1,721,027 research outputs found
The Madagascar Key Landscape for Conservation Land Cover and Validation Datasets (2000-2017)
No full textThe Madagascar land cover and change dataset covers an area of 124 012km2 and mapped with dichotomous (8 land cover classes) and modular (up to 32 land cover classes) levels based on FAO's Land Cover Classification System (LCCS). High-resolution optical satellite imagery were used to generate dense time-series data from which the thematic land cover and change maps were derived (LC: 2017, LCC: 2000). The maps were fully verified and validated by an independent team to achieve the Copernicus Global Land Monitoring Programme's strict data quality requirements. An independent validation dataset was also collected and it is shared here. The validation dataset contains 3995 verified land cover points based on the [up to] 32 modular level land cover classes. Furthermore, two predefined symbology (QGIS legend files) for the land cover and validation datasets based on FAO's LCCS is also shared here to ease the visualization of them (Dichotomous and Modular levels). Further details regarding the sites selection, mapping and validation procedures are described in the corresponding publication: Szantoi, Zoltan; Brink, Andreas; Lupi, Andrea (2021): An update and beyond: key landscapes for conservation land cover and change monitoring, thematic and validation datasets for the African, Caribbean and Pacific region (in review, [Earth System Science Data|https://www.earth-system-science-data.net/])
L’educazione morale. Dal disciplinamento alla competenza.
Full text linkMoral education is a pedagogical phenomenon that is born from the social engage in educating children about morality. This interest has spread to all society and even today most of the educational agencies care about developing programs to form the morality of its youngest members. Our research starts from the pedagogical question that arise when we observe this phenomenon, and tries to investigate the response to them by the great authors of the educational literature.
The first stage of the research was just an analysis of the definition of morality to set the problem in its historical field, codified by philosophy, and soon after we passed to define the moral education in the classical authors of the pedagogical and philosophical tradition (as Plato, Aristotle, Montessori, Don Milani, Freire, Dewey and Bruner). During the analysis of these authors we have discovered the presence of two patterns of interpretation of the positions taken about the problem of how we should educate the moral abilities of children.
These two patterns correspond to one that we defined implicit and one explicit.
By focusing on constructs, ideas and recurring concepts in moral education studies, we have also highlighted that discipline is one of the most important concepts in education, and it can be understood differently, depending on whether you want to consider it in its role of domain device (Foucault and La Salle), in its structuring aspect of cognitive nature (Bruner and Gramsci) or in its active and socialized nature (Dewey and Montessori). Reflection about discipline has been followed in recent years by a reflection about the moral competence and the developing of moral abilities and skills in the social context we live in. These two ideas in the history of moral education had constituted one of the most important attentional focus of the pedagogical discourse, implying the assumption of educational, sociological, political, epistemological problems who helped define and expand the structure itself of the pedagogical codes
Land cover and change thematic and validation datasets for selected African, Caribbean and Pacific areas
No full textNatural resources are increasingly being threatened in the world. Threats to biodiversity and human well-being pose enormous challenges to many vulnerable areas. Effective monitoring and protection of sites with strategic conservation importance require timely monitoring with special focus on certain land cover classes which are especially vulnerable. Larger ecological zones and wildlife corridors warrant monitoring as well, as these areas have an even higher degree of pressure and habitat loss as they are not “protected” compared to Protected Areas (i.e. National Parks). To address such a need, a satellite-imagery-based monitoring workflow to cover at-risk areas was developed. During the program's first phase, a total of 560 442 km2 area in sub-Saharan Africa was covered. In this update we remapped some of the areas with the latest satellite images available, and in addition we added some new areas to be mapped. Thus, in this version we updated and mapped an additional 852 025km2 in the Caribbean, African and Pacific regions with up to 32 land cover classes. Medium to high spatial resolution satellite imagery was used to generate dense time series data from which the thematic land cover maps were derived. Each map and change map were fully verified and validated by an independent team to achieve our strict data quality requirements. Further details regarding the sites selection, mapping and validation procedures are described in the corresponding publication: Szantoi, Zoltan; Brink, Andreas; Lupi, Andrea (2021): An update and beyond: key landscapes for conservation land cover and change monitoring, thematic and validation datasets for the African, Caribbean and Pacific region (in review, Earth System Science Data/)
Alcuni elementi dell’idea di curricolo nella sua storia
Full text linkLo scopo dell’articolo è di analizzare la storia dell’idea di curricolo a partire da Platone fino al ventesimo secolo, evidenziandone alcune caratteristiche fondamentali. Si assume in principio che il curriculum è una proposta di una formazione non episodica, né estemporanea, ma deliberatamente pensata sotto la forma della totalità(nulla di ciò che conta viene tralasciato), della organizzazione(ogni intervento deve essere adottato e motivato in maniera consapevole, riflessiva e razionale), della finalità(si ricerca di operare una scelta educativa in vista di fini buoni, di obiettivi condivisibili che mettono in capo all’agire educativo uno scopo buono, il perseguimento di un bene). Si evidenzia inoltre l’esistenza di tre grandi approcci curricolari, uno disciplinare (che rimane egemone fino all’età moderna) in cui è la materia di insegnamento a informare di sé la riflessione, uno dialettico (che inizia ad affermarsi nell’età moderna e si conclude con Dewey) in cui l’elemento disciplinare è contemperato da quello individuale e psicologico, e uno sistemico (che si apre dopo Dewey e percorre tutto il secolo appena concluso) in cui il curricolo diventa uno strumento progettuale che include ogni elemento del processo educativo in un tentativo razionale di continuo miglioramento della qualità dell’insegnamento e dell’apprendimento.  
The Niassa Selous Key Landscape for Conservation Land Cover and Validation Datasets (2000-2017)
No full textThe Niassa Selous land cover and change dataset covers an area of 139 163km2 and mapped with dichotomous (8 land cover classes) and modular (up to 32 land cover classes) levels based on FAO's Land Cover Classification System (LCCS). High-resolution optical satellite imagery were used to generate dense time-series data from which the thematic land cover and change maps were derived (LC: 2017, LCC: 2000). The maps were fully verified and validated by an independent team to achieve the Copernicus Global Land Monitoring Programme's strict data quality requirements. An independent validation dataset was also collected and it is shared here. The validation dataset contains 3943 verified land cover points based on the [up to] 32 modular level land cover classes. Furthermore, two predefined symbology (QGIS legend files) for the land cover and validation datasets based on FAO's LCCS is also shared here to ease the visualization of them (Dichotomous and Modular levels). Further details regarding the sites selection, mapping and validation procedures are described in the corresponding publication: Szantoi, Zoltan; Brink, Andreas; Lupi, Andrea (2021): An update and beyond: key landscapes for conservation land cover and change monitoring, thematic and validation datasets for the African, Caribbean and Pacific region (in review, [Earth System Science Data|https://www.earth-system-science-data.net/])
La ricezione di Maria Montessori da parte di Giuseppe Lombardo-Radice e degli intellettuali idealisti
Full text linkThe Italian historiographical tradition on the reception of Maria Montessori has highlighted the widespread misunderstanding that she faced in Italy, often accompanied by prejudicial devaluation, if not by actual personal attacks. Within this critical panorama, stronger resistance was exhibited by Catholics and Neo-Kantians than by Idealists, and in particular Gentile and Lombardo-Radice showed deep appreciation for Montessori, offering her remarks that were rather interesting from a pedagogical standpoint – and are still to be considered thoroughly if we wish to approach her method critically. Furthermore, Lombardo-Radice also brought into the Italian debate a series of international criticisms that had the same tone and content as those addressed to her by the intellectuals involved in the new school movement, as evidenced by an analysis of the articles that Ferrière published in the magazine Pour l’Ère Nouvelleduring the 1920s. By doing so Lombardo-Radice confirmed his divergence from Gentile and his proximity to the progressive school movement.La tradizione storiografica italiana sulla ricezione di Maria Montessori ha messo in evidenza la generale incomprensione a cui andò incontro in Italia, accompagnata spesso da una svalutazione pregiudiziale, quando non da veri e propri attacchi personali. All’interno di questo panorama critico i cattolici e i neo-kantiani espressero più resistenze degli idealisti e in particolare Gentile e Lombardo-Radice apprezzarono convintamente la Montessori a cui mossero dei rilievi particolarmente interessanti dal punto di vista pedagogico, che ancora oggi sono da considerare seriamente in un approccio critico al metodo. Lombardo-Radice inoltre ha anche riportato nel dibattito italiano una serie di critiche internazionali che avevano i medesimi toni e contenuti di quelle che le indirizzavano gli intellettuali impegnati nel movimento delle scuole nuove, come evidenziato da una analisi dei testi che Ferrière fece pubblicare sulla rivista Pour l’Ère Nouvellenegli anni ’20, confermando la sua divergenza rispetto a Gentile e la sua vicinanza all’attivismo
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
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
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