130,916 research outputs found
Pervasive Computing in Time and Space: The Culture and Context of 'Place' Integration
No full textWe consider some possible broad changes that may impact society as a whole as a result of widespread integration of full-spectrum deployed pervasive computing technologies. Our approach considers design challenges for successfully developing and integrating pervasive technologies into culture and society. This is particularly challenging, since pervasive technologies as services are most successful when transparent, invisible, overlooked, unacknowledged and seemingly forgotten by the very groups that embrace their usage and development. We suggest a heuristic for understanding pervasive technology from an anthropological/social perspective, along with a reminder that humans create, shape and use the technologies that affect them. In particular, we look at the impact on social relations in a poly-social world where people must develop means to blend their own realities with those of of others. In conclusion, we remind those developing these technologies, that although we will eventually become wedded and intertwined as cyborgs within this new environment, it may have a positive outcome, creating new social group models for human interaction
MeSH term explosion and author rank improve expert recommendations
No full textInformation overload is an often-cited phenomenon that reduces the productivity, efficiency and efficacy of scientists. One challenge for scientists is to find appropriate collaborators in their research. The literature describes various solutions to the problem of expertise location, but most current approaches do not appear to be very suitable for expert recommendations in biomedical research. In this study, we present the development and initial evaluation of a vector space model-based algorithm to calculate researcher similarity using four inputs: 1) MeSH terms of publications; 2) MeSH terms and author rank; 3) exploded MeSH terms; and 4) exploded MeSH terms and author rank. We developed and evaluated the algorithm using a data set of 17,525 authors and their 22,542 papers. On average, our algorithms correctly predicted 2.5 of the top 5/10 coauthors of individual scientists. Exploded MeSH and author rank outperformed all other algorithms in accuracy, followed closely by MeSH and author rank. Our results show that the accuracy of MeSH term-based matching can be enhanced with other metadata such as author rank
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
"Closing the R&D Gap, Evaluating the Sources of R&D Spending"
No full textBoth spending and tax policies have been implemented in the United States with the goal of stimulating private sector research and development (R&D). Karier questions whether current R&D policy, especially the research and experimentation tax credit, can contribute to closing the gap between nondefense expenditures on R&D in the United States and such expenditures in other countries, such as Japan and Germany. He also explores possible changes to our current R&D policy to make it more effective.
The Acquisition of Case in Spanish Pronominal Object Clitics in English-Speaking College-Level L2 Learners
No full textThe Second language acquisition (SLA) of Spanish pronominal object clitics (POCs) has been a topic of research with regards to clitic placement (Houston, 1997; Lee, 1987; LoCoco, 1987; VanPatten, 1984; and VanPatten & Houston 1998), acquiring specific dialectal norms (Geeslin, García-Amaya, Hasler-Barker, Henriksen, & Killam, 2010), and functional usage with datives (Zyzik, 2006). A thorough investigation of how second language (L2) learners acquire Spanish POCs in university-level Spanish classes in the United States including accusative POCs has not yet been carried out. This dissertation extends our knowledge of how these learners acquire Spanish POCs and how instruction impacts the acquisition process.
Zyzik (2006) suggested that L2 learners create a dative POC prototype based on Animacy instead of Case as native speakers do. The first study of this dissertation extends Zyzik’s work by investigating L2 learners’ processing and use of Spanish pronominal object clitics, including the accusative POCs. A total of 121 L2 learners completed sentence-completion and cloze tasks to investigate how Animacy and Case influenced the way they distinguished Spanish POCs. Results from mixed ANOVAs show that lower proficiency L2 learners base POC distinctions on Animacy. However, more advanced learners show indications of shifting toward a Case-based system.
A second study was conducted in order to test whether instruction was effective in preempting (Rutherford, 1989) an Animacy-based system. A second group of 115 L2 learners from different proficiency levels were divided into two groups (instructed and control). These participants completed similar tasks to the first study at three different times (pre-test, post-test, delayed post-test). Between the pre-test and post-test, learners in the instructed group received instruction on Spanish POCs. Results from mixed ANOVAs indicate that instruction was not more effective than exposure to Spanish POCs through the tasks performed. The finding that both participant groups showed evidence of the preemption of an Animacy-based system is taken as evidence that the tasks themselves effectively led learners to change their POC systems. An explanation of this phenomenon is that the tasks provided a type of computer-mediated processing instruction, forcing learners to process the POCs and notice additional possible contexts, effectuating the change
Academic voices and claims: Reviewing practices in research writing
No full textThis paper investigates contrastively how politeness strategies that involve reporting verbs are deployed in the Literature Review (LR) chapters of PhD theses written in English and in Spanish. It analyses a comparable corpus of 20 theses -10 in English and 10 in Spanish- in computer science. It focuses on uses of reporting structures realised through integral and non-integral citations of other texts (Hyland 1999). The research design is based on the model proposed by Thompson and Ye (1991), who distinguished three categories of reporting verbs according to the process they perform: textual, mental and research verbs, and analysed the evaluative potential of verbal processes whose responsibility is ascribed either to the reviewed author or to the reporting writer. We also took as a reference the politeness model offered by Brown & Levinson (1987) to study the presence of specific face-redressive politeness means in the double-voiced dialogue which is established in the corpus of LRs. Data show that English writers show personal commitment and tentativeness, while Spanish writers tend to mask individual voices and avoid personal confrontation.Soler Monreal, C.; Gil Salom, ML. (2014). Academic voices and claims: Reviewing practices in research writing. En Dialogicity in Written Specialised Genres. 23-54. doi:10.1075/ds.23.03solS2354BIBER, D., & FINEGAN, E. (1989). Styles of stance in English: Lexical and grammatical marking of evidentiality and affect. Text - Interdisciplinary Journal for the Study of Discourse, 9(1). doi:10.1515/text.1.1989.9.1.93Brown, P., Levinson, S. C., & Gumperz, J. J. (1987). Politeness. doi:10.1017/cbo9780511813085Charles, M. (2006). Phraseological patterns in reporting clauses used in citation: A corpus-based study of theses in two disciplines. English for Specific Purposes, 25(3), 310-331. doi:10.1016/j.esp.2005.05.003Charles, M. (2006). The Construction of Stance in Reporting Clauses: A Cross-disciplinary Study of Theses. Applied Linguistics, 27(3), 492-518. doi:10.1093/applin/aml021Cooley, L., & Lewkowicz, J. (s. f.). Developing awareness of the rhetorical and linguistic conventions of writing a thesis in English: addressing the needs of EFL/ESL postgraduate students. Culture and Styles of Academic Discourse. doi:10.1515/9783110821048.113Garcés-Conejos, P., & Sánchez-Macarro, A. (1998). Scientific discourse as interaction. Current Issues in Linguistic Theory, 173. doi:10.1075/cilt.158.13garHunston, S. (1993). Professional Conflict — Disagreement in Academic Discourse. Text and Technology, 115. doi:10.1075/z.64.08hunHYLAND, K. (1996). Writing Without Conviction? Hedging in Science Research Articles. Applied Linguistics, 17(4), 433-454. doi:10.1093/applin/17.4.433Hyland, K. (1998). Persuasion and context: The pragmatics of academic metadiscourse. Journal of Pragmatics, 30(4), 437-455. doi:10.1016/s0378-2166(98)00009-5Hyland, K. (1998). Hedging in Scientific Research Articles. Pragmatics & Beyond New Series. doi:10.1075/pbns.54Hyland, K. (1999). Academic attribution: citation and the construction of disciplinary knowledge. Applied Linguistics, 20(3), 341-367. doi:10.1093/applin/20.3.341Hyland, K. (2008). Disciplinary voices: Interactions in research writing. English Text Construction, 1(1), 5-22. doi:10.1075/etc.1.1.03hylHyland, K., & Diani, G. (Eds.). (2009). Academic Evaluation. doi:10.1057/9780230244290Koutsantoni, D. (2006). Rhetorical strategies in engineering research articles and research theses: Advanced academic literacy and relations of power. Journal of English for Academic Purposes, 5(1), 19-36. doi:10.1016/j.jeap.2005.11.002Koutsantoni, D. (2004). 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Dispelling the Myths Behind First-author Citation Counts
No full textWe 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
Scholarly Communication and Publishing Lunch and Learn Talk #11: The ULS Open Access Author Fee Fund
No full textAt the May 2014 talk, you will learn about the ULS Open Access Author Fee Fund--what it is, why we do it, how it works, and how the program is going so far
The R&D Tax Incentives
No full textThis article sets out some background information and reflections of the author on the R&D tax incentive schemes included in the Common Corporate Tax Base (CCTB) Proposal. In particular the author analyzes the stimulus to private R&D through ad hoc tax incentives included in the CCTB Proposal and dives into the actual provisions included in the Proposal highlighting the most relevant issues connected with their design and interpretation. Moreover, the author explores the interaction between the CCTB Proposal and the granting by Member States of domestic R&D tax incentives
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