1,720,958 research outputs found
An bhfuil éinne fós ag iarraidh freastal ar léachtaí? Tuairimí mac léinn faoi thodhchaí léachtaí in ollscoileanna in Éirinn
No full textTá léachtaí mar chuid de thraidisiún na hollscoile le breis is ocht gcéad bliain (Friesen, 2014), agus is gné lárnach den chur chuige teagaisc iad san ollscoil i nach mór chuile dhisciplín. Cé go mbíonn bealaí éagsúla ag léachtóirí chun léacht a reáchtáil, go traidisiúnta, is cineál cumarsáide aontreo a bhíonn i gceist le léachtaí, de ghnáth, ina mbíonn caint gan bhriseadh ó léachtóir agus lucht éisteachta éighníomhach (Bligh, 2000; Twigg, 1999). Sa mheánaois, d’úsáidtí léachtaí mar mhodh teagaisc coitianta, mar go mbíodh leabhair gann agus costasach (Evans, 2022). Mar sin féin, tá an léacht ar cheann de na cuir chuige is mó úsáide san ardoideachas in ainneoin theacht chun cinn teicneolaíochtaí nua agus athruithe ar oideolaíochtaí. Ach, le blianta beaga anuas tá treocht ag fás in ollscoileanna i dtreo na foghlama cumaisc agus teagasc ar an gcampas tacaithe ag Timpeallachtaí Fíorúla Foghlama (TFF), uirlisí amhail taifeadadh ar léachtaí agus córais bhainistíochta foghlama (Robson et al., 2022). Bhrostaigh an phaindéim Covid-19 luas an athraithe seo nuair a cuireadh iallach ar ollscoileanna teagasc a dhéanamh ar líne. I ndiaidh na paindéime, tá go leor Institiúidí Ardoideachais ag ceistiú arís áit na léachta ar an gcampas san oideachas Tríú Leibhéal, agus tá go leor institiúidí ag roghnú curaclaim chumaisc agus léachtaí ar líne. Go deimhin, sa ré iar-Covid, tá fianaise ann ar laghdú ar thinreamh agus ar rannpháirtíocht i léachtaí móra (Uekusa, 2023; Wyatt, 2023). Mar oideachasóirí, tá dualgas orainn inmhianaitheacht agus tairbhe léachtaí sa todhchaí a cheistiú. Chomh maith leis sin, caithfear an cheist a chur: an bhfeiceann mic léinn féin aon luach sa ghné seo dá n-oideachas?peer-reviewe
“Good Mothers” Breastfeed: Discursive Constructions of “Good Motherhood” in Infant Feeding Health Promotional Material in Ireland
No full textThis paper focuses on discursive constructions of “good motherhood” in discourses of infant feeding in contemporary health promotional material in Ireland. The study examines the multisemiotic composition of two pamphlets on breast and formula feeding, routinely given to mothers in Ireland after having a baby. These pamphlets are analysed using a model of multimodal critical discourse analysis (MCDA) in order to produce a comprehensive examination of the key discursive strategies and semiotic choices employed by the producers of these texts to influence parents’ decisions about infant feeding. The paper examines how mothers’ choices with regard to infant feeding are constrained by the positioning of breastfeeding as the optimal choice, and the discursive legitimisation of correlations between the practice of breastfeeding andthe ideal of good motherhood. It also highlights that these discursive strategies and semiotic choices are underpinned by discourses of attachment parenting, totalmotherhood and neoliberal risk culture.The paper argues that the health promotional texts which form the basis of this study, are part of a wider discourse of breastfeeding which is an ideologically infused moral discourse about what it means to be a good mother in an advanced capitalist society. It further concludes that the question of choice, which is central to so many women’s issues, is notably absent from the discourse of infant feeding, a factor that can have a strong negative impact on the wellbeing of new mothers
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
Variations on the Author
No full text“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
Language, gender and power in discourses of maternity. The discursive construction of gender identity in pregnancy advice literature in English and French
No full textThis research investigates the construction of gender identity in the discourse of pregnancy advice literature. It focuses in particular on uncovering the societal power asymmetries and hierarchies which repress and control women, and on identifying how the discourse of pregnancy advice literature operates to sustain these hierarchies. The thesis is based on a diachronic critical discourse analysis of a selected number of pregnancy advice texts in English and French, using Fairclough’s three-dimensional model of description, interpretation and explanation. The social conditions and discourse processes framing these texts are thus considered in the analysis of the lexical and grammatical patterns used to represent women and position them in relation to other social actors. The study considers firstly how discourse is used as an instrument of power and control in the positioning of pregnant women in relation to the medical institution, and subsequently investigates how women’s emotions during pregnancy, and their attitudes both to their pregnancies and to their changing bodies are constructed in the discourse of pregnancy advice literature. This research also focuses on constructions of masculinity and femininity in this discourse in order to identify how gender roles are discursively constituted. The thesis ultimately demonstrates that historical discourse patterns are being reformulated yet reproduced in contemporary pregnancy advice literature, and that control over women is maintained through the discursive subjugation of pregnant women to the authority of the medical profession and the reinforcement of traditional gender roles in this discourse. The domination of women is thus perpetuated in the discourse of pregnancy advice literature
Appropriate Similarity Measures for Author Cocitation Analysis
No full textWe 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
Does anyone still want to go to lectures? Student perceptions of the face-to-face lecture in an Irish university
No full textLectures have been part of the University tradition for centuries and remain an integral part of Higher Education in Ireland. However, in recent years the place of the lecture has been questioned, particularly in the aftermath of the COVID-19 pandemic. This study conducted amongst Arts students in the University of Galway sought to establish whether students still valued the face-to-face lecture as part of their University education, and how they felt this learning experience could be enhanced for them in the future. The study revealed a very clear desire amongst students to maintain the face-to-face lecture as a feature of their University education. The reasons cited are related overwhelmingly to the opportunities afforded by the lecture as a social space. Students expressed a strong desire to be able to interact within the large lecture but our findings also showed that students wish to be able to do this in a ‘safe' way. Tools such as the Vevox polling tool were cited as mechanisms to facilitate ‘safe’ participation in the lecture and to comfortably share their opinions and ideas. Above all, our study highlights that future research needs to focus more on developing face-to-face lecture as a safe interactive social space.peer-reviewe
The DNA of Digital Storytelling: A Case Study from a Higher Education LSP Classroom
No full text[EN] This case study is based on a digital storytelling project conducted with first year Biotechnology with French students at National University of Ireland, Galway. Working in small groups, the students created digital stories in French based on forensic cases in which DNA profiling was used. The study was conducted while they were learning about DNA forensics in their mainstream programme. This study provides a practical example of how Digital Storytelling (DST) can be integrated as a teaching and learning tool into the Language for Specific Purposes (LSP) classroom within a higher education context. It highlights the potential of DST to develop students language skills within this specialised context and facilitate the acquisition of the transferable skills needed to communicate effectively in an increasingly globalised society.Rodgers, O.; Ní Dhonnchadha, L. (2023). The DNA of Digital Storytelling: A Case Study from a Higher Education LSP Classroom. 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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
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