1,720,976 research outputs found
Jugendliche Identitätsnarrative in einer Kultur der Digitalität : Chancen und Herausforderungen für Bildungsprozesse am Beispiel des Religionsunterrichts
No full textWe live in a ‘knowledge and information society’ characterised by digital media. Behind this well-known social diagnosis lies the experience of many people who encounter images, information and data almost everywhere in their everyday lives. The fact that people are not only confronted with objective data and information in virtual worlds, but primarily with information that affects them, not only calls psychology as a discipline onto the scene, but also educational science and religious education. All three are concerned with the way in which we encounter the world, i.e. how we appropriate things, and both are well aware that digitalisation has changed our relationship to information on the one hand and to the emotions triggered on the other.Young people are not just people on their way to adulthood. Being a teenager means developing new interests and new relationships and discarding childish behaviour patterns. Now it's no longer just what the parents say that counts, but the first step is to resist it and then find your own way. On this - sometimes rocky - path of demarcation for all involved, the young person discovers their position in the world and creates a new image of their identity. This process is essentially narrative. Young people develop their view of themselves and the world through storytelling. Nowadays, young people gather a large part of their life experiences in virtual worlds. This is where they blog, chat, tweet, like, comment and post, building relationships with themselves, others and the world and constructing identities in contrast to others. In virtual worlds, they generate concepts of meaning and identity, discard them and create new ones. The resulting changes in relationships with the world and the self raise many questions that are highly relevant for educational science and, not least, for religious education. In addition to questions of developmental psychology and genuine pedagogical issues, the question of reality arises with increased urgency against the background of social developments, which is often thematised in the public sphere by means of a juxtaposition of ‘real’ and ‘virtual’. For better or worse, the question of reality always goes hand in hand with the question of faith. The question is, what do religious and virtual worlds have to do with each other? First of all, however, it is necessary to clarify the educationally responsible premises under which the topic of ‘media/digitality’ can be integrated into everyday school life. Shouldn't school remain a ‘media-free space’, as a few are calling for? And: How can children and young people be educated to use media in a healthy and competent, i.e. responsible, way? The coronavirus pandemic, which has presented almost the entire global population with many medical, social, psychological and educational challenges since February 2020, has accelerated the digitalisation process at schools and universities in a way never seen before. Even though many have realised during this time that a teacher can never be replaced by a robot and that school is more than just a place of learning, the shift to digital formats for school and work has given a jolt in the direction of the future. At the same time, many shortcomings have become apparent as a result of this sudden development, both on the part of students and teachers: The lack of equipment in schools, the lack of know-how (on both sides), the question of determining performance digitally. Some of these issues have been resolved over time, as the pandemic lasted longer than initially expected and hoped. Many teachers are now convinced that they will retain or further develop the content and methods they had to use in distance learning via digital media. The challenge of adapting schools and teaching to the digital learning and living environments of students is also being met with great vigour after coronavirus. In view of the social parameters outlined on the one hand and the research desiderata on the other, the dissertation focuses on the following question: To what extent can teaching and learning settings such as religious education offer (media) pedagogical and (media) didactic opportunities for the narrative identity constructions of young people in a culture of digitality? The work is fundamentally hermeneutic. Answers to the research questions are sought by means of sociological, educational science and religious education findings. It is based on the assumption that media and religion are in an insightful relationship with one another, one that reveals momentous perspectives for future-oriented religious education both in terms of content and methodology. Manfred Pirner rightly speaks of religion as a ‘hermeneutic key for media culture’ due to its significance for people, culture and the individual, which brings with it both a constructive and a critical perspective
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
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
Grenzziehungen in Industrie- und Biotechnik : Transzendenz und Sinnbehauptungen technologischer Modernisierung in Asien und Europa
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