1,721,030 research outputs found
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
La Casa di Educazione per le fanciulle nella Novara napoleonica
No full textIl contributo si sofferma sull’istruzione femminile in età Napoleonica e in particolare sulla formazione delle fanciulle di ceto medio-alto, attraverso l’analisi del progetto di apertura di una casa di educazione per le fanciulle a Novara tra il 1811 e il 1812. Attraverso lo studio di un’originale documentazione archivistica, la ricerca si focalizza sul regolamento per il nuovo collegio, che tuttavia, nonostante l’impegno delle autorità locali e le spinte del governo, non verrà mai attuato a causa delle difficoltà economiche del comune
I recenti orientamenti sull’Educazione alla Cittadinanza: alcune “pratiche filosofiche” che viaggiano da una nuova paideia verso un modello per sviluppare competenze nei contesti locali
No full textMuovendo dall’approccio deweyano, il focus del contributo è l’importanza dell’educazione alla cittadinanza democratica (Ecd) come nesso costitutivo tra sviluppo umano, giustizia sociale e ambiente. Si soffermerà poi sul repertorio di competenze per la scuola con un’attenzione al modello di educazione sociale, emotiva, etica e accademica (SEEAE) di Cohen, e si chiude con una ricerca che si focalizza sul riconoscimento/validazione di una proposta Ecd delle competenze nei contesti locali.Building on the deweyan approach, the focus of the paper is the importance of education for democratic citizenship (Ecd) as a constitutive link between human development, social justice and the environment. It will then look at the repertoire of competencies for schooling with a focus on Cohen’s Social, Emotional, Ethical and Academic Education (SEEAE) model, and closes with research that focuses on the recognition/validation of an Ecd proposal competencies in local contexts
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
Sapienza e saggezza: linee guida inattuali per l’educazione in età adulta nei contesti professionali, del tempo libero e dell’impegno civile
No full textSi propone una riflessione sui costrutti di sapienza e di saggezza in prospettiva educativa, considerandoli inattuali nella misura in cui interpretano istanze che, nella temperie storico-culturale che stiamo vivendo, non paiono essere quelle richieste o valorizzate, se non in termini retorici o estremamente vaghi. Se, infatti, a livello di generici proclami, sapienza e saggezza sono non solo valori da ammirare, ma anche degli ideali ai quali ambire, di fatto e in svariate circostanze vengono disattesi, se non ostacolati o addirittura negati. Ci riferiamo, in particolare, a diversi contesti professionali, del tempo libero e dell’impegno politico-sociale che, nel nome dell’utilitarismo, della performance, del presenzialismo e dell’adesione ai trend più diffusi sviliscono la potenziale portata educativa di situazioni, relazioni o vere e proprie attività formative. Significare la sapienza e la saggezza quali linee guida per l’educazione degli adulti, invece, consente di mettere a tema gli aspetti sostanziali del processo educativo e delle sue caratteristiche/finalità peculiari: qualità della vita, cura, condivisione, solidarietà, bellezza, sviluppo individuale e civile.We introduce some reflections on the concepts of knowledge and wisdom in educational perspective, considering them upstream because they interpret instances that, to this day, do not seem to be those required or appreciated, if not in rhetorical or extremely vague terms. In particular, we refer to various professional, leisure and community involvement contexts, which, in the name of utilitarianism, performance, presenteeism and adherence to mainstream trends demean the potentiality of education that can be found in different situations, relationships or training activities. On the other hand, to give meaning to knowledge and wisdom as guidelines for adult education makes it possible to focus on the substantial aspects of the educational process and its peculiar characteristics/purposes: quality of life, care, sharing, solidarity, beauty, personal and community development
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe 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
Il "sistema 0-6" e la cura educativa del corpo. In dialogo con Maurice Merleau-Ponty
No full textOne of the major innovations introduced by Legislative Decree 65/2017 is the affirmation of the basic but not obvious principle that specific professional skills are necessary to scientifically qualify educational interventions in different areas of personal and community services. From this statement follows the recognition of the need for university qualification for childcare services. The value of such an acknowledgment is captured in all its depth if placed in the presence of the age-old social and political devaluation, which has often become invisibility, of care work. Pedagogical reflection, in particular, has long highlighted how there can be no real education without attentive listening to emotions, both of the educator and of the educator. It still remains to ask whether, in the concreteness of many contexts, the rehabilitation of emotions and corporeality is actual. At first glance, our society today seems to give a lot of space to emotions and appears very focused on the care of the body, however it is necessary to ask oneself, above all in a pedagogical and educational perspective, if this enhancement of emotions and body is truly adequate for the full flourishing of the human person. In this perspective, I will carry out my reflections on the philosophy of childhood education, placing myself within the framework of the phenomenological-hermeneutic school of thought. The choice to carry out the reflection in the horizon disclosed by the philosophy of Edmund Husserl appears particularly appropriate to the theme in question because many phenomenologists have dealt with the theme of the body and, therefore, of the emotions which represent the body of the body. In particular, I will make specific reference to some passages of the writings of Maurice Merleau-Ponty which have as their object the infantile emotional experience
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