1,721,169 research outputs found
Responding to globalisation and the global condition. Technocratic skills or normative ideals for transformation? A critique of Douglas Bourn\u27s conception of global education
Get PDFThis article reacts to the response of Doug Bourn to David Selby\u27s article in the last number of ZEP. David Selby overviews different renditions of global education \u27Global Competitiveness Education, Reformist Global Education, Transformative Global Education\u27 and locates Bourns position as falling between the competitiveness and reformist agendas. He argues that such a position brushes too closely against calls for technocratic and skills-based education that are influenced by globalization and the needs of the global marketplace. He also sees such an approach as overly conforming to the culture of compliance currently prevailing within UK education. Selby argues for a transformative global education, the first premise of which is \u27that we live on a planet, not in a market\u27. (DIPF/Orig.)Dieser Beitrag reagiert auf die Erwiderung von Doug Bourn auf den Beitrag von David Selby in der letzten Ausgabe der ZEP (Selby, David: The signature of the whole: radical interconnectedness and its implications for global and environmental education, ZEP 27(2004)4, S. 23-31). Der Autor gibt einen Überblick der verschiedenen Einschätzungen Globaler Bildung - \u27globale Wettbewerbsbildung, re-formerische globale Bildung und transformative globale Bildung\u27 - und verortet die Position von Bourn zwischen einer Wettbewerbs- und Reformagenda. Selby argumentiert, dass solch eine Position zu nah an die Forderung technokratischer oder skills-orientierter Bildung herankommt, die von Globalisierung und den Bedürfnissen eines globalen Marktplatzes beeinflusst ist. Er sieht einen solchen Ansatz auch als zu konform mit einer \u27Kultur der Erfüllung\u27, die derzeit innerhalb der Bildung Großbritanniens vorherrsche. Selby plädiert für eine transformative globale Bildung, deren erste Prämisse ist, \u27dass wir auf einem Planeten und nicht in einem Markt leben\u27. (DIPF/Orig.
In the Global Classroom: Book 1
No full textGlobal education is a relatively new term in the education world. It brings together two strands of educational thinking: worldmindedness and child-centeredness. This document offers strategies for implementing global education into the curriculum by considering its infusion and integration. Activities presented in the book offer ideas and strategies for providing a participatory learning environment in the global classroom and focuses on different goals such as building self-esteem, encouraging students to exchange personal information, and contributing to the learning process. Chapters include: (1) "A Friendly Classroom for a Small Planet"; (2) "Interconnections"; (3) "Environment and Sustainability"; (4) "Health"; (5) "Perceptions, Perspectives and Cross-cultural Encounters"; (6) "Technology"; and (7) "Futures." (YDS
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
In the Global Classroom: Book 2
No full textGlobal education is a relatively new term in the education world. It brings together two strands of educational thinking: worldmindedness and child-centeredness. This document offers strategies for implementing global education into the curriculum by considering its infusion and integration. Activities presented in the book offer ideas and strategies for providing a participatory learning environment in the global classroom and focuses on different goals such as building self-esteem, encouraging students to exchange personal information, and contributing to the learning process. Chapters include: (1) "A Friendly Classroom for a Small Planet"; (2) "Peace"; (3) "Rights and Responsibilities"; (4) "Equity"; (5) "Economics, Development, and Global Justice"; (6) "Citizenship"; and (7)"Mass Media." (YDS
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
Using patient-reported data from a smartphone app to capture and characterize real-time patient-reported flares in rheumatoid arthritis
No full textObjective: We aimed to explore the frequency of self-reported flares and their association with preceding symptoms collected through a smartphone app by people with RA. Methods: We used data from the Remote Monitoring of RA study, in which patients tracked their daily symptoms and weekly flares on an app. We summarized the number of self-reported flare weeks. For each week preceding a flare question, we calculated three summary features for daily symptoms: mean, variability and slope. Mixed effects logistic regression models quantified associations between flare weeks and symptom summary features. Pain was used as an example symptom for multivariate modelling. Results: Twenty patients tracked their symptoms for a median of 81 days (interquartile range 80, 82). Fifteen of 20 participants reported at least one flare week, adding up to 54 flare weeks out of 198 participant weeks in total. Univariate mixed effects models showed that higher mean and steeper upward slopes in symptom scores in the week preceding the flare increased the likelihood of flare occurrence, but the association with variability was less strong. Multivariate modelling showed that for pain, mean scores and variability were associated with higher odds of flare, with odds ratios 1.83 (95% CI, 1.15, 2.97) and 3.12 (95% CI, 1.07, 9.13), respectively. Conclusion: Our study suggests that patient-reported flares are common and are associated with higher daily RA symptom scores in the preceding week. Enabling patients to collect daily symptom data on their smartphones might, ultimately, facilitate prediction and more timely management of imminent flares.</p
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