1,720,954 research outputs found
Actitudes hacia la Inclusión de procesos de Validación de Aprendizajes Previos para la obtención de grado en el Sistema de la Universidad Boliviana
Full text linkEls processos de Validació d’Aprenentatge Previs a Bolívia encara es troben limitats a la certificació de competències laborals des dels aprenentatges no formals i informals, però no s’ha plantejat la vinculació d’aquest reconeixement amb la seva inclusió a itineraris formatius que estableixin una relació funcional i de llarg abast entre el món laboral i l’acadèmic. Aquesta investigació té com a objectiu identificar les actituds que tenen els actors del món acadèmic envers aquesta possibilitat, específicament en relació amb itineraris de formació de grau en les tres universitats que pertanyen al Sistema de la Universitat Boliviana, a la ciutat de La Paz, i la inclusió de persones amb formació empírica en les carreres que ofereixen. Partint de la realitat de l’educació superior d’avui en dia, les seves característiques i els desafiaments en el món, a Llatinoamèrica i a Bolívia, es poden comprendre conceptes com l’aprenentatge al llarg de la vida com a dret fonamental, el reconeixement d’aquest aprenentatge i la realitat de diversos països referents en el món sobre aquesta temàtica, aterrant en el context bolivià. S’analitza també el constructe d’actituds des de la Teoria de l’Acció Planificada d’Ajzen i Fishbein, el que ha permès identificar els factors que hauran de ser treballats en un futur per posar a Bolívia en sintonia amb molts altres països que ja han introduït la possibilitat de reconèixer, avaluar i acreditar els aprenentatges no formals i informals, i vincular-los als graus acadèmics, assegurant que aquests processos es desenvolupin amb transparència i qualitat, de tal manera que les certificacions parcials o totals siguin realment equivalents a aquelles aconseguides a través de processos d’educació formal. Pel que fa a les característiques de la investigació i als seus participants, l’estudi de camp identifica la següent proposta metodològica: autoritats educatives universitàries com a informants claus, directors de carrera i docents de les carreres seleccionades els programes acadèmics dels quals han sigut estructurats d’acord amb un enfocament de formació basat en competències. També es plantegen els instruments emprats: enquestes, entrevistes, qüestionaris d’estimació directa i matrius de triangulació basant-se en les categories d’anàlisi i procediments definits. Tot això ha donat lloc a l’anàlisi de dades qualitatives i quantitatives presentat, tancant la triangulació de la informació aconseguida. Els resultats mostren un desconeixement significatiu dels processos de Validació d’Aprenentatges Previs per part de la majoria dels participants de la investigació. Amb tot, també s’observen carreres amb l’obertura necessària per a introduir-los com a formes alternatives d’admissió i la consideració de poblacions no tradicionals. Les diferències més rellevants s’observen en carreres tècniques i algunes de ciències socials i humanitats, especialment en disciplines vinculades a l’educació i la comunicació. Es conclou doncs, que acceptar aquests processos podria facilitar a les universitats l’obertura d’espais per democratitzar l’educació superior reconeixent l’experiència empírica de l’aprenentatge no formal i informal. Tanmateix, es presenta una proposta per incloure els processos de Validació d’Aprenentatges Previs en carreres de grau, partint de les pautes internacionals definides, i incloent l’anàlisi curricular i institucional prèvia a la decisió d’obrir la possibilitat d’aquesta inclusió; amb l’objectiu de preparar tota la normativa, els procediments, actors i protocols necessaris perquè aquest procés es pugui desenvolupar garantint la transparència i qualitat que asseguri la seva validesa, facilitant la inclusió de poblacions no tradicionals en formació terciària, afavorint el seu desenvolupament personal, la democratització de l’educació superior i la professionalització del recurs humà a nivells cada cop més elevats.En Bolivia los procesos de Validación de Aprendizaje Previos están aún limitados a la certificación de competencias laborales desde los aprendizajes no formales e informales, pero no se ha planteado la vinculación de este reconocimiento con su inclusión en itinerarios formativos que establezcan una relación funcional y de largo alcance entre el mundo del trabajo y el mundo académico. Esta investigación pretende identificar las actitudes que los actores del mundo académico tienen respecto a esta posibilidad, específicamente en relación con itinerarios de formación de grado en las tres universidades que pertenecen al Sistema de la Universidad Boliviana en la ciudad de La Paz y la inclusión de personas con formación empírica en las carreras que ofrecen. Partiendo de la realidad de la educación superior hoy en día, sus características y desafíos en el mundo, en Latinoamérica y en Bolivia, se puede comprender conceptos como el aprendizaje a lo largo de la vida como derecho fundamental, el reconocimiento de este aprendizaje y la realidad de varios países referentes en el mundo sobre esta temática, aterrizando en el contexto boliviano. Se aborda también el constructo de actitudes desde la Teoría de la Acción Planificada de Ajzen y Fishbein, lo que ha permitido identificar los factores que deberán trabajarse a futuro para poner a Bolivia en sintonía con otros muchos países que ya han introducido la posibilidad de reconocer, evaluar y acreditar los aprendizaje no formales e informales y vincularlos a los grados académicos, asegurando que estos procesos se desarrollen con transparencia y calidad de tal forma que las certificaciones parciales o totales sean realmente equivalentes a aquellas logradas a través de procesos de educación formal. El estudio de campo identifica una propuesta metodológica en cuanto a características de la investigación y los participantes de la investigación: autoridades educativas universitarias como informantes clave, directores de carrera y docentes de las carreras seleccionadas cuyos programas académicos han sido estructurados en base a un enfoque de formación basado en competencias. También se plantean los instrumentos utilizados: encuestas, entrevistas, cuestionario de estimación directa y matrices de triangulación en base a las categorías de análisis y procedimientos definidos. Todo ello ha dado lugar al análisis de datos cualitativos y cuantitativos presentados, cerrando con la triangulación de la información lograda. Los resultados muestran un desconocimiento significativo de los procesos de Validación de Aprendizajes Previos de parte de la mayoría de los participantes de la investigación. Sin embargo, también se observan carreras con la apertura para introducirlos como formas alternativas de admisión y la consideración de poblaciones no tradicionales. Las diferencias más relevantes se observan en carreras técnicas y algunas en ciencias sociales y humanas, especialmente en disciplinas vinculadas a la educación y a la comunicación. Se concluye que aceptar estos procesos podría facilitar a las universidades abrir espacios para democratizar la educación superior reconociendo la experiencia empírica del aprendizaje no formal e informal. Asimismo, se presenta una propuesta para incluir los procesos de Validación de Aprendizajes Previos en carreras de grado, partiendo desde los lineamientos internacionales definidos e incluyendo el análisis curricular e institucional previo a la decisión de abrir la posibilidad de esta inclusión; con el fin de preparar toda la normativa, los procedimientos, actores y protocolos necesarios para que este proceso se pueda llevar a cabo garantizando la transparencia y calidad que asegure su validez, facilitando la inclusión de poblaciones no tradicionales en formación terciaria, favoreciendo su desarrollo personal, la democratización de la educación superior y la profesionalización del recurso humano a niveles cada vez más elevados.In Bolivia, the Prior Learning Validation processes are still limited to the certification of labor competencies from non-formal and informal apprenticeships. However, linking this recognition with its inclusion in training itineraries that establish a functional and long-term relationship has not been proposed between the world of work and the academic world. This research aims to identify the attitudes that actors in the academic world have regarding this possibility, specifically concerning undergraduate training itineraries in the three universities that belong to the Bolivian University System in La Paz City and the inclusion of people with empirical training in the degrees they offer. Starting from the reality of higher education today, its characteristics and challenges in the world, in Latin America and Bolivia, it is possible to understand concepts such as lifelong learning as a fundamental right, the recognition of this learning, and the reality of several leading countries in the world on this issue, landing in the Bolivian context. Furthermore, the construct of attitudes is also addressed from the Theory of Planned Action of Ajzen and Fishbein, which has made it possible to identify the factors that should be worked on in the future to put Bolivia in tune with many other countries that have already introduced the possibility of recognizing, evaluating, and accrediting non-formal and informal learning. Additionally, such introduction links them to academic degrees, ensuring that these processes are developed with transparency and quality so that partial or total certifications are equivalent to those achieved through formal education processes. The field study identifies a methodological proposal in terms of characteristics of the research and the research participants: university educational authorities as key informants, department directors, and professors of the selected programs whose academic degrees have been structured based on an approach of competency-based training. The instruments used are also considered: surveys, interviews, direct estimation questionnaire and triangulation matrices based on the categories of analysis and defined procedures. This has led to the analysis of qualitative and quantitative data presented, closing with the triangulation of the information collected. The results show a significant ignorance of the Prior Learning Validation processes on the part of the majority of the participants. However, several programs have also been observed with an opening to introduce them as alternative forms of admission and consideration of non-traditional populations. The most relevant differences are observed in some technical and social and human sciences programs, especially in disciplines related to education and communication. It is concluded that accepting these processes could facilitate universities to open spaces to democratize higher education, recognizing the empirical experience of non-formal and informal learning. Similarly, a proposal is presented to include the processes of Validation of Prior Learning in undergraduate degrees, starting from the defined international guidelines. These guidelines include all the curricular and institutional analysis before opening the possibility of this inclusion to prepare all the regulations, procedures, actors, and protocols necessary for this process. Thus, this process should guarantee transparency and quality, ensuring its validity, facilitating the inclusion of non-traditional populations in tertiary training, favoring personal development, democratizing higher education, and professionalizing human resources at even higher levels.Universitat Autònoma de Barcelona. Programa de Doctorat en Educaci
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
- …
