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Capacity Building Through Cross Cultural Skills Among Engineering Graduates of India: A Case Study of Cross Cultural Skills Course at BITS Pilani
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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
Integration of Web based Interactive and Multimedia Learning Materials for Off-Campus Students: A Case Study
No full textभोपाल जिले के शिक्षक शिक्षा महाविद्यालयों में कार्यरत शिक्षकों में दायित्व बोध एवं नवाचार के प्रति जागरूकता का अध्ययन. (A Study on the Sense of Responsibility and Awareness Towards Innovation among Teachers in Teacher Education Colleges in Bhopal District)
No full textप्रस्तुत अध्ययन का उद्देश्य भोपाल जिले में स्थित राष्ट्रीय अध्यापक परिषद द्वारा वर्ष 2024 में संचालित शिक्षक शिक्षा महाविद्यालयों में कार्यरत शिक्षकों में दायित्व बोध एवं नवाचार के प्रति जागरूकता का अध्ययन करना था। जिसके लिए चार उद्देश्यों का निर्माण किया गया उन उद्देश्यों की पूर्ति के लिए शोधार्थी ने कल 150 उत्तरदाताओं का चयन संभाव्य न्यादर्श विधि द्वारा किया। जिनमें से 100 महिलाएं एवं 50 पुरुषों का चयन उत्तरदाताओं के रूप में किया, और 20 प्रश्नों की एक प्रश्नावली का निर्माण आंकड़ों के संकलन के लिए किया। अध्ययन में यह पाया गया कि जिन शिक्षकों में अपने दायित्वों के प्रति सजगता अधिक थी, वे अपने शिक्षण में नवाचार अपनाने के प्रति अधिक इच्छुक थे। शोध से यह भी स्पष्ट हुआ कि सीमित संसाधन नवाचारों को पूरी तरह अपनाने में बाधक हैं, लेकिन शिक्षकों ने डिजिटल तकनीक और सक्रिय शिक्षण विधियों को अपने शिक्षण में शामिल करने की आवश्यकता को पहचाना। निष्कर्षों से यह संकेत मिलता है कि शिक्षकों की जिम्मेदारी और नवाचार आपस में गहराई से जुड़े हुए हैं और इनका प्रभाव शिक्षण की गुणवत्ता और छात्रों की सहभागिता पर पड़ता है।
The purpose of the present study was to examine the sense of responsibility and awareness toward innovation among teachers working in teacher education colleges operated by the National Council for Teacher Education in the Bhopal district in the year 2024. For this, four objectives were formulated, and to fulfill those objectives, the researcher selected 150 respondents through the probable sampling method. Among them, 100 women and 50 men were chosen as respondents, and a questionnaire of 20 questions was developed for data collection. The study found that teachers who were more aware of their responsibilities were more inclined to adopt innovations in their teaching. The research also revealed that limited resources are a hindrance to fully embracing innovations, but teachers recognized the need to incorporate digital technology and active teaching methods in their instruction. The conclusions indicate that responsibility and innovation among teachers are deeply interconnected, and they have a significant impact on the quality of teaching and student engagement
Variations on the Author
Get PDF“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
EMPOWERING NEURODIVERGENT LEARNERS IN INCLUSIVE CLASSROOMS: A CULTURALLY RESPONSIVE TEACHING (CRT) PERSPECTIVE: Received:15January2025, Revised:20March2025,14April2025, Accepted:29May2025, DateofPublication:21July2025
No full textThe global commitment to inclusive education under the United Nations Sustainable Development Goal (SDG 4) aims to accommodate the diverse learning needs of neurodivergent learners comprehensively. Conventional teaching methods often underserved the unique learning requirements of neurodivergent learners, such as those with dyslexia. The study examines the impact of Culturally Responsive Teaching (CRT) as an instructional approach, emphasizing the use of culturally relevant learning materials, differentiated and flexible instruction, visual cues, and social emotional learning (SEL) interventions on the academic, behavioral, and social-emotional development of dyslexic learners. Employing a qualitative research design, the study draws on data from classroom observations and semi-structured interviews with teachers and parents to explore how CRT strategies influence learner development. The findings underscore the positive impact of the aforementioned CRT strategies on academic achievements, confidence-building, learner engagement, peer relationships, and socio-emotional growth among dyslexic learners. The implications of the study extend to linking CRT strategies with the broader goals of SDG 4, promoting an equitable and inclusive educational landscape empowering dyslexic learners
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe 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
IMPARTING DIGITAL TRAINING TO LANGUAGE TEACHERS ON PLANNING AND USING ONLINE WRITING TUTORIALS IN CLASSROOMS
No full textEMPOWERING NEURODIVERGENT LEARNERS IN INCLUSIVE CLASSROOMS: A CULTURALLY RESPONSIVE TEACHING (CRT) PERSPECTIVE
Get PDFThe global commitment to inclusive education under the United Nations Sustainable Development Goal (SDG 4) aims to accommodate the diverse learning needs of neurodivergent learners comprehensively.Conventional teaching methods often underserve the unique learning requirements of neurodivergent learners, such as those with Dyslexia, Autism, and Adult Attention-Deficit/Hyperactivity Disorder (ADHD). The study examines the impact of Culturally Responsive Teaching (CRT) as an instructional approach, emphasizing – the use of culturally relevant learning materials, differentiated and flexible instruction, visual cues, and social-emotional learning (SEL) interventions on the academic, behavioral, and social-emotional development of neurodivergent learners. Using a mixed-methods approach, the study combines qualitative data from classroom observations, semi-structured interviews with teachers and parents, and quantitative data analysis to establish the correlation between learner’s academic performance and the CRT strategies. The findings underscore the positive impact of the aforementioned CRT strategies on the academic achievements, confidence-building, learner engagement, peer relationships, and socio-emotional development of neurodivergent learners.The implications of the study extend to linking CRT strategies with the broader goals of SDG 4, promoting an equitable and inclusive educational landscape empowering neurodivergen learners
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