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Opportunities and available resources for teaching computer science in City of Zagreb's elementary schools
No full textŽivot u digitalnom dobu stavlja pred učitelje i učenike brojne izazove. Učitelji su odgovorni za pripremu učenika za život i rad u digitalnom svijetu, a informacijska i računalna pismenost postaju temeljne vještine koje učenici trebaju razviti kako bi bili konkurentni za poslove budućnosti. Hrvatska u sklopu osnovnoškolskog i srednjoškolskog obrazovanja nudi nastavu Informatike, a prema istraživanjima o informacijskoj i računalnoj pismenosti, hrvatski učenici ne odskaču puno od europskog prosjeka. Iako postoje individualne razlike u organizaciji nastave Informatike, jasno je da većina država članica Europske unije ima neki oblik informatičkog obrazovanja. Program baziran na ishodima učenja u Hrvatskoj propisuje Ministarstvo znanosti i obrazovanja u okviru nacionalnog kurikuluma nastave Informatike. Osim o kurikulumu, nastava Informatike uvelike ovisi o dostupnoj informacijskokomunikacijskoj tehnologiji, čija implementacija i integracija u nastavni proces može imati brojne pozitivne i negativne učinke. Za digitalizaciju školstva u Republici Hrvatskoj najzaslužniji su CARNet i Srce, mreže koje razvijaju programe, edukacije i projekte te nude korisničku podršku i tehnološku opremu koja doprinosi digitalizaciji školstva, a samim time i društva. Od informacijsko-komunikacijskih tehnologija u osnovnim školama najzastupljenija su stolna i prijenosna računala, a pojavljuju se i brojne druge tehnologije poput tableta, interaktivnih ploča, projektora i sličnih uređaja. Međutim, postoje razlike u opremljenosti škola računalnom opremom, što može direktno utjecati na kvalitetu izvođenja nastave Informatike. U ovom diplomskom radu istražena je opremljenost škola računalnom opremom, ispitano je stanje dostupne opreme te zadovoljstvo nastavnika opremom i mogućnostima izvođenja nastave Informatike u školi u kojoj rade. Istraživanje je provedeno pomoću anketnog upitnika podijeljenog u 6 segmenata, gdje prvih 5 opisuje dostupnu opremu, a posljednji segment odnosi se na stavove nastavnika. Rezultati istraživanja ne pokazuju statistički značajne razlike u stavovima nastavnika s obzirom na spol, radno iskustvo i razinu opremljenosti škole.Life in the digital age presents numerous challenges for both teachers and students. Teachers are tasked with preparing students for living and working in a digital world, making information and computer literacy the foundational skills for future job competitiveness. In Croatia, computer science is taught in both elementary and high schools. Research shows that Croatian students' information and computer literacy doesn't differ much from the European average. Although the organization of computer science education varies among EU member states, most have implemented some form of computer science curriculum. In Croatia, the computer science curriculum, based on learning outcomes, is prescribed by the Ministry of Science and Education within the National Curriculum of Teaching Informatics. However, the quality of computer science teaching heavily depends on the availability of information and communication technology, whose integration into the teaching process has both positive and negative impacts. Networks such as CARNet and Srce in Croatia support digitalization of education through various programs, trainings, projects, user support, and purchase of technological equipment. Schools commonly use personal computers and laptops, alongside tablets, projectors, interactive boards, and similar devices. Although, disparity in computer equipment among schools can directly influence the quality of computer classes. This master's thesis involved a survey on computer equipment in schools, examining its condition and teachers' satisfaction with its use in classes. The study used a survey questionnaire divided into six segments: the first five described available equipment, while the final segment assessed teacher satisfaction using a 5-point Likert scale. The results showed no statistically significant differences in teachers' attitudes based on gender, work experience, or school equipment
Opportunities and available resources for teaching computer science in City of Zagreb's elementary schools
No full textŽivot u digitalnom dobu stavlja pred učitelje i učenike brojne izazove. Učitelji su odgovorni za pripremu učenika za život i rad u digitalnom svijetu, a informacijska i računalna pismenost postaju temeljne vještine koje učenici trebaju razviti kako bi bili konkurentni za poslove budućnosti. Hrvatska u sklopu osnovnoškolskog i srednjoškolskog obrazovanja nudi nastavu Informatike, a prema istraživanjima o informacijskoj i računalnoj pismenosti, hrvatski učenici ne odskaču puno od europskog prosjeka. Iako postoje individualne razlike u organizaciji nastave Informatike, jasno je da većina država članica Europske unije ima neki oblik informatičkog obrazovanja. Program baziran na ishodima učenja u Hrvatskoj propisuje Ministarstvo znanosti i obrazovanja u okviru nacionalnog kurikuluma nastave Informatike. Osim o kurikulumu, nastava Informatike uvelike ovisi o dostupnoj informacijskokomunikacijskoj tehnologiji, čija implementacija i integracija u nastavni proces može imati brojne pozitivne i negativne učinke. Za digitalizaciju školstva u Republici Hrvatskoj najzaslužniji su CARNet i Srce, mreže koje razvijaju programe, edukacije i projekte te nude korisničku podršku i tehnološku opremu koja doprinosi digitalizaciji školstva, a samim time i društva. Od informacijsko-komunikacijskih tehnologija u osnovnim školama najzastupljenija su stolna i prijenosna računala, a pojavljuju se i brojne druge tehnologije poput tableta, interaktivnih ploča, projektora i sličnih uređaja. Međutim, postoje razlike u opremljenosti škola računalnom opremom, što može direktno utjecati na kvalitetu izvođenja nastave Informatike. U ovom diplomskom radu istražena je opremljenost škola računalnom opremom, ispitano je stanje dostupne opreme te zadovoljstvo nastavnika opremom i mogućnostima izvođenja nastave Informatike u školi u kojoj rade. Istraživanje je provedeno pomoću anketnog upitnika podijeljenog u 6 segmenata, gdje prvih 5 opisuje dostupnu opremu, a posljednji segment odnosi se na stavove nastavnika. Rezultati istraživanja ne pokazuju statistički značajne razlike u stavovima nastavnika s obzirom na spol, radno iskustvo i razinu opremljenosti škole.Life in the digital age presents numerous challenges for both teachers and students. Teachers are tasked with preparing students for living and working in a digital world, making information and computer literacy the foundational skills for future job competitiveness. In Croatia, computer science is taught in both elementary and high schools. Research shows that Croatian students' information and computer literacy doesn't differ much from the European average. Although the organization of computer science education varies among EU member states, most have implemented some form of computer science curriculum. In Croatia, the computer science curriculum, based on learning outcomes, is prescribed by the Ministry of Science and Education within the National Curriculum of Teaching Informatics. However, the quality of computer science teaching heavily depends on the availability of information and communication technology, whose integration into the teaching process has both positive and negative impacts. Networks such as CARNet and Srce in Croatia support digitalization of education through various programs, trainings, projects, user support, and purchase of technological equipment. Schools commonly use personal computers and laptops, alongside tablets, projectors, interactive boards, and similar devices. Although, disparity in computer equipment among schools can directly influence the quality of computer classes. This master's thesis involved a survey on computer equipment in schools, examining its condition and teachers' satisfaction with its use in classes. The study used a survey questionnaire divided into six segments: the first five described available equipment, while the final segment assessed teacher satisfaction using a 5-point Likert scale. The results showed no statistically significant differences in teachers' attitudes based on gender, work experience, or school equipment
Opportunities and available resources for teaching computer science in City of Zagreb's elementary schools
No full textŽivot u digitalnom dobu stavlja pred učitelje i učenike brojne izazove. Učitelji su odgovorni za pripremu učenika za život i rad u digitalnom svijetu, a informacijska i računalna pismenost postaju temeljne vještine koje učenici trebaju razviti kako bi bili konkurentni za poslove budućnosti. Hrvatska u sklopu osnovnoškolskog i srednjoškolskog obrazovanja nudi nastavu Informatike, a prema istraživanjima o informacijskoj i računalnoj pismenosti, hrvatski učenici ne odskaču puno od europskog prosjeka. Iako postoje individualne razlike u organizaciji nastave Informatike, jasno je da većina država članica Europske unije ima neki oblik informatičkog obrazovanja. Program baziran na ishodima učenja u Hrvatskoj propisuje Ministarstvo znanosti i obrazovanja u okviru nacionalnog kurikuluma nastave Informatike. Osim o kurikulumu, nastava Informatike uvelike ovisi o dostupnoj informacijskokomunikacijskoj tehnologiji, čija implementacija i integracija u nastavni proces može imati brojne pozitivne i negativne učinke. Za digitalizaciju školstva u Republici Hrvatskoj najzaslužniji su CARNet i Srce, mreže koje razvijaju programe, edukacije i projekte te nude korisničku podršku i tehnološku opremu koja doprinosi digitalizaciji školstva, a samim time i društva. Od informacijsko-komunikacijskih tehnologija u osnovnim školama najzastupljenija su stolna i prijenosna računala, a pojavljuju se i brojne druge tehnologije poput tableta, interaktivnih ploča, projektora i sličnih uređaja. Međutim, postoje razlike u opremljenosti škola računalnom opremom, što može direktno utjecati na kvalitetu izvođenja nastave Informatike. U ovom diplomskom radu istražena je opremljenost škola računalnom opremom, ispitano je stanje dostupne opreme te zadovoljstvo nastavnika opremom i mogućnostima izvođenja nastave Informatike u školi u kojoj rade. Istraživanje je provedeno pomoću anketnog upitnika podijeljenog u 6 segmenata, gdje prvih 5 opisuje dostupnu opremu, a posljednji segment odnosi se na stavove nastavnika. Rezultati istraživanja ne pokazuju statistički značajne razlike u stavovima nastavnika s obzirom na spol, radno iskustvo i razinu opremljenosti škole.Life in the digital age presents numerous challenges for both teachers and students. Teachers are tasked with preparing students for living and working in a digital world, making information and computer literacy the foundational skills for future job competitiveness. In Croatia, computer science is taught in both elementary and high schools. Research shows that Croatian students' information and computer literacy doesn't differ much from the European average. Although the organization of computer science education varies among EU member states, most have implemented some form of computer science curriculum. In Croatia, the computer science curriculum, based on learning outcomes, is prescribed by the Ministry of Science and Education within the National Curriculum of Teaching Informatics. However, the quality of computer science teaching heavily depends on the availability of information and communication technology, whose integration into the teaching process has both positive and negative impacts. Networks such as CARNet and Srce in Croatia support digitalization of education through various programs, trainings, projects, user support, and purchase of technological equipment. Schools commonly use personal computers and laptops, alongside tablets, projectors, interactive boards, and similar devices. Although, disparity in computer equipment among schools can directly influence the quality of computer classes. This master's thesis involved a survey on computer equipment in schools, examining its condition and teachers' satisfaction with its use in classes. The study used a survey questionnaire divided into six segments: the first five described available equipment, while the final segment assessed teacher satisfaction using a 5-point Likert scale. The results showed no statistically significant differences in teachers' attitudes based on gender, work experience, or school equipment
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
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
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