1,720,955 research outputs found
Expérimentation d'un dispositif pédagogique d'éducation relative à l'environnement adapté à tous les apprenants
No full textThis thesis, carried out in Haiti, aims to develop an environmental education curriculum suitable for all students with disabilities or not. The research relied on the observation of the lack of studies about the schooling of students with disabilities in Haiti, despite some local individual initiatives much remains to be achieved pedagogically speaking. Indeed, traditional teaching methods mainly used in Haiti do not allow to spark either environmental awareness or civic involvement. Also, these teaching methods do not facilitate learning processes for learners with intellectual disabilities, who are not able to grasp abstract lessons.Besides, for over 30 years the country has been facing serious pollution and waste management issues. Yet no education environmental measures have been put in place. For all those reasons, our research has experimented the development of an Inclusive Project Based on Environmental Education (PIBERE) which relies on active pedagogical methods inspired by La Main à la Pâte (a foundation aiming at improving the quality of science and technology teaching in primary and middle schools) yet tailored to suit the Haitian context. This project sparked collaboration between schools, families, and communities around concrete pedagogical activities, in and outside of class, about sorting, recycling and transforming waste into useful objects. PIBERE was implemented in three Haitian schools as well as in a special school in classes equivalent to 4th and 5th grade.The results by 210 learners are stimulating results encouraging ways of adapting pedagogical methods and introducing inclusive environmental education. In the future, the PIBERE program could encourage Haitian universities and teacher training centers to include courses on environmental education, on the schooling of students with disabilities and active teaching methods.L’objectif de la thèse réalisée en Haïti est la mise en place d’une Education Relative à l’Environnement (ERE) adaptée à tous élèves en situation de handicap ou pas.Cette recherche a émergé à la suite du constat d’un manque flagrant d’études sur la scolarisation des enfants en situation de handicap en Haïti malgré des initiatives locales et individuelles : il reste beaucoup à faire en termes de pédagogie. En effet, la pédagogie traditionnelle, majoritairement utilisée en Haïti, est abstraite et ne permet pas de susciter ni un éveil à l’environnement, ni un engagement citoyen chez tous les apprenants. De plus, le pays est confronté depuis plus de 30 ans à de sérieux problèmes de pollution et de gestion des déchets, sans que des mesures éducatives ne soient mises en place en termes d’environnement.C’est pourquoi la thèse a expérimenté l’implantation d’un Projet Inclusif Basé sur l’Education Relative à l’Environnement (PIBERE) qui s’appuie sur des méthodes pédagogiques actives inspirées de La Main à la Pâte, mais adaptées à la réalité haïtienne en suscitant une collaboration école-famille-communauté, autour d’activités pédagogiques concrètes, dans la classe et hors les murs, sur le tri, le recyclage et la transformation des déchets en objets utiles. Ce dispositif a été implémenté dans trois écoles haïtiennes, dont une spécialisée, aux niveaux 5ème et 6ème année Fondamentale (CM1 et CM2). Les résultats obtenus sur 210 apprenants laissent présager un avenir prometteur, en termes d’adaptation de méthodes pédagogiques et d’insertion de l’ERE dans les écoles de manière inclusive. En termes de perspectives, PIBERE pourrait susciter l’intérêt des universités haïtiennes à intégrer des cours sur l’ERE, la scolarisation des enfants en situation de handicap et la pédagogie active
Experimentation of an environmental educational program adapted to all learners
No full textL’objectif de la thèse réalisée en Haïti est la mise en place d’une Education Relative à l’Environnement (ERE) adaptée à tous élèves en situation de handicap ou pas.Cette recherche a émergé à la suite du constat d’un manque flagrant d’études sur la scolarisation des enfants en situation de handicap en Haïti malgré des initiatives locales et individuelles : il reste beaucoup à faire en termes de pédagogie. En effet, la pédagogie traditionnelle, majoritairement utilisée en Haïti, est abstraite et ne permet pas de susciter ni un éveil à l’environnement, ni un engagement citoyen chez tous les apprenants. De plus, le pays est confronté depuis plus de 30 ans à de sérieux problèmes de pollution et de gestion des déchets, sans que des mesures éducatives ne soient mises en place en termes d’environnement.C’est pourquoi la thèse a expérimenté l’implantation d’un Projet Inclusif Basé sur l’Education Relative à l’Environnement (PIBERE) qui s’appuie sur des méthodes pédagogiques actives inspirées de La Main à la Pâte, mais adaptées à la réalité haïtienne en suscitant une collaboration école-famille-communauté, autour d’activités pédagogiques concrètes, dans la classe et hors les murs, sur le tri, le recyclage et la transformation des déchets en objets utiles. Ce dispositif a été implémenté dans trois écoles haïtiennes, dont une spécialisée, aux niveaux 5ème et 6ème année Fondamentale (CM1 et CM2). Les résultats obtenus sur 210 apprenants laissent présager un avenir prometteur, en termes d’adaptation de méthodes pédagogiques et d’insertion de l’ERE dans les écoles de manière inclusive. En termes de perspectives, PIBERE pourrait susciter l’intérêt des universités haïtiennes à intégrer des cours sur l’ERE, la scolarisation des enfants en situation de handicap et la pédagogie active.This thesis, carried out in Haiti, aims to develop an environmental education curriculum suitable for all students with disabilities or not. The research relied on the observation of the lack of studies about the schooling of students with disabilities in Haiti, despite some local individual initiatives much remains to be achieved pedagogically speaking. Indeed, traditional teaching methods mainly used in Haiti do not allow to spark either environmental awareness or civic involvement. Also, these teaching methods do not facilitate learning processes for learners with intellectual disabilities, who are not able to grasp abstract lessons.Besides, for over 30 years the country has been facing serious pollution and waste management issues. Yet no education environmental measures have been put in place. For all those reasons, our research has experimented the development of an Inclusive Project Based on Environmental Education (PIBERE) which relies on active pedagogical methods inspired by La Main à la Pâte (a foundation aiming at improving the quality of science and technology teaching in primary and middle schools) yet tailored to suit the Haitian context. This project sparked collaboration between schools, families, and communities around concrete pedagogical activities, in and outside of class, about sorting, recycling and transforming waste into useful objects. PIBERE was implemented in three Haitian schools as well as in a special school in classes equivalent to 4th and 5th grade.The results by 210 learners are stimulating results encouraging ways of adapting pedagogical methods and introducing inclusive environmental education. In the future, the PIBERE program could encourage Haitian universities and teacher training centers to include courses on environmental education, on the schooling of students with disabilities and active teaching methods
Expérimentation d'un dispositif pédagogique d'éducation relative à l'environnement adapté à tous les apprenants
No full textThis thesis, carried out in Haiti, aims to develop an environmental education curriculum suitable for all students with disabilities or not. The research relied on the observation of the lack of studies about the schooling of students with disabilities in Haiti, despite some local individual initiatives much remains to be achieved pedagogically speaking. Indeed, traditional teaching methods mainly used in Haiti do not allow to spark either environmental awareness or civic involvement. Also, these teaching methods do not facilitate learning processes for learners with intellectual disabilities, who are not able to grasp abstract lessons.Besides, for over 30 years the country has been facing serious pollution and waste management issues. Yet no education environmental measures have been put in place. For all those reasons, our research has experimented the development of an Inclusive Project Based on Environmental Education (PIBERE) which relies on active pedagogical methods inspired by La Main à la Pâte (a foundation aiming at improving the quality of science and technology teaching in primary and middle schools) yet tailored to suit the Haitian context. This project sparked collaboration between schools, families, and communities around concrete pedagogical activities, in and outside of class, about sorting, recycling and transforming waste into useful objects. PIBERE was implemented in three Haitian schools as well as in a special school in classes equivalent to 4th and 5th grade.The results by 210 learners are stimulating results encouraging ways of adapting pedagogical methods and introducing inclusive environmental education. In the future, the PIBERE program could encourage Haitian universities and teacher training centers to include courses on environmental education, on the schooling of students with disabilities and active teaching methods.L’objectif de la thèse réalisée en Haïti est la mise en place d’une Education Relative à l’Environnement (ERE) adaptée à tous élèves en situation de handicap ou pas.Cette recherche a émergé à la suite du constat d’un manque flagrant d’études sur la scolarisation des enfants en situation de handicap en Haïti malgré des initiatives locales et individuelles : il reste beaucoup à faire en termes de pédagogie. En effet, la pédagogie traditionnelle, majoritairement utilisée en Haïti, est abstraite et ne permet pas de susciter ni un éveil à l’environnement, ni un engagement citoyen chez tous les apprenants. De plus, le pays est confronté depuis plus de 30 ans à de sérieux problèmes de pollution et de gestion des déchets, sans que des mesures éducatives ne soient mises en place en termes d’environnement.C’est pourquoi la thèse a expérimenté l’implantation d’un Projet Inclusif Basé sur l’Education Relative à l’Environnement (PIBERE) qui s’appuie sur des méthodes pédagogiques actives inspirées de La Main à la Pâte, mais adaptées à la réalité haïtienne en suscitant une collaboration école-famille-communauté, autour d’activités pédagogiques concrètes, dans la classe et hors les murs, sur le tri, le recyclage et la transformation des déchets en objets utiles. Ce dispositif a été implémenté dans trois écoles haïtiennes, dont une spécialisée, aux niveaux 5ème et 6ème année Fondamentale (CM1 et CM2). Les résultats obtenus sur 210 apprenants laissent présager un avenir prometteur, en termes d’adaptation de méthodes pédagogiques et d’insertion de l’ERE dans les écoles de manière inclusive. En termes de perspectives, PIBERE pourrait susciter l’intérêt des universités haïtiennes à intégrer des cours sur l’ERE, la scolarisation des enfants en situation de handicap et la pédagogie active
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
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
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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