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Programa Residência Pedagógica do Centro de Ciências Exatas e da Natureza da Universidade Federal da Paraíba em um contexto de ensino remoto
Get PDFIn 2020, the COVID-19 pandemic affected several social sectors, including school
institutions, which had their in-person classes suspended. Thus, remote learning was adopted
to continue with the school year, and with that, the undergraduates participating in the
Pedagogical Residency Program also had to adapt. In this context, the main objective of this
research was to know the teaching methodologies and technological tools that were used by
residents of the Center for Exact Sciences and Nature in their educational practice in remote
education. This research presents a quali-quantitative approach, outlined through
bibliographical research, and supported by the descriptive method. Data were collected
through a questionnaire sent via e-mail by Google forms to the target audience of the
research, who were residents of degrees at the Center for Exact Sciences and Nature of the
Federal University of Paraíba (UFPB), Campus I. The analysis and interpretation of these data
were performed through content analysis. The results indicate that the vast majority of
residents have a negative perception of remote learning, which is justified by their experience
as residents in the school-field and added to their experience as students at UFPB. Regarding
active methodologies and technological tools, most residents consider it as something
positive, and highlight its contribution to the teaching-learning process, regardless of the
current teaching model. In this sense, most residents indicated that they had not received any
training dedicated to active methodologies and technological tools during their graduation,
however, during the Pedagogical Residency they reported that they did, and that they used
them during the regency in the field-school. The technological tools that stood out among
residents were interactive platforms and virtual educational games; problem-based learning
and the inverted classroom were the active methodologies that stood out. They were used in
different ways, from the exposure of content and evaluation, in synchronous and
asynchronous moments, and in the development of active learning. Most residents pointed out
as satisfactory the performance of students from the field-school while using active
methodologies and technological tools in remote education, furthermore, they pointed out that
their use made a difference in this teaching modality. Thus, it was noted that even with
difficulties, remote teaching allowed the continuation of the school year, and supported by
active methodologies and technological tools, it was possible to develop educational practice.
However, it was evident the lack of training in relation to active methodologies and
technological tools for graduates of the Center for Exact Sciences and Nature, which is
worrying given its importance. However, the fundamental role that the Pedagogical Residency
Program plays in the initial teacher education was highlighted, as it enables the expansion of
the skills of its participants.No ano de 2020, a pandemia de COVID-19 afetou diversos setores sociais, entre eles, as
instituições escolares, que tiveram suas aulas presenciais suspensas. Dessa forma, o ensino
remoto foi adotado para prosseguir com o ano letivo, e com isso, os licenciandos participantes
do Programa Residência Pedagógica também tiveram que se adaptar. Nesse contexto, o
objetivo principal desta pesquisa foi conhecer as metodologias de ensino e ferramentas
tecnológicas que foram utilizadas pelos residentes do Centro de Ciências Exatas e da Natureza
em sua prática educativa no ensino remoto. Esta pesquisa apresenta uma abordagem qualiquantitativa, delineada através da pesquisa bibliográfica, e amparada pelo método descritivo.
Os dados foram coletados através de questionário enviado via e-mail pelo Google formulários
ao público-alvo da pesquisa, que foram os residentes das licenciaturas do Centro de Ciências
Exatas e da Natureza da Universidade Federal da Paraíba (UFPB), Campus I. A análise e
interpretação desses dados foram realizadas através da análise de conteúdo. Os resultados
indicam que os residentes apresentam, em sua grande maioria, uma percepção negativa sobre
o ensino remoto, que é justificada pela vivência enquanto residentes na escola-campo e
acrescido da experiência enquanto estudantes da UFPB. Em relação às metodologias ativas e
ferramentas tecnológicas, grande parte dos residentes consideram-na como algo positivo, e
destacam a sua contribuição no processo de ensino aprendizagem, independente do modelo de
ensino vigente. Nesse sentido, a maioria dos residentes indicaram não ter recebido nenhuma
formação dedicada a metodologias ativas e ferramentas tecnológicas durante a graduação, no
entanto, durante a Residência Pedagógica eles informaram que sim, e que as utilizaram
durante a regência na escola-campo. As ferramentas tecnológicas que se sobressaíram, entre
os residentes, foram as plataformas interativas e jogos didáticos virtuais; a aprendizagem
baseada em problemas e a sala de aula invertida foram as metodologias ativas que se
destacaram. Eram utilizadas de diversas maneiras, desde a exposição do conteúdo e
avaliação, em momentos síncronos e assíncronos, e no desenvolvimento de uma
aprendizagem ativa. A maior parte dos residentes apontaram como satisfatório o desempenho
dos estudantes da escola-campo enquanto utilizavam metodologias ativas e ferramentas
tecnológicas no ensino remoto, além disso, pontuaram que a sua utilização causou diferença
nessa modalidade de ensino. Desse modo, notou-se que mesmo com dificuldades, o ensino
remoto possibilitou a continuação do ano letivo, e amparado pelas metodologias ativas e
ferramentas tecnológicas foi possível desenvolver a prática educativa. No entanto, ficou
evidenciado a escassez formativa em relação às metodologias ativas e ferramentas
tecnológicas para os licenciandos do Centro de Ciências Exatas e da Natureza, o que é
preocupante dada a sua importância. Todavia, ressaltou-se o papel fundamental que o
Programa Residência Pedagógica desempenha na formação inicial docente, à medida que
possibilita ampliar as habilidades dos seus participantes
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
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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