1,720,969 research outputs found
Partir ou rester ? Partir et rester. Migrations des Kikuyu au Kenya
No full textDroz Yvan, Sottas Beat. Partir ou rester ? Partir et rester. Migrations des Kikuyu au Kenya. In: L'Homme, 1997, tome 37 n°142. pp. 69-88
Soziales und Seelsorgerisches im Vordergrund! Führung, Geld und Bildung: Was sollen Freiwillige in der Palliativversorgung wirklich?
No full textBlind Flight into the eHealth World? Deficits in the education of health professionals hamper process of professionalization. Contribution to the HoGe conference 2018 „Digital learning and teaching“ / Blindflug in die eHealth-Welt? Bildungsdefizite machen Professionalisierungsbemühungen der Gesundheitsberufe zunichte. Beitrag zur HoGe–Tagung 2018 „Digitales Lernen und Lehren“
No full textEducational strategies often derive from ideas of eminent founders. They convey traditional conceptions of good practice and professional identity. However, the environment changes dramatically. Megatrends such as multimorbidity, staff shortage, claims for outcome proofs, expectations of the Millennials, and also digitalization produce slow but steady efects. Yet, the question if education adequately tackles the challenges is avoided. Strategy papers show that arrangements and instruments have been adapted, but not contents
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
Abschlusskompetenzen für alle Gesundheitsberufe: das schweizerische Rahmenwerk und seine Konzeption [Learning Outcomes for Health Professions: The Concept of the Swiss Competencies Framework ]
No full text[english] Modern conceptions of education are based on normative goals concerning learning outcomes in terms of competencies to acquire. The objective of the Swiss competencies framework was to define general and profession-specific learning outcomes for Bachelor’s and Master’s degree programmes in nursing, physiotherapy, occupational therapy (ergotherapy), midwifery, nutrition counselling, and technicians in medical radiology. In addition, national authorities needed an instrument that allowed the integration of the old professional trainings into a nationally-harmonised education system and that showed the specificities of the levels (higher vocational education; bachelor and master degree at university level). While the general learning outcomes were derived from legal bases, the profession-specific learning outcomes are elaborated according to the competency-based CanMEDS framework. In the CanMEDS framework, knowledge, skills, and attitudes are condensed into meta-competencies which in turn are divided into seven roles, including the medical expert (central role). Taxonomic characteristics and indicators were elaborated in an iterative process that involved regulators, the universities of applied sciences and professional organisations. For the degree programmes mentioned above, the framework developed focuses not only on professional expertise, but also on collaboration with other health professions. Moreover, the interface-management in care taking processes is a critical success factor. Based on this conception, three levels of objectives were identified: general competencies, profession-specific learning outcomes and learning objectives to be implemented in the universities of applied sciences. The general competencies are composed of four dimensions and apply to all health professionals. The profession-specific learning outcomes for the Bachelor’s and Master’s degree programmes are outlined with 3 to 5 indicators each in all seven professions concerned. The definition and identification of these learning outcomes allows locating the different study programmes on the correct level of tertiary education. The resulting competency framework can be applied to all health professions. The general and job-specific learning outcomes are a coherent, coordinated set of standards, which represent the objectives of Bachelor’s and Master’s degree programmes in a differentiated way and promote inter-professional collaboration. [german] Eine moderne Bildungskonzeption basiert auf der Regelung mittels normativen Zielen über die zu erwerbenden Kompetenzen. Im Rahmen des Projektes Abschlusskompetenzen galt es, für die Schweiz allgemeine (gesundheitspolitische) und berufsspezifische Ausbildungsziele für die Studiengänge Pflege, Physiotherapie, Ergotherapie, Hebamme, Ernährungsberatung und medizinisch-technische Radiologie auf Bachelor- und Master-Stufe zu erarbeiten. Zudem war ein Integrationsinstrument notwendig, um die alten Berufsbildungen in die abgestimmte nationale Bildungssystematik zu überführen. Die allgemeinen Kompetenzen sind aus Rechtsgrundlagen abgeleitet. Die berufsspezifischen Kompetenzen basieren auf dem kanadischen Rollenkonzept von CanMEDS, in dem Wissen, Fähigkeiten und Fertigkeiten in „Metakompetenzen“ verdichten werden, die das professionelle Handeln in sieben Rollen aufgliedern. Die Rolle Experte wird eigenständig definiert. Die taxonomischen Ausprägungen und Indikatoren wurden in einem iterativen Prozess unter Einbezug der Regulatoren, der Fachhochschulen und der Berufsorganisationen erarbeitet. Für die genannten Ausbildungen ist es gelungen, eine Konzeption zu entwickeln, welche nebst dem fachlichen Können im engeren Sinn die Zusammenarbeit mit anderen Gesundheitsberufen und das Schnittstellen-Management als entscheidende Erfolgsfaktoren behandelt. Aus dieser Konzeption wurde in der Schweiz eine Hierarchie von drei Zielebenen abgeleitet: die allgemeinen und die berufsspezifischen Kompetenzen sowie fachspezifische Lernziele. Die allgemeinen Kompetenzen umfassen vier Dimensionen und gelten für alle Health Professionals. Die berufsspezifischen Kompetenzen wurden für die sechs Berufe auf Bachelor- und Masterstufe mit jeweils 3 – 5 Indikatoren umschrieben. Die definierten Abschlusskompetenzen erlauben eine niveaugerechte Verortung auf der Hochschulstufe. Das entwickelte Kompetenzenkonzept lässt sich auf alle Gesundheitsberufe anwenden. Die allgemeinen und berufsspezifischen Abschlusskompetenzen sind ein kohärentes, horizontal zwischen sechs Gesundheitsberufen abgestimmtes Normenwerk, welches die Ziele auf Bachelor- und Masterstufe differenziert darstellt und einen Beitrag zur Befähigung zur interprofessionellen Zusammenarbeit leistet
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