1,721,184 research outputs found
Mccarthy, L, NX22412
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/402647Surname: MCCARTHY. Given Name(s) or Initials: L. Military Service Number or Last Known Location: NX22412. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 39250.222293
Item: [2016.0049.34940] "Mccarthy, L, NX22412
Mccarthy, L, NX68904
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/402657Surname: MCCARTHY. Given Name(s) or Initials: L. Military Service Number or Last Known Location: NX68904. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 39655.222303
Item: [2016.0049.34950] "Mccarthy, L, NX68904
Mccarthy, L J, 426371
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/402639Surname: MCCARTHY. Given Name(s) or Initials: L J. Military Service Number or Last Known Location: 426371. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 52571.222285
Item: [2016.0049.34932] "Mccarthy, L J, 426371
Coach Education, Development, and Assessment
No full textThe purpose of this chapter is to make a cascading series of arguments that position coach assessment as a feature of coach education and development that requires attention. On the basis that sport is important within society, coaches are suggested to play a central role in the many and varied contributions that it makes. However, increasingly, attention is being paid to the quality of coaches’ practice and as a result, an assortment of interventions exists to support coaches in their work through professional development opportunities. As these opportunities (e.g., coach education and development programmes) have been subject to scrutiny from stakeholders and researchers, how coaches experience them, how they impact upon professional practice, and how they contribute to coach learning is being increasingly understood. Yet, despite being a consistent feature of coach education and development opportunities, the world over, assessment has failed to be prioritised within this agenda of continuous improvement. Attempting to address this through the book, this introductory chapter outlines a clear case for remedying the situation and details exactly how this will done
Reframing Assessment in Coach Education and Development Programmes
No full textDecisions pertaining to the role and function of assessment in professional development programmes for sport coaches are typically twofold. Either assessment activities are used as a mechanism to measure and certify at the end of a period of learning (assessment of learning), or they are used to prepare coaches for this moment by revealing the gap between present and required levels of knowledge, understanding, skills, attitudes, and behaviour (assessment for learning). Developing this dichotomy, the purpose of this chapter is to offer an underpinning and unifying assessment as learning approach, taking an and both versus either or position on the matter. Making the case that all assessment activities have the potential to be positive and powerful learning opportunities, this chapter sets out to reframe the why, how, and what of assessment practice in coach education and development programmes. The implications of this are discussed, with reference to task design, lifelong learning, and stakeholder roles and responsibilities
An Integrative Framework for Assessment in Coach Education and Development
No full textThis chapter focuses on the findings from a research project with the English Football Association (FA), exploring how coaches reasoned with and responded to project-based assessment as a feature of the FA Level 3 (UEFA B) in coaching football programme. The purpose of this chapter is to propose three principles of assessment, which if considered have the potential to drive positive outcomes through coach education and development programmes. First, the ways in which coaches engage with success criteria and develop an accurate view of what good looks like are suggested to be important. Next, navigating sophisticated approaches to assessment requires sophisticated skills and capabilities. Coach education and development programmes are encouraged to focus not just on what the coach should know and understand, but also on the skills necessary to demonstrate that knowledge and understanding. Finally, the importance of coaches’ networks of support is stressed, with specific reference to collaboration as a key feature of efficacious assessment experiences. The integrative nature of these principles is illustrated in a framework, intended to be useful to coach education and development programme designers and deliverers
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
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