1,721,412 research outputs found
DEFENDIDA TESE DE MESTRADO DE RUI MARQUES
No full textSaíu com a classificação de muito bom com distinção e louvor a tese defendida hoje de manhã na Universidade Católica Portuguesa, em Ciências da Comunicação, por Rui Marques. O tema da tese era A defesa de uma causa. Agendamento mediático de Timor Leste (1987/1999) segundo o modelo de Lang & Lang, trabalho orientado por Diogo Pires Aurélio. A arguência esteve a cabo de João Pissarra Esteves, da Universidade Nova de Lisboa. Da introdução do trabalho do agora mestre Rui Marques, pode ler-se: "A..
An Architecture for a Multi-threaded Tabled Engine (Extended Abstract)
No full text) Rui Marques Terrance Swift y Jose Cunha z 1 Introduction Over the last few years, tabled logic programming (TLP) has been used for large-scale commercial and research programming eorts in data cleaning, diagnosis, ontology management, and model checking (see [11] for a survey of some of these projects). Because of its use in applications, several groups have begun to examine how TLP can be executed within a shared-memory parallel setting [4, 8] or distributed memory setting [6]. The latter is a most interesting approach as it can make possible for exploiting resources available to multi-computers and it enables the possibility for the execution of tabled programs across geographically distributed environments. The full version of this paper, under preparation, presents an architecture for a multi-threaded TLP engine that can form a basis for the distributed tabling agents of [6], and integrates the concept of a multi-threaded tabled server. It also discusses its correctne..
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
EAST-TIMOR CAUSE, MEDIA, AND AGENDA-SETTING (I)
No full textThis paper is based exclusively on two published works, which originally were theses for a Master’s Degree: Ana Cabrera (2001) and Rui Marques (2005). The purpose of this paper is to reflect upon the recent history of a former Portuguese colony that became independent on 20 May 2002. Theoretical concepts 1. In Ana Cabrera – pseudo-event in Daniel Boorstin (1971), applied to an event, the Peace Mission in Timor, lead by Rui Marques. 2. In Rui Marques – the agenda-setting in Kurt Lang and Glady..
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
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
Web 2.0, PC e EFA: impactes de uma oficina de formação de professores
Full text linkDoutoramento em Multimédia em EducaçãoAs competências em Tecnologia da Informação e Comunicação (TIC) e o
Pensamento Crítico (PC) são duas das linhas orientadoras da Aprendizagem
ao Longo da Vida (ALV) que reconhecendo que todos os contextos (informais,
não-formais e formais) podem ser de aprendizagem, assumiram no quadro da
Educação e Formação de Adultos (EFA), em Portugal, uma expressividade
plasmada no Referencial de Competências-Chave de Educação e Formação
de Adultos, nível secundário (EFA-NS). Contudo a orientação PC/TIC não tem
sido explicitamente conciliada nas práticas de educação e formação de
adultos.
Neste contexto desenvolveu-se uma Oficina de Formação para
professores/formadores de cursos EFA-NS, na qual se trabalhou a integração
de ferramentas da Web 2.0 com a infusão de PC em materiais/atividades para
cursos EFA-NS. No desenvolvimento da Oficina foram consideradas três
vertentes. Primeira, conceções dos professores sobre EFA/TIC e EFA/PC.
Segunda, a formação sobre PC/TIC. Terceira, produção e implementação de
materiais/atividades com orientação PC/TIC. A componente de trabalho
autónomo da Oficina passou essencialmente pela dinâmica de uma
comunidade online de nome EF@. O grupo de formação era constituído por 17
professores do ensino secundário, e pela investigadora/formadora, autora
deste estudo. Acrescente-se que no conjunto das 10 sessões de trabalho
presencial a investigadora/formadora foi coadjuvada por mais três formadores.
Estudar os impactes da Oficina no desenvolvimento profissional dos
professores, conjuntamente com a avaliação da influência dos
materiais/atividades produzidos (na Oficina) no nível de PC dos alunos,
assumiram-se como as duas questões de investigação a que este estudo
pretendeu dar resposta. Neste sentido estudámos o grupo de professores em
formação – estudo de caso – e o grupo de alunos – plano quasi experimental
do tipo grupo de controlo/experimental, pré/pós-teste, pelo que o
enquadramento da metodologia num estudo misto, predominantemente de
natureza qualitativa, foi a adotada. A recolha e o tratamento de dados foram
feitos mediante várias técnicas – observação, inquérito, análise e testagem –
associadas a diferentes instrumentos: dois questionários, diário de investigador
e Teste de Pensamento Crítico – Cornell (Nível X).
A análise dos dados recolhidos possibilitou a compreensão de como a Oficina
contribui para a reflexão: (i) nas práticas anteriores dos professores; (ii) nas
competências adquiridas na Oficina e (iii) nas práticas implementadas. Ao nível
do PC dos alunos, podemos dizer que os materiais/atividades produzidos na
Oficina influenciaram o nível de PC dos alunos, já que os resultados da média
do PC do pós-teste foram estatisticamente significativos para o grupo
experimental, quando comparado com a média do PC no grupo de controlo.Skills in Information and Communication Technologies (ICT) and Critical
Thinking (CT) are two of the guidelines of Lifelong Learning (LLL)
acknowledging that all learning contexts (informal, formal and non-formal)
learning can be assumed under Adult Education (AE), in Portugal, an
expression enshrined in the Guidelines to Key Competencies for Adult
Education, secondary level. However, the CT/ICT guidance has not explicitly
been accommodated in the practice of adult education.
In this context a training workshop was developed for AE teachers/trainers,
which worked on the integration of Web 2.0 tools with the infusion of CT
activities for AE courses. In developing the workshop three aspects were
considered. First, teachers' conceptions on AE/ICT and AE/CT. Second,
training in CT/ICT. Third, production and implementation of CT/ICT oriented
activities. The autonomous component of the workshop passed mainly through
a dynamic online community with the name EF@. The training group consisted
of 17 secondary school teachers, and the trainer/researcher author of this
study. We underline that in the 10 work sessions the trainer/researcher was
assisted by three trainers.
Studying the impacts of the Workshop in the professional development of
teachers together with assessing of the influence of the activities produced (in
the workshop) at the level of CT students were the two research questions that
this study intended to answer. So we studied the group of teachers – case
study – and the group of students – a quasi-experimental type
control/experimental group, pre/post-test plan. The mixed study methodology,
predominantly qualitative, was the one that seemed most appropriate. The
collection and processing of data were obtained by various techniques -
observation, investigation, analysis and testing – associated with different
instruments: two questionnaires, researcher diary and the Cornell Critical
Thinking Test (Level X).
The analysis of data collected allowed us to understand how the workshop
contributed to the debate: (i) in the previous practices of teachers, (ii) the skills
acquired in the workshop and (iii) implemented in practice. At the level of CT of
the students, we can say that the activities produced in the workshop
influenced the students’ level of CT, since the results of the average CT post
test were statistically significant for the experimental group when compared
with the average of the CT in the control group
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