1,720,958 research outputs found
Learning for a Just Transition
No full textThe purpose of this case study is to understand adult education in the context of social change within Central Appalachia. More specifically, the research question is in communities with economies formally dominated by the coal industry, how is education and learning experienced by community activists in an organization promoting a just transition?
Subquestions How does the history of the coal industry and the changing political economy of the post-coal reality influence the educational efforts of organizations working toward a just transition? What informal and nonformal education and learning take place in a social justice organization working on just transition
Education and learning to support a just transition in Central Appalachia
Get PDFThis case study explores the learning and education of a community organization involved with multiple Just Transition initiatives in Eastern Kentucky where the economies were formerly dominated by the coal industry. Sixteen semi-structured interviews were conducted of leaders within the organization in addition to exploring the educational materials. Although non-formal learning plays an important part, informal learning, activist exchanges, and communities of practice play a more fundamental role in the activist learning
Social Movement Learning for a Just Transition in Appalachia
Get PDFThis article explores Just Transition and social movement learning as a part of community development and organizing strategies to move beyond coal in Appalachia
Developing Action Competence for Sustainability in Central Appalachia
No full textThis case study explores how organizations support community leaders development of action competence for sustainability in an Appalachian Transition project in Eastern Kentucky. Action competence for sustainability is defined as the development of “ability, motivation and desire to play an active role in finding democratic solutions to problems and issues connected to sustainable development” (Mogensen & Schnack, 2010). Aspects of action competence include investment, inclination to take action, awareness of consequences and roots to the problems, development of a vision and solutions, and knowledge into action (Almers, 2013). An Appalachian Transition project could be defined as a grassroots innovation. Seyfang and Smith (2007) define grassroots innovations as “networks of activists and organizations generating novel bottom-up solutions for sustainable development; solutions that respond to the local situation and the interests and values of the communities involved” (p. 585). These types of initiatives are typically motivated by unmet social needs and ideology, rather than a profit motive found within the market economy. The case study includes semi-structured interviews of participants in the project and document analysis. This study would also fill a gap in the literature and understanding of adult education in Central Appalachian communities striving to develop a different economy consist within this tradition
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
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