1,720,956 research outputs found
Educational Access and Success: Unravelling Challenges faced by Children of Widows in Sub-Saharan Africa
Full text linkIt has been established that widowhood has detrimental impacts on both the widow and the children. Extreme poverty and widowhood are linked, and this has a significant effect on children. The claim is that the absence of the father reduces the financial resources available to the children, adversely affecting their ability to access and succeed in school. This paper explores how widowhood affects children’s achievement in school and access to it. Intersectionality will serve as the theoretical foundation for this investigation. Descriptive research will be used in this conceptual work. Information was gathered from e-books, academic papers, and research articles. The collected data was examined, and the conclusions were stated. The study results showed that the widow’s financial situation influences the children’s academic progress and access. It was shown that children whose mothers come from stable financial backgrounds are more likely to have access to educational facilities and excel in their studies. In contrast, those whose mothers’ income is unpredictable are more likely to have difficulties getting to and succeeding in school. Resources should be provided to widows’ children so that they can succeed in their academic work. To help widows care for their children without experiencing any issues, there should be policies that support widows’ immediate access to their husband’s estate
Creating a trauma- informed culture: Practicality in schools
Full text linkTraumatic life experiences have an impact on learning, behaviour, and relationships in schools. A trauma-informed culture instilled in schools could significantly reduce the effects of traumatic experiences on learners, however, creating this may present challenges in schools. This article used secondary data from scholarly articles to investigate the practicality of creating a trauma- informed culture in schools. It was found that fostering a trauma-informed culture in educational settings is challenging since there are not enough qualified teachers or resources, and some activities cannot be done during school hours. It is recommended that proper training be provided to the educators and enough resources be availed to enable proper creation of a trauma- informed culture in schools
Communication barriers and deaf learner misbehaviour in a South African special needs school
No full textMainstream schools often encounter problems with learner behaviour which disrupt effective teaching and learning. Inclusive special schools with learners with disabilities, including learners who are deaf, are not spared such problems. This is so especially when they face the challenges of communication barriers. This paper focuses on the influence of communication barriers on misbehaviour by learners who are deaf. The research was a qualitative case study conducted in Gauteng province of South Africa at an inclusive special needs school with learners with disabilities. It aimed to establish the effectiveness of interventions for managing behaviour among the learners. The study found that effective communication plays a vital role in the positive management of the behaviour of deaf learners. It recommends that the learners who are deaf be provided access to language and specialized communication support and language resources such as oral interpreting, sign language, and hearing aids.
Implementing school-based violence interventions from an ethics of care perspective: educators’ experiences
Full text linkEven though numerous measures have been implemented to combat this issue, school violence still poses a significant challenge in South African schools. School violence is not just a challenge in regular schools, special schools also have to deal with it. Educators’ experiences with school violence interventions are covered in this article. This empirical paper uses the results from my doctoral thesis, which examined strategies for reducing school violence in a special needs school. An interpretive paradigm and a phenomenological case study design were used to perform a qualitative investigation. Five educators and 10 learners from a school with learners with disabilities were specifically chosen to participate in the doctoral study. Semi-structured interviews, qualitative questionnaires, and documents were employed to collect the data. The study found that because the participants believed their efforts were not appreciated, they lacked the motivation to contribute to the reduction of school violence. They believed that the present interventions were ineffective, and some participants complained that the educational system was overly forgiving of the learners. Additionally, they said that the Department of Basic Education and the parents were not providing them with enough support
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
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