихологічних, теорії мовної комунікації, лінгводидактичних досліджень; систематизація, узагальнення та синтез існуючих визначень змісту та структури комунікативного акту) та практичних (спостереження за навчальним процесом фахової підготовки іноземних студентів-медиків українських ЗВО з метою визначення їхніх реальних комунікативних потреб) методів дослідження, автор наводить такі змістові компоненти системи навчання української мови як іноземної: комунікативні ролі предметів медичного дискурсу, що регулюють комунікативні потреби іноземних студентів; відповідні комунікативні наміри та стратегії, тактика реалізації цих намірів; жанрові форми медичного дискурсу; ситуаційна та тематична організація; основні комунікативні одиниці реалізації медичного дискурсу. Лінгводідактична інтерпретація цього виду медичного дискурсу дозволила сформулювати часткові принципи відбору мовних та мовленнєвих матеріалів для викладання української мови як іноземної.
Також у статті подано характеристику сутності та складових медичного науково-академічного дискурсу, виокремлено принципи відбору навчальних матеріалів для викладання української мови як іноземної, є комунікативно-мовною основою мовної освіти іноземних студентів-медиків. Лінгвістично-методичне тлумачення вивченого явища допоможе у відборі мовного матеріалу та створенні методичних розробок та посібників з української мови для іноземних студентів; у виборі методів та прийомів навчання, необхідних для формування когнітивно-
мовних навичок розкодування / кодування комунікативної події засобами іноземної (української) мови.
 
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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