262,184 research outputs found
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
Protecting Animals 36: Author Witi Ihimaera
No full textIn this very special episode of Knowing Animals I am joined by beloved New Zealand author Witi Ihimaera. Witi has written many books featuring nonhuman animals. He offers us a non-colonial lens through which to think about the human/nonhuman relationship
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
Sammenhengen mellom seksuell trakassering og depressive symptomer blant jenter på ungdomsskolen og i videregående skole : resultater fra tverrsnittstudien Ung i Oslo 2018
No full textHensikt: Hensikten med denne studien var å beskrive forekomsten av seksuell trakassering blant jenter på ungdomsskolen og i videregående skole, samt undersøke hvordan denne forekomsten fordelte seg etter klassetrinn, sosioøkonomisk status (SØS) og landbakgrunn. Videre ville vi undersøke om det var en sammenheng mellom seksuell trakassering og depressive symptomer, og om sterke sosiale relasjoner hadde en betydning for denne sammenhengen.
Metode: Utvalget besto av jenter fra ungdomsskolen og videregående skole (13 til 19 år) som deltok i tverrsnittsundersøkelsen Ung i Oslo 2018 (n=11 634). Informasjon om selvrapportert seksuell trakassering, depressive symptomer, demografi og sosiale relasjoner til foreldre, venner og skole ble innhentet fra ungdommene. Kji-kvadrattester, variansanalyse og logistisk regresjon ble benyttet for å utforske forekomst av seksuell trakassering og sammenhenger tilknyttet depressive symptomer.
Resultat: Totalt rapporterte 36 % av jentene at de hadde vært utsatt for ulike former for seksuell trakassering minst én gang de siste tolv månedene. Hyppigst forekommende var verbal seksuell trakassering, etterfulgt av beføling og ryktespredning. Seksuell trakassering var økende på ungdomsskolen og stabilt gjennom videregående. Det hadde ingen sammenheng med SØS og det var noen flere jenter med norsk bakgrunn som hadde vært utsatt for seksuell trakassering. Resultater fra logistisk regresjonsanalyse viste at jenter som hadde vært utsatt for seksuell trakassering hadde tre ganger større odds for å rapportere om et høyt nivå av depressive symptomer sammenlignet med jenter som ikke hadde vært utsatt for seksuell trakassering. Sterke sosiale relasjoner til foreldre, venner og skole reduserte noe av denne sammenhengen.
Konklusjon: Våre funn viser at seksuell trakassering er et utbredt fenomen blant jenter på ungdomsskolen og i videregående skole og belyser seksuell trakassering blant unge jenter som et samfunnsproblem. Fra et forebyggende perspektiv er det viktig å øke bevisstheten rundt seksuell trakassering og hva det potensielt kan føre til. Resultatene i vår studie markerer et behov for tiltak og intervensjoner. Det bør iverksettes strategier innen folkehelsepolitikken som først og fremst fokuserer på å redusere seksuell trakassering, men som også fokuserer på å fremme støttende relasjoner mellom ungdom og foreldre, venner og skole
Læreplananalyse av norsk og kanadisk læreplan i naturfag
Get PDFCanada og Norge er land med ulike styringsdokumenter for utdanningssystemene sine. Canada bruker curriculum som er en mer omfattende og detaljert læreplan enn den vi bruker i Norge. Dette fører til at det er mange ulikheter, men også noen likheter mellom disse to typene dokumenter.
Problemstillingen som skal besvares i denne oppgaven er: «Hvilke likheter og ulikheter finnes det mellom Canadas Curriculum i naturfag og den Norske læreplanen i naturfag samt fagfornyelsen?». Metoden som blir brukt er dokumentanalyse. Dokumentene som ble analysert var The Ontario Curriculum of Science and Technology og Norsk læreplan i naturfag.
De største ulikhetene mellom de to dokumentene er hvor omfattende og detaljerte de er. Canadas curriculum er et stort dokument som tar for seg læringsmålene på en detaljert måte og som samtidig tar for seg mye informasjon om undervisning. Den norske læreplanen inneholder stort sett hva som skal undervises, med åpne kompetansemål. Noen av de likhetene som ble funnet er at begge dokumentene har hovedområder som går igjen gjennom hele grunnopplæringen, og at urbefolkningen er inkludert i læringsmålene.
Underveis i analysen ble jeg oppmerksom på at fagfornyelsen kan føre til flere likheter mellom Canadas og Norges læreplaner. I dag gjennomgår Norge en fagfornyelse, som muligens vil bringe oss noe nærmere Canadas curriculum. Dette på grunn av Canadas big ideas, og de kjerneelementene som skal innføres i alle fag i Norge. Dette ble derfor et fokuspunkt underveis i analysen.Canada and Norway are countries with very different management documents for their education systems. Canada uses the curriculum which is a more comprehensive and detailed curriculum than the one we use in Norway. This causes many differences, but also some similarities between these two types of documents.
The issue to be answered in this thesis is: "What are the similarities and differences between Canada's curriculum in science and the Norwegian curriculum in science and renewal of the curriculum?". The method used is document analysis. The documents analyzed were The Ontario Curriculum of Science and Technology and the Norwegian curriculum in science.
The biggest differences between the two documents is how extensive and detailed they are. Canada's curriculum is a large document that addresses the learning objectives in a detailed manner, and at the same time deals with some information on teaching. The Norwegian curriculum largely contains what is to be taught, with open goals. Some of the similarities that have been found are that both documents have main areas that go through the entire primary education, and that the indigenous people are included in the learning goals.
During the analysis, I became aware that the renewal of the program in Norway may lead to more similarities between Canada and Norway's curricula. Today, Norway is undergoing a renewal, which may bring us closer to Canada's curriculum. This is because of Canada’s big ideas, and the core elements to be introduced in all subjects in Norway. This therefore became a focus point during the analysis
Læreplananalyse av norsk og kanadisk læreplan i naturfag
No full textCanada og Norge er land med ulike styringsdokumenter for utdanningssystemene sine. Canada bruker curriculum som er en mer omfattende og detaljert læreplan enn den vi bruker i Norge. Dette fører til at det er mange ulikheter, men også noen likheter mellom disse to typene dokumenter.
Problemstillingen som skal besvares i denne oppgaven er: «Hvilke likheter og ulikheter finnes det mellom Canadas Curriculum i naturfag og den Norske læreplanen i naturfag samt fagfornyelsen?». Metoden som blir brukt er dokumentanalyse. Dokumentene som ble analysert var The Ontario Curriculum of Science and Technology og Norsk læreplan i naturfag.
De største ulikhetene mellom de to dokumentene er hvor omfattende og detaljerte de er. Canadas curriculum er et stort dokument som tar for seg læringsmålene på en detaljert måte og som samtidig tar for seg mye informasjon om undervisning. Den norske læreplanen inneholder stort sett hva som skal undervises, med åpne kompetansemål. Noen av de likhetene som ble funnet er at begge dokumentene har hovedområder som går igjen gjennom hele grunnopplæringen, og at urbefolkningen er inkludert i læringsmålene.
Underveis i analysen ble jeg oppmerksom på at fagfornyelsen kan føre til flere likheter mellom Canadas og Norges læreplaner. I dag gjennomgår Norge en fagfornyelse, som muligens vil bringe oss noe nærmere Canadas curriculum. Dette på grunn av Canadas big ideas, og de kjerneelementene som skal innføres i alle fag i Norge. Dette ble derfor et fokuspunkt underveis i analysen
Author in Essay by I. A. Goncharov “Pepiniere”
Get PDFFeatures of the embodiment of the author’s position in the essay by I. A. Goncharov “Pepiniere” are considered. The relevance of the study is due to the poorly studied poetics of this work. A review of the scientific literature on relevant topics is performed. Methodological and theoretical definitions are given. The scientific novelty of the article is in the fact that for the first time attention is paid to artistic techniques that allow to identify the author's position in the specified literary text. The author of the article grounds her opinion from the fact that, despite the dominance of the subjective point of view, other characters’ views stand out in the work. It is concluded in the study that the text of the work represents a biographical author and author-creator. It was established that the position of the author-creator is expressed through the title, epigraphs, which are quotes, as well as through different points of view, including the author-character, the author-narrator, the characters of the work. The author of the article dwells in detail on different ways of expressing the points of view of the author-character and the author-narrator. It is proved that the point of view of the author-character and the author-narrator can intersect, they are interchanged. The author's development of the term comic “point of view” is presented in the article
Espai i identitat en l'obra de Jordi Pere Cerdà. Una geografia literària cerdaniana
Get PDFL'obra de l'autor nord-català Jordi Pere Cerdà (1920-2011) teixeix una cartografia literària que abasta tota dimensió espacial -real, imaginada i ficcional. Les prospeccions que assagen els seus texts es fonen en el medi natural i rural, canten a l'amor, als veïns i als éssers fantàstics del folklore català, es comprometen amb els refugiats encarant-se a tota frontera i, també, a tot abisme interior i exterior que oprimesca l'ésser. El mapatge cognitiu i literari que crea Cerdà sobrepassa qualsevol obstacle per construir espais oberts i possibles, en comunió amb l'altre. Partint d'una aproximació teòrica geocrítica, aquest treball d'investigació aprofundeix en diverses nocions sobre l'espacialitat lligades a un context convuls, ple de transformacions a nivell socioeconòmic, polític, cultural i lingüístic, el qual determinarà la vida d'un autor i d'un territori transfronterer com el de la Cerdanya i la Catalunya del Nord. En definitiva, la rica experiència vital de Jordi Pere Cerdà ens permet reflexionar sobre les relacions que vulguem establir entre els individus i amb el nostre hàbitat natural i cultural, a fi d'esdevenir membres actius que participen de la transformació dels espais que configuren les nostres identitats.The work of the North Catalan author Jordi Pere Cerdà (1920-2011) weaves a literary cartography which reaches all spatial dimensions -real, imagined and fictional. The prospections proved by their texts merge with the natural and rural environment, sing to love, neighbours and the fantastic beings of the Catalan folklore. Such prospections also commit themselves with the refugees facing every frontier and, also, facing all interior and exterior abyss that oppresses the being. The cognitive and literary mapping created by Cerdà overcomes any obstacle to construct opened and possible spaces, in communion with the other. Based on the theoretical approach called geocriticism, this research study delves into various notions about spatiality linked to a convulsive context, full of transformations at a socioeconomic, political, cultural and linguistic level; these transformations will determine the life of an author and a cross-border territory such as Cerdagne and Northern Catalonia. In short, the rich experience of Jordi Pere Cerdà allows us to reflect on the relationships we want to establish between individuals, as well as between human groups and our natural and cultural habitat, in order to become active members that participate in the transformation of the spaces that make up our identities.Programa de Doctorat en Llengües Aplicades, Literatura i Traducci
Els llibres d'il·lustració infantil i juvenil en l'Educació Artística. Un cas concret a partir de l’autora Olga de Dios
Get PDFTreball Final de Grau en Mestre o Mestra d'Educació Primària (Pla de 2018). Codi: MP1840. Curs acadèmic: 2021/2022El treball de fi de grau que aneu a veure a continuació, és un projecte que consisteix en com es poden
treballar a les aules de primària els llibres de l’autora i il·lustradora Olga de Dios. Tractant de treballar
el llibre com a objecte artístic a nivell elemental. A més, de presentar a l’autora i il·lustradora, donarla a conèixer i veure els valors que transmet, també llegiríem quatre de les seues obres a l’aula com
són: “Leotolda”, “En familia”, “Rana de Tres Ojos”, i “Pájaro Amarillo”. Tot açò sumat a la
realització d’un quadern de classe on es colorejaria alguns dels seus personatges de les obres seguint
pautes a nivell curricular. Realitzaríem també una eixida a la biblioteca municipal, on a banda de
rebre una educació no formal, ens facilitaria una mica el fet d’endinsar-nos al món de la il·lustració
infantil, on allí dins, el professional encarregat ens guiarà pels llibres que hi haurà a la biblioteca. I,
per a concloure, elaboraríem un llibre creat per l’alumnat on seguint unes pautes establertes per Olga
de Dios al seu llibre “Leotolda” buscaríem fer una retroalimentació intentant contactar amb ella.
D’aquesta manera tancaríem el cicle que vam començar donant-la a conèixer com a escriptora i
il·lustradora, i exploraríem on està el límit de la creativitat del propi alumnat.The final degree project you are going to see below is a project that looks at how books by author and
illustrator Olga de Dios can be worked on in primary school classrooms. Considering the book as an
artistic object at an elementary level. Besides presenting the author and illustrator, introducing her,
and seeing the values she transmits, we would also read four of her works in the classroom, such as:
"Leotolda”, "In the family", "Three-Eyed Frog", and "Yellow Bird.". All this, in addition to the
creation of a class notebook in which some of his characters from her work would be colored
following guidelines at the curricular level. We would also go out to the local library, where in
addition to receiving a non-formal education, it would make it a little easier for us to enter the world
of children's illustration, where inside, the professional in charge will guide us through the books
which will be in the library. And, to conclude, we would make a book created by the students, where
following some guidelines established by Olga de Dios in her book "Leotolda" we would look for
feedback by trying to contact her. In this way, we would close the cycle that we started by presenting
her as an author and illustrator, and we would explore where the limit of creativity of the students
themselves is
The construction of Karen Karnak: The multi-author-function
No full textThis thesis is situated within the comparatively recent developments of Web 2.0 and the emergence of interactive WikiMedia, and explores the mode of authorship within a Read/Write culture compared to that of a Read/Only tradition. The hypothesis of this study is that the role of the audience has become merged with the author, and as such, represents new functions and attributes, distinct from a more conventional concept of authorship, in which the roles of audience and author are more separate. Read/Write and participatory culture, as defined by this study, is focused on collaboration, and includes the influences of D.I.Y. culture, Open-Source practices and the production of text by multiple authors. Multi-authorship presents a re-thinking of several concepts which support the notion of the individual author, since the focus of multi-authorship is not on attribution and ownership of a finished text, but on the continued malleability of a text. Modes of multi-authorship, demonstrated in the use of the pseudonyms Alan Smithee and Karen Eliot, represent declarative authors whose names signify multiple origins, whilst concurrently indicating a distinct body of work. The function of these names form an important context to this study, since primary research involves the construction of an experimental mode of multi-authorship utilising WikiMedia technology and the interaction of thirty nine participants, who are invited to create a body of work under the collective pseudonym Karen Karnak. The data generated by this experiment is analysed using aspects of Michel Foucault's author-function to identify and determine power structures inherent in the WikiMedia context. The interplay of power structures, including concepts such as identity, ownership and the body of work, affect the resulting mode of authorship and contribute to the construction of Karen Karnak, suggesting further areas of research into the emerging multi-author
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