1,720,959 research outputs found
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
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
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
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe 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
As políticas de inclusão escolar: perspectivas, implicações e referencialidades à educação especial
Get PDFThe special education reflects in a teaching that aims at the development of the potentialities
of the individual that need a special education of quality, that attends each student in its
specificities. In this sense, this study has as a general objective to analyze conceptions,
implications and referentialities about Special Education in the context of the policies of
school inclusion, since it is through the school inclusion that people with special educational
needs have the right to education . The present work is a qualitative research, of the
bibliographic and / or documentary type of exploratory character and by the procedures of
indirect approach. And that is well based on authors such as: Bozzo (2012), Brazil (1988,
1994, 2007, 2016), Freire (2008), Frias (2009), Mantoan (2001), Mittler (2003), Sassaki
Vedoado (2014) among others.The work has great relevance, since the obtained results is that
the school inclusion is an indispensable means for the social and cognitive development of
individuals with special educational needs, a process that has gone through a long road of
constructions, deconstruction and great challenges, the fight is still constant for a real school
inclusion, still needing to rethink the conceptions, provide new learning opportunities and
make adaptations in school curricula.A educação especial reflete em um ensino, que visa o desenvolvimento das potencialidades do
indivíduo que necessitam de uma educação especial de qualidade, que atenda cada aluno em
suas especificidades. Nesse sentido, este estudo tem como objetivo geral analisar concepções,
implicações e as referencialidades acerca da Educação Especial no contexto das políticas de
inclusão escolar, haja vista que é por meio da inclusão escolar que as pessoas com
necessidades educativas especiais, têm o direito à educação. O presente trabalho monográfico
trata-se de uma pesquisa de cunho qualitativa, do tipo bibliográfica e documental de caráter
exploratório e pelos procedimentos de abordagem indireta. E que está bem embasado em
autores como: Bozzo, (2012), Brasil (1988; 1994; 2007; 2016), Freire (2008), Frias (2009),
Mantoan (2001), Mittler (2003), Sassaki (2006), Vangula; Vedoado (2014) entre outros. O
trabalho tem grande relevância, pois os resultados obtidos é que a inclusão escolar é um meio
indispensável para o desenvolvimento social e cognitivo dos indivíduos com necessidades
educacionais especiais, um processo que percorreu por um longo caminho de construções,
desconstruções e grandes desafios, a luta ainda é constante para uma real inclusão escolar,
necessitando ainda repensar as concepções, propiciar novas oportunidades de aprendizagem e
fazer adaptações nos currículos escolares
O ensino da matemática nos anos iniciais do ensino fundamental: práticas pedagógicas
Get PDFIn our understanding we have to assume and apply the Mathematics with enjoyment, helping
students to create meaning and stimulating an interest to learn it and to develop the teaching
and learning process. In this perspective, the National Education Law (LDB, No. 9.394 / 96),
the National Curricular Parameters (PCN, 1997) and the National Curriculum Framework for
Early Childhood Education (RCNEI, 1998) guarantee the use of playfulness in the teaching-
learning process. For Mota and Andrade (2017), using playfulness as a teaching strategy
allows children to get in touch with reality in a natural way, thus allowing learning. In this
way, this research aim to analyze the application of Mathematics Teaching by teachers of the
Elementary School in a regional school situated in João Pessoa – Paraiba. Methods such as
data collecting observation and structured interview with the Elementary School teachers
were employed to reach the goals proposed in this research. After the data collecting
observation in the first grade class of the Elementary School and its teachers, it was also
performed a critical analysis. In the same class, teachers do have not only a posture of
knowledge transmitting, but also a facilitating approach as well as identification and
appreciation of the built knowledge by the students. It is possible to verify by means of
interviews with the teachers the adoption of teaching strategies of which involve
contextualization, play activities and a rescue of the everyday life of the students according to
official documents.Entende-se que a Matemática enquanto disciplina precisa ser pensada e aplicada de forma
prazerosa dando sentidos nos educandos, despertando o interesse em aprendê-la
potencializando assim, o processo de ensino e aprendizagem. Nessa perspectiva, a Lei de
Diretrizes e Bases da Educação Nacional (LDB, no. 9.394/96), os Parâmetros Curriculares
Nacionais (PCN, 1997) e o Referencial Curricular Nacional para a Educação Infantil (RCNEI,
1998) garantem a utilização da ludicidade no processo de ensino-aprendizagem. Para Mota e
Andrade (2017), utilizar a ludicidade como estratégia de ensino permite que as crianças
entrem em contato com a realidade de uma maneira natural, permitindo, assim, a
aprendizagem. Nesse sentido, esta pesquisa tem como objetivo analisar a forma de
aplicabilidade do Ensino de Matemática nas séries iniciais do ensino fundamental pelos
professores de uma escola da rede municipal de João Pessoa/PB. Para atingir os objetivos
propostos nesta pesquisa, foi empregada às técnicas de coleta de dados com observação de
campo e entrevista estruturada com as professoras do Ensino Fundamental I. Após a
realização das observações na turma do primeiro ano e entrevistas com as professoras, as
mesmas foram analisadas criticamente. Na turma observada, verificaram-se posturas
facilitadoras e não somente de transmissora do conhecimento, assim como reconhece e
valoriza o conhecimento construído pelo aluno. Por fim, por meio das entrevistas com as
professoras pode-se verificar que as mesmas adotam estratégias de ensino que envolve
contextualização, resgate do cotidiano do aluno e atividades lúdicas, conforme instruções dos
documentos oficiais
Sentidos da afetividade na BNCC: análise no ensino fundamental anos iniciais
Get PDFThis research is based on the discussion about the issue of affectivity between
teacher and student and its importance in the teaching and learning process. Thus,
this study aims to analyze the National Curricular Common Base (BNCC) and
conceptions about the importance of affectivity in the relationship between teacher
and student. Methodologically, we did the qualitative analysis that was used in
conjunction with the study of the collection of bibliographical data, to which we
present new studies added to those already existing, reflecting the affectivity was
based on the theory of some authors such as Comenius (2002), Rousseau (1994 )
and Wallon (1996), as well as the contribution of affectivity in relation and
development in teaching and learning. We did the analysis of the BNCC, an
important document for the development and practice of current education, which
can help even more the evolution of the same and the development of students.
Through several analyzes made on this document about the affective conceptions
between teacher and student, it was verified that there is a relative absence of this
theme in the discussions. Thus, we came to the conclusion of the relevance of the
subject addressed, which could include the conjecture of inclusion within the phases
in the BNCC document, as a way of supporting and consolidating the teaching work.Esta pesquisa fundamenta-se na discussão sobre a questão da afetividade entre
docente e discente e sua importância no processo de ensino e aprendizagem. Assim
esse estudo tem como objetivo, analisar na Base Nacional Comum Curricular
(BNCC) e concepções acerca da importância da afetividade na relação entre
professor e aluno. Metodologicamente, fizemos a análise qualitativa que foi utilizada
em conjunto com o estudo da coleta de dados bibliográficos, aos quais
apresentamos novos estudos acrescidos aos já existentes, refletindo a afetividade
partiu-se da teoria de alguns autores como Comenius (2002), Rousseau (1994) e
Wallon (1996), como também, analisou-se a contribuição da afetividade na relação e
desenvolvimento no ensino e aprendizagem. Fizemos a análise da BNCC,
documento importante para o desenvolvimento e a prática da educação atual, o qual
pode ajudar ainda mais na evolução da mesma e no desenvolvimento dos alunos.
Através de várias análises feitas acerca desse documento sobre as concepções
afetividade entre professor e aluno, constatou-se que há uma relativa ausência
dessa temática nas discussões. Assim, chegamos à conclusão da relevância do
assunto abordado, o qual poderia existir a conjetura de inclusão dentro das fases no
documento da BNCC, como forma de apoiar e consolidar o trabalho docente
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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