1,721,588 research outputs found
H.L. Mencken et la biologie
No full textPons Xavier. H.L. Mencken et la biologie. In: Caliban, n°9, 1972. pp. 105-122
Caste and castration : the personal element in Capricornia
No full textPons Xavier. Caste and castration : the personal element in Capricornia. In: Caliban, n°14, 1977. Etudes australiennes. pp. 135-147
History and Her Story : the Deconstruction and Reconstruction of the Past in J. Turner Hospital's Charades
No full textPons Xavier. History and Her Story : the Deconstruction and Reconstruction of the Past in J. Turner Hospital's Charades. In: Caliban, n°29, 1992. L'ambiguïté. pp. 145-155
Las Naciones Unidas y el terrorismo internacional
Full text linkLibro completo en: http://www.exteriores.gob.es/Portal/es/SalaDePrensa/Multimedia/Publicaciones/Documents/2006PUB/LAS%20NACIONES%20UNIDAS%20DESDE%20ESPA%C3%91A.pd
La participación de España en las operaciones de mantenimiento de la paz de las Naciones Unidas: balance y perspectivas
Full text linkLibro completo en: http://www.exteriores.gob.es/Portal/es/SalaDePrensa/Multimedia/Publicaciones/Documents/2006PUB/LAS%20NACIONES%20UNIDAS%20DESDE%20ESPA%C3%91A.pd
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
L’école dans les médias
No full textComment l’école est-elle abordée dans les médias ? Existe-t-il des différences entre le fonctionnement effectif des institutions scolaires (« l’école réelle ») et la façon dont les médias en rendent compte (« l’école médiatisée ») ? Quels sont les enjeux et les conséquences de cette médiatisation, ses effets sur le débat public et ses implications pour les acteurs de l’éducation ? Huit auteurs, chercheurs et journalistes, analysent les caractéristiques de la production médiatique portant sur l’école dans leurs pays respectifs : Allemagne, Angleterre, Australie, Belgique, Canada, États-Unis, France, Sénégal. Ce numéro 66 de la Revue internationale d'éducation de Sèvres propose d’aborder ces questions dans une perspective comparatiste inédite. Ils pointent notamment l’importance prise, dans leur pays, par les sujets "prêts-à-publier" et montrent que leur politisation est souvent un préalable à leur médiatisation. Un certain processus de réduction des enjeux – qui peut passer par une dramatisation – se met en place, qui tend à identifier les causes des problèmes observés dans les comportements individuels des acteurs davantage que dans des logiques de système. Les contributions rassemblées dans ce volume révèlent aussi que la médiatisation peut permettre d'élargir le débat public à de nouveaux questionnements. Ainsi en va-t-il du succès médiatique des palmarès et classements tels que PISA, qui tout à la fois révèle les attentes relatives à la qualité des systèmes éducatifs, alimente les discours alarmistes sur la crise de l’enseignement, et ouvre de nouveaux champs de recherche. L'approche comparative se révèle ici utile pour mettre en lumière la relation complexe, variable selon les contextes locaux, entre une politique publique et sa médiatisation. Un numéro coordonné par Xavier Pons How is school presented in the media? Are there differences between how schools actually function (“the real school”) and how the media report on them (“the mediatised school”)? What are the issues and consequences of this media coverage, its effects on public debate and its implications for educational actors? Eight authors – researchers and journalists – analyse the characteristics of media output on schools in their respective countries: Australia, Belgium, Canada, England, France, Germany, Senegal and the United States. Issue 66 of the Revue internationale d’éducation de Sèvres offers an stimulating comparative approach to these questions. The authors highlight the importance assumed by “ready-to-publish” stories in their countries and show that the politicisation of stories is often a prerequisite for their coverage in the media. An ongoing reductionist approach to the issues – which can sometimes take the form of sensationalism – is in evidence, and tends to identify the causes of observed problems in the individual behaviours of actors rather than in systemic terms. The contributions to this issue reveal that media coverage can expand the public debate to encompass new questions. So it is with the media success of prize lists and rankings such as PISA, which simultaneously reveals expectations related to the quality of education systems, feeds into alarmist discourses on the teaching crisis and opens up new areas of research. A comparative approach proves useful here in highlighting the complex relationship, varying depending on local contexts, between public policy and media coverage. Issue coordinated by Xavier Pons ¿Cuál es el tratamiento reservado a la Escuela en los medios de comunicación? ¿Existen diferencias entre el funcionamiento efectivo de las instituciones escolares («la escuela real») y la manera con la que los medios de comunicación dan cuenta de ella («la escuela mediatizada»)? ¿Cuáles son los retos y las consecuencias de esta mediatización, sus efectos sobre el debate público y sus implicaciones para los actores de la educación? Ocho autores, investigadores y periodistas analizan las características de la producción mediática en torno a la Escuela en sus países respectivos : Alemania, Inglaterra, Australia, Bélgica, Canadá, Estados Unidos, Francia y Senegal. Este número 66 de la Revista internacional de educación de Sèvres propone abordar estos temas desde una perspectiva comparatista inédita. Destacan en particular la importancia tomada, en sus países, por los temas «listos para publicación» y muestran que su politización es a menudo una dimensión previa a su mediatización. Un determinado proceso de reducción de los desafíos —que puede pasar por una dramatización— se instaura y tiende a identificar las causas de los problemas observados más en los comportamientos individuales de los actores que en las lógicas de sistema. Las contribuciones recogidas en el presente volumen revelan también que la mediatización puede ensanchar el debate público hacia nuevos cuestionamientos. Es precisamente el caso del éxito mediático de las clasificaciones como PISA que conjuntamente muestran las esperas relativas a la calidad de los sistemas educativos, alimenta los discursos alarmistas sobre la crisis de la enseñanza y abren nuevos campos de investigación. La aproximación comparatista resulta ser útil en este tema para poner en evidencia la relación compleja, variable según los contextos locales, entre una política pública y su mediatización. Un número coordinado por Xavier Pons
- …
