323 research outputs found
Introduction to the Topaz Framework and the Ambra Publishing Platform
4th International Conference on Open RepositoriesThis presentation was part of the session : Conference PresentationsDate: 2009-05-19 03:00 PM – 04:30 PMThis presentation is an introduction to Topaz, an Open Source content modeling and storage framework that uses the Fedora Service Framework and Mulgara semantic technology as the core engine, and Ambra, a publishing application built on the Topaz framework. We will discuss the architecture of Topaz and some of the semantic technologies created to provide more flexibility with data than relational models. We will review the Ambra publishing platform, the "Web 2.0" features built to foster collaboration and participation, and its new methods for disseminating and sharing scientific information.Moore Foundatio
Overview of the Altmetrics Landscape
While the impact of article citations has been examined for decades, the “altmetrics” movement has exploded in the past year. Altmetrics tracks the activity on the Social Web and looks at research outputs besides research articles. Publishers of scientific research have enabled altmetrics on their articles, open source applications are available for platforms to display altmetrics on scientific research, and subscription models have been created that provide altmetrics. In the future, altmetrics will be used to help identify the broader impact of research and to quickly identify high-impact research
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Media pluralism and the overlapping instruments needed to achieve it
The authors review recent scholarly and policy initiatives in respect of media pluralism and argue that contradictions between policy objectives, in analytical approaches and deficiencies in some established methodologies mean that robust conclusions have been hard to secure. They argue that concerns about diminishing pluralism are likely to grow in consequence of changes in a dominant “legacy media” funding model as advertising revenues move online. Examining UK data, they argue that a contemporary focus of concern, growing concentration in privately owned media, is overshadowed by the striking dominance of the publicly owned BBC and suggest established analytical methodologies used to analyse market power may offer a valuable analogy in the definition and measurement of pluralism issues. They consider possible alternatives to regulation as means of enhancing pluralism and propose the use of subsidised entry
Re-Staging the 1934 Abbey Theatre Production of Yeats’s The King of the Great Clock Tower: An Evaluation and Critique
This essay investigates and critiques an attempt from the surviving evidence to re-stage the first performance of Yeats’s The King of the Great Clock Tower at the Abbey Theatre in 1934. This dance-drama was the last of four collaborations between the playwright and the dancer-choreographer, Ninette de Valois, during the period when she established for him a School of Ballet at the Abbey in Dublin. A wealth of evidence survives from which a performance text (as distinct from the printed text) may be inferred. The limitations to be found in various kinds of extant data concerning performance (music scores, set designs, photographs, revisions to play scripts, reviews, correspondence, reminiscence) are discussed in the light of the writer’s experience of bringing such a re-staging into production. The dangers of overly hypothesising or historicising are examined and devices for negotiating gaps in the evidence while being wholly transparent in one’s efforts are discussed. Finally the essay explores the many and diverse levels of collaboration on which a successful staging of one of Yeats’s dancedramas depends. In the course of that discussion the meaning of the word, collaboration, is interrogated and to some degree re-defined
Teachers' beliefs about the value of making
This paper draws on the findings of an on-going research project, funded by the Crafts Council 'Learning through Making' project and the Technology Enhancement Programme, into the competencies and capabilities which young people develop by being involved in making activities. The first phase of this research has established a general model of teachers' beliefs about the value of making. This model has been established by undertaking case study research in a number of schools, selected because of the importance which they place on making. These schools cover all key stages and the participating teachers are drawn from across the curriculum, inclusion being determined by their use of making in the teaching context.
Methodologies employed are described. Teachers' beliefs were sought in three different response modes which provided a measure of triangulation and validation. Key quantitative data is provided which highlights the hierarchical manner in which teachers view competencies and capabilities when they are categorised in to three discrete classes: practical competencies, cognitive abilities and personal attributes.
Finally the paper proposes conclusions about the value of making in the school curriculum and provides possible reasons for the way in which teachers prioritise and focus their teaching on certain competencies and capabilities
"Employability skills" - the contribution made by making activities
This paper draws on the findings of an on-going research project, funded by the Crafts Council 'Learning through Making' project and the Technology Enhancement Programme, into the competencies and capabilities which young people develop by being involved in making activities. Phase one was reported at IDATER 1997. The second phase of this research sought to establish the skills which employers look for when recruiting staff and compare these with the outcomes from phase 1.
Employers' views were elicited via a structured interview using a variety of techniques. Forty employers took part in the process with 21% coming from the manufacturing sector, 47% from the service sector and 17% from the public sector. Interviews were undertaken with senior staff with responsibility for staff recruitment, who at the time of the interviews were unaware of the focus of the research. Key quantitative data demonstrate the hierarchical manner in which employers view competencies and capabilities and as in phase 1 they are categorised into three discrete classes: practical competencies, cognitive abilities and personal attributes.
Finally the paper compares the outcomes of phase 1 and phase 2 and demonstrates that the practical skills acquired via making activities in schools are highly valued by employers
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