1,720,952 research outputs found
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
To communicate learning and assessment. The importance of an effective dialogue between teachers, parents, and learners
No full textreservedNell’attuale contesto scolastico è sempre maggiore l’esigenza di realizzare un’alleanza educativa significativa tra la scuola e la famiglia, che promuova una fattiva collaborazione tra le due agenzie. La famiglia riveste un ruolo fondamentale nello sviluppo della persona e viene riconosciuta come luogo primario di educazione. L’educazione è un compito che spetta altresì alla scuola, le cui funzioni sono quelle di educare ed istruire le nuove generazioni. Entrambe, dunque, rappresentano realtà indispensabili per lo sviluppo del bambino. La prospettiva ecologica di Bronfenbrenner (1979, 2005), riferimento ineludibile nell’ambito della psicologia dello sviluppo, individua sei diversi ambienti caratterizzanti l’ecosistema in cui un individuo cresce e considera lo sviluppo umano il frutto delle dinamiche interazioni tra questi ambienti. Secondo l’autore, maggiore è la connessione tra i diversi contesti, maggiore sarà, per il bambino, la possibilità di raggiungere il successo scolastico. Scuola e famiglia sono, dunque, chiamate a collaborare per rispondere insieme ai bisogni del bambino, mediante azioni e pratiche coerenti, riconoscendo il ruolo attivo dell’alunno nel proprio percorso di apprendimento. Secondo Joyce Epstein (1995) la scuola dovrebbe essere intesa come una learning community, composta da docenti, alunni, famiglie e comunità, che insieme collaborano al fine di migliorare e aumentare le opportunità di apprendimento e crescita dei ragazzi. La sociologa sottolinea, perciò, l’importanza del coinvolgimento delle famiglie nelle azioni intraprese dall’istituzione scolastica. In questo agire la comunicazione si configura come elemento di forza indispensabile per arricchire la relazione educativa di un significato profondo. Al giorno d’oggi, però, il rapporto tra le due agenzie educative appare sempre più delicato, evidenziando alcune difficoltà nella realizzazione di un rapporto di collaborazione efficiente. Luigi Pati (2019) afferma quanto, invece, sia urgente e necessario l’incontro tra l’istituzione scolastica e la famiglia, sollecitando la realizzazione di un rapporto interistituzionale basato sull’alleanza educativa e la collaborazione. Al fine di indagare e analizzare le modalità di comunicazione, condivisione e coinvolgimento tra gli attori della comunità scolastica è stata condotta una ricerca in alcune scuole primarie presenti nel territorio della regione Veneto. Mediante un questionario rivolto agli insegnanti e uno rivolto ai genitori, sono state indagate le opinioni di ciascuna categoria. In seguito, sono stati condotti dei mini focus group nei quali sono stati coinvolti gli alunni. La ricerca, condotta in collaborazione con la collega Gloria Peretto, aveva in sé la volontà di: 1. identificare le modalità di coinvolgimento e partecipazione delle famiglie ai processi di insegnamento-apprendimento; 2. comprendere la qualità della comunicazione didattica tra docenti, genitori e alunni; 3. migliorare la comunicazione didattica individuando strategie efficaci al fine di promuovere il benessere di tutte le componenti in gioco e favorire il successo formativo di tutti gli alunni. L’analisi dei dati ha permesso di comprendere i differenti punti di vista dei tre attori appartenenti alla comunità scolastica, rilevando alcune criticità e individuando possibili strategie di miglioramento. Dai dati raccolti è possibile osservare, da parte della scuola, un coinvolgimento perlopiù passivo dei genitori. La realizzazione di un’alleanza educativa significativa è un obiettivo ambizioso, che richiede maggiore concretezza nelle pratiche attuate dalle istituzioni scolastiche. La base da cui partire per compiere azioni trasformative si ravvisa nella comunicazione didattica. Migliorare la comunicazione significa tendere all’ascolto e alla considerazione delle opinioni altrui, condividendo informazioni utili in maniera costante, continua e nell’ottica della trasparenza.In the current school context, there is a growing need to achieve a meaningful educational alliance between the school and the family that promotes effective collaboration between the two agencies. The family plays a fundamental role in the development of the individual and is recognized as the primary place of education. Education is also the task of the school, whose functions are to educate and instruct the new generations. Both, therefore, represent indispensable realities for the development of the child. Bronfenbrenner's (1979, 2005) ecological perspective, an inescapable reference in the field of developmental psychology, identifies six different environments characterizing the ecosystem in which an individual grows up and considers human development to be the fruit of the dynamic interactions between these environments. According to the author, the greater the connection between the different contexts, the greater will be, for the child, the possibility of achieving academic success. School and family are, therefore, called to work together to meet the child's needs through consistent actions and practices, recognizing the pupil's active role in his or her own learning journey. According to Joyce Epstein (1995), the school should be understood as a learning community, composed of teachers, pupils, families and the community, working together in order to improve and increase children's opportunities for learning and growth. Therefore, the sociologist stresses the importance of family involvement in the actions taken by the educational institution. In this action, communication is configured as an indispensable element of strength to enrich the educational relationship with deep meaning. Nowadays, however, the relationship between the two educational agencies appears increasingly delicate, highlighting some difficulties in the realization of an efficient collaborative relationship. Luigi Pati (2019) states how urgent and necessary the meeting between the educational institution and the family is, instead, urging the realization of an inter-institutional relationship based on educational alliance and collaboration. In order to investigate and analyze the ways of communication, sharing and involvement between the actors of the school community, a research was conducted in some elementary school in the territory of the Veneto region. By means of a questionnaire addressed to teachers and one addressed to parents, the opinions of each category were investigated. Subsequently, mini focus groups were conducted in which pupils were involved. The research, conducted in collaboration with colleague Gloria Peretto, had in itself the desire to: 1. identify the ways in which families are involved and participate in teaching-learning processes; 2. understand the quality of teaching communication between teachers, parents and pupils; 3. improve educational communication by identifying effective strategies in order to promote the well-being of all components involved and foster the educational success of all pupils. The analysis of the data made it possible to understand the different points of view of the three actors belonging to the school community, noting some critical issues and identifying possible strategies for improvement. From the data collected, it is possible to observe, on the part of the school, a mostly passive involvement of parents. The realization of a meaningful educational alliance is an ambitious goal, which requires more concreteness in the practices implemented by school institutions. The basis from which to carry out transformative actions is seen in educational communication. Improving communication means striving to listen to and consider the opinions of others, sharing useful information constantly, continuously and with a view to transparency
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
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