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Look thru the lens with childs eyes
No full textOvim radom se istražuje kako djeca koriste fotografiju kao sredstvo izražavanja i komunikacije te kako ova aktivnost utječe na njihov emocionalni i socijalni razvoj. Temeljem teorijskih okvira Piageta, Vygotskoga i Bronfenbrennera, istraživanje se fokusira na dječju percepciju i motive u fotografiranju. Korištene su metode promatranja, intervjua i analiza fotografija kako bi se dobio uvid u dječje ponašanje i razmišljanje.
Rezultati istraživanja pokazali su da djeca najviše fotografiraju jedni druge, zatim gledaju fotografije, komentiraju, smiju se, te traže da ih se ponovno fotografira kako bi opet mogli komentirati izraze lica. Nakon toga fotografiraju unutarnji i vanjski prostor vrtića, odgojiteljice, a najmanje igračke u vrtiću. Istraživanje je pokazalo da djeca imaju poteškoća u shvaćanju da fotoaparatu u unutarnjem prostoru treba više vremena za mjerenje ekspozicije i otvora blende, te je potrebno zadržati prst na okidaču malo duže. Djeca su često tipkala po ekranu fotoaparata misleći da je osjetljiv na dodir, što upućuje na činjenicu da su već jako dobro ovladali pametnim telefonima, dok fotoaparat još nisu koristili.
Najznačajnije dobivene spoznaje uključuju dominaciju socijalnih motiva u dječjoj fotografiji, gdje djeca najčešće fotografiraju svoje prijatelje i druge ljude. Fotografija se koristi kao sredstvo emocionalnog izražavanja i pričanja priča, što potvrđuje važnost vizualnih medija u razvoju emocionalne inteligencije. Kroz aktivnosti fotografiranja, djeca razvijaju ključne socijalne vještine poput suradnje, dijeljenja i komunikacije, kao i kognitivne vještine kao što su koncentracija, planiranje i tehnička kompetencija. Djeca također pokazuju sposobnost prepoznavanja i razumijevanja emocija na fotografijama, što je ključno za razvoj empatije i emocionalne inteligencije. Kroz proces fotografiranja i gledanja svojih fotografija, djeca pokazuju povećano samopouzdanje i osjećaj postignuća.
Zaključeno je da fotografija nije samo sredstvo za bilježenje trenutaka, već i moćan alat za poticanje dječjeg razvoja. Kroz fotografiju, djeca razvijaju ključne socijalne, emocionalne i kognitivne vještine. Ovi nalazi pružaju važne uvide za teorijsku i praktičnu primjenu u obrazovanju i razvoju djece, naglašavajući potrebu za integracijom vizualnih medija u dječje obrazovne programe.This study explores how children use photography as a means of expression and communication, and how this activity influences their emotional and social development. Based on theoretical frameworks from Piaget, Vygotsky, and Bronfenbrenner, the research focuses on children's perception and motives in photography. Observation, interviews, and analysis of photographs were employed to gain insight into children's behavior and thinking.
Research findings indicate that children primarily photograph each other, then engage in viewing, commenting, laughing, and requesting to be photographed again to comment further on facial expressions. Following this, they photograph the indoor and outdoor spaces of their kindergarten, their teachers, and least commonly, toys within the kindergarten. The study revealed that children struggle to understand that indoor photography requires more time for exposure measurement and aperture adjustment, needing to keep the shutter button pressed longer. Children often touch the camera screen assuming it is touch-sensitive, suggesting their proficiency with smartphones but unfamiliarity with cameras.
Key insights include the predominance of social motives in children's photography, where they mostly capture friends and others. Photography serves as a means of emotional expression and storytelling, highlighting the importance of visual media in emotional intelligence development. Through photography activities, children develop crucial social skills such as collaboration, sharing, and communication, as well as cognitive skills including concentration, planning, and technical competence. Children also demonstrate the ability to recognize and understand emotions in photographs, crucial for empathy and emotional intelligence development. Engaging in photography and reviewing their own photos boosts children's self-confidence and feelings of accomplishment.
In conclusion, photography is not merely a tool for capturing moments but a powerful tool for fostering children's development. Through photography, children enhance key social, emotional, and cognitive skills. These findings provide valuable insights for theoretical and practical applications in education and child development, emphasizing the need to integrate visual media into children's educational programs
Look thru the lens with childs eyes
No full textOvim radom se istražuje kako djeca koriste fotografiju kao sredstvo izražavanja i komunikacije te kako ova aktivnost utječe na njihov emocionalni i socijalni razvoj. Temeljem teorijskih okvira Piageta, Vygotskoga i Bronfenbrennera, istraživanje se fokusira na dječju percepciju i motive u fotografiranju. Korištene su metode promatranja, intervjua i analiza fotografija kako bi se dobio uvid u dječje ponašanje i razmišljanje.
Rezultati istraživanja pokazali su da djeca najviše fotografiraju jedni druge, zatim gledaju fotografije, komentiraju, smiju se, te traže da ih se ponovno fotografira kako bi opet mogli komentirati izraze lica. Nakon toga fotografiraju unutarnji i vanjski prostor vrtića, odgojiteljice, a najmanje igračke u vrtiću. Istraživanje je pokazalo da djeca imaju poteškoća u shvaćanju da fotoaparatu u unutarnjem prostoru treba više vremena za mjerenje ekspozicije i otvora blende, te je potrebno zadržati prst na okidaču malo duže. Djeca su često tipkala po ekranu fotoaparata misleći da je osjetljiv na dodir, što upućuje na činjenicu da su već jako dobro ovladali pametnim telefonima, dok fotoaparat još nisu koristili.
Najznačajnije dobivene spoznaje uključuju dominaciju socijalnih motiva u dječjoj fotografiji, gdje djeca najčešće fotografiraju svoje prijatelje i druge ljude. Fotografija se koristi kao sredstvo emocionalnog izražavanja i pričanja priča, što potvrđuje važnost vizualnih medija u razvoju emocionalne inteligencije. Kroz aktivnosti fotografiranja, djeca razvijaju ključne socijalne vještine poput suradnje, dijeljenja i komunikacije, kao i kognitivne vještine kao što su koncentracija, planiranje i tehnička kompetencija. Djeca također pokazuju sposobnost prepoznavanja i razumijevanja emocija na fotografijama, što je ključno za razvoj empatije i emocionalne inteligencije. Kroz proces fotografiranja i gledanja svojih fotografija, djeca pokazuju povećano samopouzdanje i osjećaj postignuća.
Zaključeno je da fotografija nije samo sredstvo za bilježenje trenutaka, već i moćan alat za poticanje dječjeg razvoja. Kroz fotografiju, djeca razvijaju ključne socijalne, emocionalne i kognitivne vještine. Ovi nalazi pružaju važne uvide za teorijsku i praktičnu primjenu u obrazovanju i razvoju djece, naglašavajući potrebu za integracijom vizualnih medija u dječje obrazovne programe.This study explores how children use photography as a means of expression and communication, and how this activity influences their emotional and social development. Based on theoretical frameworks from Piaget, Vygotsky, and Bronfenbrenner, the research focuses on children's perception and motives in photography. Observation, interviews, and analysis of photographs were employed to gain insight into children's behavior and thinking.
Research findings indicate that children primarily photograph each other, then engage in viewing, commenting, laughing, and requesting to be photographed again to comment further on facial expressions. Following this, they photograph the indoor and outdoor spaces of their kindergarten, their teachers, and least commonly, toys within the kindergarten. The study revealed that children struggle to understand that indoor photography requires more time for exposure measurement and aperture adjustment, needing to keep the shutter button pressed longer. Children often touch the camera screen assuming it is touch-sensitive, suggesting their proficiency with smartphones but unfamiliarity with cameras.
Key insights include the predominance of social motives in children's photography, where they mostly capture friends and others. Photography serves as a means of emotional expression and storytelling, highlighting the importance of visual media in emotional intelligence development. Through photography activities, children develop crucial social skills such as collaboration, sharing, and communication, as well as cognitive skills including concentration, planning, and technical competence. Children also demonstrate the ability to recognize and understand emotions in photographs, crucial for empathy and emotional intelligence development. Engaging in photography and reviewing their own photos boosts children's self-confidence and feelings of accomplishment.
In conclusion, photography is not merely a tool for capturing moments but a powerful tool for fostering children's development. Through photography, children enhance key social, emotional, and cognitive skills. These findings provide valuable insights for theoretical and practical applications in education and child development, emphasizing the need to integrate visual media into children's educational programs
Look thru the lens with childs eyes
No full textOvim radom se istražuje kako djeca koriste fotografiju kao sredstvo izražavanja i komunikacije te kako ova aktivnost utječe na njihov emocionalni i socijalni razvoj. Temeljem teorijskih okvira Piageta, Vygotskoga i Bronfenbrennera, istraživanje se fokusira na dječju percepciju i motive u fotografiranju. Korištene su metode promatranja, intervjua i analiza fotografija kako bi se dobio uvid u dječje ponašanje i razmišljanje.
Rezultati istraživanja pokazali su da djeca najviše fotografiraju jedni druge, zatim gledaju fotografije, komentiraju, smiju se, te traže da ih se ponovno fotografira kako bi opet mogli komentirati izraze lica. Nakon toga fotografiraju unutarnji i vanjski prostor vrtića, odgojiteljice, a najmanje igračke u vrtiću. Istraživanje je pokazalo da djeca imaju poteškoća u shvaćanju da fotoaparatu u unutarnjem prostoru treba više vremena za mjerenje ekspozicije i otvora blende, te je potrebno zadržati prst na okidaču malo duže. Djeca su često tipkala po ekranu fotoaparata misleći da je osjetljiv na dodir, što upućuje na činjenicu da su već jako dobro ovladali pametnim telefonima, dok fotoaparat još nisu koristili.
Najznačajnije dobivene spoznaje uključuju dominaciju socijalnih motiva u dječjoj fotografiji, gdje djeca najčešće fotografiraju svoje prijatelje i druge ljude. Fotografija se koristi kao sredstvo emocionalnog izražavanja i pričanja priča, što potvrđuje važnost vizualnih medija u razvoju emocionalne inteligencije. Kroz aktivnosti fotografiranja, djeca razvijaju ključne socijalne vještine poput suradnje, dijeljenja i komunikacije, kao i kognitivne vještine kao što su koncentracija, planiranje i tehnička kompetencija. Djeca također pokazuju sposobnost prepoznavanja i razumijevanja emocija na fotografijama, što je ključno za razvoj empatije i emocionalne inteligencije. Kroz proces fotografiranja i gledanja svojih fotografija, djeca pokazuju povećano samopouzdanje i osjećaj postignuća.
Zaključeno je da fotografija nije samo sredstvo za bilježenje trenutaka, već i moćan alat za poticanje dječjeg razvoja. Kroz fotografiju, djeca razvijaju ključne socijalne, emocionalne i kognitivne vještine. Ovi nalazi pružaju važne uvide za teorijsku i praktičnu primjenu u obrazovanju i razvoju djece, naglašavajući potrebu za integracijom vizualnih medija u dječje obrazovne programe.This study explores how children use photography as a means of expression and communication, and how this activity influences their emotional and social development. Based on theoretical frameworks from Piaget, Vygotsky, and Bronfenbrenner, the research focuses on children's perception and motives in photography. Observation, interviews, and analysis of photographs were employed to gain insight into children's behavior and thinking.
Research findings indicate that children primarily photograph each other, then engage in viewing, commenting, laughing, and requesting to be photographed again to comment further on facial expressions. Following this, they photograph the indoor and outdoor spaces of their kindergarten, their teachers, and least commonly, toys within the kindergarten. The study revealed that children struggle to understand that indoor photography requires more time for exposure measurement and aperture adjustment, needing to keep the shutter button pressed longer. Children often touch the camera screen assuming it is touch-sensitive, suggesting their proficiency with smartphones but unfamiliarity with cameras.
Key insights include the predominance of social motives in children's photography, where they mostly capture friends and others. Photography serves as a means of emotional expression and storytelling, highlighting the importance of visual media in emotional intelligence development. Through photography activities, children develop crucial social skills such as collaboration, sharing, and communication, as well as cognitive skills including concentration, planning, and technical competence. Children also demonstrate the ability to recognize and understand emotions in photographs, crucial for empathy and emotional intelligence development. Engaging in photography and reviewing their own photos boosts children's self-confidence and feelings of accomplishment.
In conclusion, photography is not merely a tool for capturing moments but a powerful tool for fostering children's development. Through photography, children enhance key social, emotional, and cognitive skills. These findings provide valuable insights for theoretical and practical applications in education and child development, emphasizing the need to integrate visual media into children's educational programs
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Get PDF“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
Get PDFWe 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
Get PDFWe 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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