1,720,953 research outputs found
Stimulation program with emergent literacy for students in the 1st and 2nd year of elementary school I: elaboration and applicability
No full textA literacia emergente desempenha um papel fundamental no processo de desenvolvimento infantil, servindo como alicerce para a aquisição posterior das habilidades de leitura e escrita. Esse termo refere-se ao conjunto diversificado de habilidades, conhecimentos e comportamentos que são essenciais para a alfabetização, mas que emergem antes das crianças aprenderem formalmente a ler e a escrever. Nesse contexto, compreender e identificar as influências e intervenções que impactam a literacia emergente torna-se de extrema importância para aprimorar as estratégias educacionais e o ambiente domiciliar, visando facilitar e fortalecer o desenvolvimento das habilidades essenciais para a leitura e a escrita. Objetivo: Elaborar e verificar a aplicabilidade de um Programa de Estimulação com a Literacia Emergente para escolares do 1º e 2º ano do Ensino Fundamental I em um estudo piloto. Material e Método: Este estudo foi desenvolvido em duas fases, sendo a fase 1 voltada para a elaboração do Programa de Estimulação com a Literacia Emergente, a partir da revisão de literatura, a fim de verificar quais os estudos utilizaram programas de estimulação com a Literacia Emergente com escolares em fase inicial de alfabetização, bem como as suas atividades e tipo de estímulos utilizados. A fase 2 foi voltada para verificar a aplicabilidade do Programa de Estimulação com a Literacia Emergente em um estudo piloto. Participaram desta fase, 40 escolares de ambos os sexos, na faixa etária de 6 anos a 7 anos e 11 meses, divididos em quatro Grupos, divididos em Grupo I (GI),composto por 10 escolares matriculados no 1º e 2º ano do EFI,Grupo II (GII) composto por 10 escolares matriculados no 1º e 2º ano do EFI,Grupo III (GIII) composto por 10 escolares matriculados no 1º e 2º ano do EFI e GIV composto por 10 escolares matriculados no 1º e 2º ano do EFI.Os grupos GI e GIII foram submetidos ao programa elaborado na fase 1 desse estudo e os Grupos II e IV não foram submetidos ao programa elaborado na fase 1 desse estudo.Todos os escolares foram submetidos a aplicação do Protocolo de Avaliação das Habilidades Cognitivo-Linguísticas para escolares em fase inicial da alfabetização, Teste de Vocabulário por figuras (TVfusp) e Teste de Nomeação por Figuras (TIN) em situação de pré e pós-testagem. O programa aplicado foi composto por atividades que foram divididas em três módulos, sendo o primeiro de reconhecimento do alfabeto, o segundo de manipulação silábica e o terceiro de reconhecimento e identificação de palavras. Resultados: Os resultados revelaram diferença estatisticamente significante entre os dois momentos de avaliação no desempenho dos escolares do GI e GIII submetidos ao programa de estimulação desenvolvido na fase 1 desse estudo, revelando desempenho superior na pós-testagem em comparação a pré-testagem. Também ocorreram diferença estatisticamente significante nos escolares do GII e do GIV nos dois momentos de avaliação. Conclusão: Os resultados desse estudo permitiram concluir que foi possível elaborar o Programa de Estimulação com a Literacia Emergente (PLE) a partir do levantamento da literatura nacional e internacional e os resultados do estudo piloto revelou que as habilidades de literacia emergente desenvolvidas com o Programa PLE nos escolares do GI do 1º ano foram reconhecimento do alfabeto em sequência e ordem aleatória, escrita do nome, ditado de pseudoplavras, nomeação automática rápida de dígitos, enquanto que para os escolares do GII, do 2º ano, foi apenas a leitura de pseudopalavras.Emergent literacy plays a fundamental role in the process of child development, serving as a foundation for the later acquisition of reading and writing skills. This term refers to the diverse set of skills, knowledge and behaviors that are essential for literacy, but which emerge before children formally learn to read and write. In this context, understanding and identifying the influences and interventions that impact emergent literacy becomes extremely important in order to improve educational strategies and the home environment, with a view to facilitating and strengthening the development of essential reading and writing skills. Objective: To develop and verify the applicability of a Stimulation Program with Emergent Literacy for 1st and 2nd grade students in a pilot study. Material and Method: This study was carried out in two phases. Phase 1 focused on the development of the Stimulation Program with Emergent Literacy, based on a literature review, in order to verify which studies have used stimulation programs with Emergent Literacy for students in the early stages of literacy, as well as their activities and type of stimuli used. Phase 2 was aimed at verifying the applicability of the Emergent Literacy Stimulation Program in a pilot study. The participants in this phase were 40 schoolchildren of both sexes, aged 6 and 7 years and 11 months, divided into Group I (GI), made up of 20 schoolchildren enrolled in the 1st and 2nd year of primary school who had undergone the program designed in phase 1 of this study, and Group II (GII), made up of 20 schoolchildren enrolled in the 1st and 2nd year of primary school who had not undergone the program designed in phase 1 of this study. All the students were given the Protocol for the Assessment of Cognitive-Linguistic Abilities for students in the early stages of literacy, the Picture Vocabulary Test (TVfusp) and the Picture Naming Test (TIN) in a pre- and post-test situation. The program applied consisted of activities divided into three modules, the first being alphabet recognition, the second syllabic manipulation and the third word recognition and identification. Results: In this phase, 40 schoolchildren of both sexes, aged between 6 and 7 years and 11 months, were divided into four groups, made up of 10 schoolchildren enrolled in the 1st and 2nd year of primary school. Groups GI and GIII were subjected to the program designed in phase 1 of this study and Groups II and IV were not subjected to the program designed in phase 1 of this study. All the students were given the Cognitive-Linguistic Skills Assessment Protocol for students in the early stages of literacy, the Picture Vocabulary Test (TVfusp) and the Picture Naming Test (TIN) in pre- and post-test situations. The program applied consisted of activities that were divided into three modules, the first being alphabet recognition, the second syllabic manipulation and the third word recognition and identification. Results: The results revealed a statistically significant difference between the two assessment moments in the performance of the GI and GIII schoolchildren submitted to the stimulation program developed in phase 1 of this study, revealing superior performance in the post-test compared to the pre-test. There was also a statistically significant difference in GII and GIV students at both assessment times. Conclusion: The results of this study led us to conclude that it was possible to develop the Literacy Stimulation Program.The results of the pilot study revealed that the emergent literacy skills developed with the PLE Program in the 1st grade GI students were alphabet recognition in sequence and random order, name writing, pseudoword dictation, rapid automatic digit naming, while for the 2nd grade GII students it was only pseudoword reading.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)CAPES: 00
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
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
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
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