323,013 research outputs found
PATHER and GPS Together to Improve Transport Efficiency
No full text[EN] The new PATHER system becomes the perfect partner of GPS,
so that the user gets a real positioning system when this is needed. This also includes
positioning inside buildings. PATHER is based on Techno-accessibility and takes the
concept of transport a step ahead, until developing a set of actions and providing services, in
order to increase user information.
Using this system provides each individual the opportunity to feel confident and
independent, regardless of their physical condition, because the system is able to act in many
situations providing the user information necessary for optimal transportPabón Dueñas, A.; Vera López, JA.; Liñán Ruiz, RJ.; Merino Córdoba, S. (2016). PATHER and GPS Together to Improve Transport Efficiency. En XII Congreso de ingeniería del transporte. 7, 8 y 9 de Junio, Valencia (España). Editorial Universitat Politècnica de València. 2275-2283. https://doi.org/10.4995/CIT2016.2015.4103OCS2275228
Diffusive author(s), cohesive author: Analysis of S/N (1994)
No full textThis study indicates the ways in which various aspects of the author(s) are brought forth in Dumb type’s performance art, the S/N production. Previous research has suggested a non-hierarchical organization of Dumb type and the absence of a “privileged author” in Dumb type’s collaborative work, S/N. However, the results that I have investigated from member’s interviews on the creative process of S/N along with my analysis of the recorded images of S/N, indicate a different aspect of the author(s). First, S/N was created through, so to speak, the collective ideas of the members of Dumb type. Further, S/N has at least nine quotations from previous performances, installations, and printed writings, besides the work-in-progress technique. Explicating one of the “author functions” as given by Michel Foucault, each text has plural subjects of the author. However, it has been revealed from members’ interviews that Teiji Furuhashi had a decision-making role in selecting the members’ ideas within the performance. Since then, S/N has had plural subjects of creation; however, Furuhashi is one of the subjects of creation along with the “privileged author.” S/N has plural authors (diffusive authors) yet at the same time, it has a “privileged author,” Teiji Furuhashi (cohesive author)
Activity Theory as a lens to examine pre-service teachers’ perceptions of learning and teaching of Mathematics within an intervention programme
No full textPather,S. (2012). "Activity Theory as a lens to examine pre-service teachers’
perceptions of learning and teaching of Mathematics within an
intervention programme". - The definitive, peer-reviewed and edited version of this article is published in African Journal of Research in MST Education, Volume 16 (2) 2012, pp. 253–267This study was prompted by concerns around mathematics teaching and learning in the South
African education system. Contributory factors to this situation are the lack of competent
mathematics teachers in the classroom and mathematics at-risk students entering teacher
education programmes. This paper reports on how a mathematics intervention programme
(MIP) assisted in shaping at-risk student teachers’ perceptions of their learning and teaching of
mathematics. Activity Theory (AT) is used as a theoretical lens for examining these students’
perceptions. Qualitative data were collected using in-depth interviews with 12 students and their
written and graphical reflections of their experiences in the MIP. The results confirm that the
students’ perceptions of their learning and teaching of mathematics had changed. Furthermore
the study provides evidence that strategically planned interventions to deal with historically
imbalances can and do work. The study concludes that the MIP had a positive effect on the
students with regard to improving their attitudes and level of confidence in learning and teaching
mathematics
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
Activity Theory as a lens to examine pre-service teachers’ perceptions of learning and teaching of Mathematics within an intervention programme
No full textPather,S. (2012). "Activity Theory as a lens to examine pre-service teachers’
perceptions of learning and teaching of Mathematics within an
intervention programme". - The definitive, peer-reviewed and edited version of this article is published in African Journal of Research in MST Education, Volume 16 (2) 2012, pp. 253–267This study was prompted by concerns around mathematics teaching and learning in the South
African education system. Contributory factors to this situation are the lack of competent
mathematics teachers in the classroom and mathematics at-risk students entering teacher
education programmes. This paper reports on how a mathematics intervention programme
(MIP) assisted in shaping at-risk student teachers’ perceptions of their learning and teaching of
mathematics. Activity Theory (AT) is used as a theoretical lens for examining these students’
perceptions. Qualitative data were collected using in-depth interviews with 12 students and their
written and graphical reflections of their experiences in the MIP. The results confirm that the
students’ perceptions of their learning and teaching of mathematics had changed. Furthermore
the study provides evidence that strategically planned interventions to deal with historically
imbalances can and do work. The study concludes that the MIP had a positive effect on the
students with regard to improving their attitudes and level of confidence in learning and teaching
mathematics
Corrigendum: SARS-CoV-2 Omicron variants: burden of disease, impact on vaccine effectiveness and need for variant-adapted vaccines
No full textA Corrigendum on SARS-CoV-2 Omicron variants: burden of disease, impact on vaccine effectiveness and need for variant-adapted vaccines by Pather S, Madhi SA, Cowling BJ, Moss P, Kamil JP, Ciesek S, Muik A and Türeci Ö (2023). . 14:1130539. doi: 10.3389/fimmu.2023.113053
Dispelling the Myths Behind First-author Citation Counts
No full textWe 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
Author's address:
No full textCan archives of audiovisual TV interviews be used to make authors more visible to students, and thereby reduce the learning gap between native and non-native language speakers in college classes? We examined students in a college course who learned about one scholar's ideas through watching an audiovisual TV interview (i.e., visible author format) and about another scholar's ideas through reading a formal text description (i.e., invisible author format). For the invisible author, native language speakers scored significantly higher than the non-native language speakers on a corresponding exam question (i.e., a cognitive measure), generated more words on the exam question (i.e., a motivational measure), and mentioned the author's name more often in answering the exam question (i.e., an affective measure). For the visible author, the groups did not differ on any of these measures. These findings provide evidence for the idea that making the author visible through audiovisual TV interviews can eliminate the learning gap between native and non-native language speakers. 3 Universities around the world serve students who are non-native speakers of th
The vanishing author in computer-generated works: a critical analysis of recent Australian case law
No full textAbstract
The use of software is ubiquitous in the creation of many copyright works, yet the requirement in copyright law that every work have a human author who engages in independent intellectual effort means that its use may prevent copyright subsistence. Several recent Australian cases have refocused attention on authorship as an essential criterion of copyright subsistence, and these cases suggest that much computer-produced output may be authorless and thus lack copyright protection. This article, the first in a two-part series, analyses how each case deals with the question of authorship of computer-produced works and why the use of software diminishes copyright protection for a significant number of computer-generated works. The article critiques the application of conventional notions of human authorship developed in the pre-computer age to modern productions and suggests alternative approaches to authorship that satisfy both the major objectives of copyright policy and the need to adapt to the computer age. The article argues that, without a broader judicial approach to authorship of computer-generated works, Parliament must remedy the lacuna in protection for these ‘authorless’ works. Possible solutions for reform are suggested. In a forthcoming article, the author comprehensively examines those reform proposals
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