1,721,077 research outputs found
Reimagining infant and toddler agency via a new materialist and posthumanist lens
No full textFull Text is available to authenticated members of The University of Auckland only.This thesis investigates infant and toddler agency via an ongoing relationship with a former colleague who became my research participant. The other intent of the inquiry was to reimagine duoethnography via a postqualitative lens. The aim was to decentre the human and illuminate an intra-active entanglement between infants and toddlers, their teachers and non-human matter in the world at large. The research contests the normative and positivist understandings of agency found in developmental and sociocultural theory and seeks to reimagine agency via a posthuman and new materialist lens.
To do this, a mash-up of duoethnographic and postqualitative attention to the new and different occurred. The research expanded beyond a dialogue between researcher and participant towards a new conceptualisation of the mundane matter found in an infant–toddler room. A series of four vignettes focusing on a table, a sleepsuit, a projector and a mealtime problematise the agency narratives in an infant and toddler room in Tāmaki Makaurau. By experimenting with matter in several tactile ways, it was reimagined from an empowering more-than-human lens. The thesis is a subjective and speculative experiment, exploring thought-provoking concepts close to the heart of the author in this moment of existence.
The reimagining process creates potentialities for transformation in which agency becomes porous; by mashing up a sensory approach to data, the concept of agency extended beyond a human narrative, and a constant state of being and becoming occurred. Agency was no longer individualised. Instead, it is continually in between entangled matter, places, spaces, the infants and toddlers, and their teachers
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
Dusty Origin Stories of Arts Therapy in Aotearoa, New Zealand
No full textThrough engaging with creative practices and new materialist theory, this post-qualitative research aims to trace the history and origin stories of arts therapy in Aotearoa, New Zealand. As a twofold approach, I engage with origin stories from the early practitioners in this country and the stories from my Scottish genealogical lineage. I work with the notion that our professional and genealogical ancestors inform our professional identities and metabolise this through my experiences as a first-generation Pākehā immigrant therapist and educator. By merging theory and methodology, I explore the question, what does it mean to be a professional arts therapist in Aotearoa? Diverse but interconnected creative inquiries are performed as maps and lines in response to this question, taking inspiration from cartography. Methodologically, I engage in critical autoethnography and genealogy, memory work with early practitioners, poetic inquiry, and weaving practices. Theoretically, I am guided by Karen Barad’s scholarship on quantum entanglements through Jacques Derrida’s work on hauntology. Through these theories, I create a poetic and allegorical metaphor of dust, which I position as the performativity of quantum hauntology. Like dust particles, our histories and origin stories are always present in atmospheric and residual ways, and we absorb and enact this dust through our engagement with the world as therapists and educators. This work considers that if we are unfolding as professionals within cultural, genealogical, political, material, ecological, and linguistic matters, then conceptualising our professional identities needs to move beyond a static
human-centric definition towards a position that our identities are always entangled with our ancestral ghosts. Furthermore, while our origin stories are embodied in our individual bodies, they are also accessible in the collective professional bodies we are part of as practitioners, as domains of
entanglements. As therapists and educators in Aotearoa, we are responsible for learning about who and where we came from and how these stories inform our practices. As ethically responsive practitioners, we can then share these stories with those in our lineage so that collectively, we can grow and move forward well and become good ancestors for the future
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
Tracing the Legacies of the Past: The Development of Student Subjectivity in Contemporary Indian Secondary School Education
No full textThe reasons and motives behind my research are a blend of my own personal conflicts that I experienced as a student of India and also some of the professional and media debates that are on-going within this field. In the Indian school education context, some of the practices that are often debated in the media are physical punishments; Rote learning; examination centered learning and the promotion of English Language fluency as the only hallmark of good education. The PISA (2012) report states that one of the major future challenges for the Indian education system is to provide the kind of high skilled, creative and adaptable workers who require the complex 21st century skills. Media and research reports also signal that a significant problem facing the Indian school education context, is the growing inequality in access to education. The secondary education enrollment rate and progression to higher education is considerably less among marginalized socio-economic communities. The lingering impact of my personal school education experiences and the extent to which emotional abuse was normalized in Indian schools motivated me to explore the problems of the present and analyzing why are things the way they are in the Indian school education context. In order to study this larger systemic problem, Tamil Nadu, a major southern state of India is used as a case study.
Foucault’s discourse analysis is used as the major theoretical framework for this study as even the other theories used in this research such as Colonial Discourse Analysis and Post-Colonial theories derive their understanding of discourse from Foucault and draw from Foucault’s concepts of power and knowledge. Foucault felt that to analyse a discourse in the present, it had to be looked at in its historical context. I found Foucault’s idea of using history as a means of critical engagement with the present expressed in his conceptions of ‘‘genealogy’’ and ‘‘history of the present’’ as the most suitable framework for my research which aims to identify to both historical reasons, and contemporary reasons, for using the pedagogic strategies of punishments, rote learning, examinations and English education. A range of materials such as school education policy documents, survey reports; current media debates; newspaper articles and historical documents have been used in this genealogical analysis.
Through my genealogical analysis, I have attempted to explain how in the three historical periods (Pre- Colonial Era, British rule and Post Independent India) the powerful institutions of each era have regulated and ratified the production and dissemination of knowledge that have governed the formation of student subjectivity and have tried to explain the imbalances in the relationship between the discourses of the dominant/ marginalized or the colonizer/colonized.
The spirit of Foucault’s approach and the post-colonial theories is strongly informed by the desire to critique, question or dismantle whatever is established as mainstream or hegemonic or dominant. This research attempts to question/ critique the dominant discourses of the Indian secondary school education practices. The hegemonic elements of the three periods that I have analysed in this research persist in the present day conduct of Indian secondary schools and classrooms and continue to affect student subjectivity in ways which may not be appropriate for India’s current needs of its educated population. This is a problem because these practices perpetuate or increase inequality. In addition to disadvantaging marginalized learners, it contradicts with India’s aspiration for high skilled, creative and knowledge workers with critical thinking, problem solving and other 21st century skills. The study has attempted to provide an insightful basis for potential action by recording the dominance of powerful discourses for future action research to be undertaken
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