1,720,958 research outputs found
Generazioni di origine straniera: nuovi paradigmi e buone pratiche di intercultura. Il progetto di scambi giovanili Macerata- Marsiglia
No full textNonostante lo studio sulle giovani generazioni di origine straniera si sia maggiormente concentrato sui temi dell’identità e dell’appartenenza oltre- ché dell’inclusione scolastica, l’attivismo sociale si rivela essere una chiave di lettura indispensabile per comprendere le nuove narrazioni e auto-rappre- sentazioni che esse condividono della propria esperienza sociale. Considera- zione che sottolinea il ruolo, reale o potenziale, svolto da questi giovani nella costruzione di società interculturali, rispetto anche al tema del razzismo, soprattutto nella sua percezione sociale e culturale. Il progetto di ricerca-a- zione Macerata-Marsiglia rappresenta in tal senso un peculiare esempio di coinvolgimento attivo di giovani di origine straniera, fornendo a riguardo una lettura interessante dei nuovi orientamenti di studio sociologico. _________________________________________________________Although sociological literature on second generations has focused more on the issue of identity as well as school inclusion, also the social activism of these young people proves to be a considerable key to understand new narratives and self-representations they share about their social experienc- es. This consideration underlines the role, real or potential, played by these generations in the creation of intercultural societies, also related to the racism issue, especially in its social and cultural perception. Considering that, the research-action project Macerata-Marseille represents a peculiar example of second generation’s involvement, providing an interesting reading of socio- logical studies on youth and young people from migrant background
L’educazione alimentare a cinque sensi nei percorsi di sviluppo e apprendimento. Il progetto Edueat
Full text linkIl presente lavoro espone i contenuti di un percorso di ricerca durato tre anni nell’ambito di un dottorato Eureka in Human Science, Curriculum Psychology, Communication and Social Science dell’Università degli Studi di Macerata. Il percorso di ricerca è stato svolto attraverso la collaborazione tra il Laboratorio delle Idee di Fabriano (di cui si parlerà più avanti), un’azienda specializzata in formazione e progettazione, e la cattedra di Psicologia dell’Educazione della Prof.sa Paola Nicolini del Dipartimento di Scienze della Formazione, dei Beni Culturali e del Turismo della stessa università.
La ricerca prende le mosse da un progetto già iniziato nei precedenti tre anni di dottorato Eureka, il progetto Edueat, che ha visto la collaborazione tra le due realtà prendere forma in un percorso di educaizone alimentare basato sulla didattica dell’uso dei sensi, le principali teorie della Psicologia dello Sviluppo e gli approcci laboratoriali ed esperienziali alla formazione e alla crescita.
Dall’intersezione fra i contenuti teorici e lo stato attuale della ricerca sul campo dell’educazione alimentare è nato un percorso educativo a più livelli, che in questa sede verrà definito come un percorso che segue un approccio a tripla e quadrupla elica, connettendo nello stesso obiettivo educativo e formativo i diversi “mondi” che abbracciano l’educazione alimentare: le bambine e i bambini, la famiglia, la scuola e non da meno anche il mondo dell’accoglienza delle famiglie e dei bambini nei pubblici esercizi.
L’obiettivo del presente lavoro è stato quello di raccogliere le esperienze qualitative realizzate nel corso dei tre anni di dottorato, per poter inquadrare le caratteristiche di quella che può essere definita un’educazione alimentare di qualità e che possa essere rivolta trasversalmente e in maniera flessibile al mondo scolastico ed extrascolastico.
La trattazione segue un filo espositivo che attraversa una prima parte dedicata alle normative che possono essere riferite all’educazione alimentare a livello scolastico e nazionale/internazional e la trattazione teorica sugli orientamenti della Psicologia dello Sviluppo connessi con l’argomento dell’educazione alimentare; nella seconda parte viene approfondito il progetto Edueat con le sue caratteristiche e la descrizione dettagliata di alcune applicazioni realizzate in diversi contesti extra scolastici, mentre la terza parte descrive la ricerca applicata nei contesti scolastici suddividendola in una indagine realizzata in 23 mense scolastiche della regione Marche e in una sperimentazione di un anno realizzata in due asili nido e due nidi di infanzia, sempre della regione.
Infine, chiude la trattazione la descrizione di uno specifico corso di formazione realizzato con l’azienda tutor del dottorato in Lombardia, nei centri della ristorazione commerciale, il quale propone delle direzioni applicative della formazione psicologia degli operatori dei pubblici esercizi come punto di partenza per una strutturazione allargata di un progetto di educazione alimentare a più livelli, dentro e fuori la scuola.
I risultati a cui giunge la tesi non sono certamente di carattere definitivo, ma guardano piuttosto alla possibilità di definire un approccio sistemico all’educazione alimentare, il quale possa includere non solo la sfera scolastica ma anche quella extrascolastica. Il filo conduttore di questo approccio sta nella considerazione dell’alimentazione come un aspetto vitale e trasversale alla crescita e all’apprendimento, delle potenzialità di apprendimento in positivo insite nella sfera ludica e nel gioco applicato al cibo, e nella necessità di definire, prioritariamente, la collaborazione e la coesistenza di responsabilità educativa da parte delle famiglie e della scuola in una visione educativa legata all’alimentazione concepita necessariamente come trasversale e multidimensionale.The present work exposes the contents of a three-year research path in the framework of an Eureka doctorate in Human Science, the Psychology Curriculum, Communication and Social Science of the University of Macerata. The research path was carried out through the collaboration between the Fabriano Laboratory of Ideas (which will be discussed later), a company specialized in training and planning, and the chair of Educational Psychology of Prof. Paola Nicolini of Department of Education, Cultural Heritage and Tourism of the same university.
The research starts from a project already started in the previous three years of the Eureka doctorate, the Edueat project, which saw the collaboration between the two realities take shape in a path of food education based on the teaching of the use of the senses, the main ones theories of Developmental Psychology and laboratory and experiential approaches to training and growth.
From the intersection between the theoretical contents and the current state of research in the field of food education, a multi-level educational path was born, which will be defined here as a path that follows a triple and quadruple helix approach, connecting in the same educational and training objective the different "worlds" that embrace nutrition education: girls and children, the family, the school and not least the world of reception of families and children in public exercises.
The objective of the present work was to collect the qualitative experiences realized during the three years of the doctorate, in order to frame the characteristics of what can be defined as a quality food education and that can be addressed transversally and flexibly to the school and extracurricular world.
The discussion follows an expository thread that runs through a first part dedicated to the regulations that can be referred to food education at school and national / international level and the theoretical discussion on the orientations of Developmental Psychology connected with the topic of food education; in the second part, the Edueat project is explored with its features and detailed description of some applications realized in different non-school contexts, while the third part describes applied research in school contexts, dividing it into a survey carried out in 23 school canteens in the Marche region and in a one-year experimentation carried out in two kindergartens and two nursery schools, also in the region.
Finally, the discussion of the description of a specific training course carried out with the PhD tutor in Lombardy, in commercial catering centers, closes the discussion, proposing the applicative directions of the psychology training of the operators of public exercises as a starting point for a extended structuring of a multi-level food education project, inside and outside the school.
The results to which the thesis reaches are certainly not definitive, but rather look at the possibility of defining a systemic approach to food education, which may include not only the scholastic sphere but also the extracurricular one. The leitmotif of this approach lies in the consideration of food as a vital and transversal aspect to growth and learning, of the positive learning potentials inherent in the playful sphere and in the game applied to food, and in the need to define, as a priority, the collaboration and coexistence of educational responsibility on the part of families and schools in an educational vision linked to food necessarily conceived as transversal and multidimensional
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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