1,721,102 research outputs found
Fig. 2 in A New Click Beetle Genus from Chilean Temperate Forests, ALYMA (Coleoptera: Elateridae: Pomachiliini)
No full textFig. 2. Dorsal habitus of Alyma lawlerae (Fig. 2) (Illustration Alexis Solodovnikov).Published as part of Arias, Elizabeth T., 2004, The Coleopterists Bulletin 58 (3) on pages 413-427, DOI: 10.1649/523, http://zenodo.org/record/534521
Alyma pallipes Arias 2004, new combination
No full textAlyma pallipes (Solier), new combination (Figs. 1, 6, 14, 22, 34)Published as part of Arias, Elizabeth T., 2004, A New Click Beetle Genus from Chilean Temperate Forests, ALYMA (Coleoptera: Elateridae: Pomachiliini), pp. 413-427 in The Coleopterists Bulletin 58 (3) on pages 413-427, DOI: 10.1649/523, http://zenodo.org/record/534521
A review of the Chilean Egoliini (Coleoptera: Trogossitidae) with description of a new species of Necrobiopsis Crowson
No full textArias, Elizabeth T., Slipinski, Adam, Lawrence, John F., Elgueta, Mario (2009): A review of the Chilean Egoliini (Coleoptera: Trogossitidae) with description of a new species of Necrobiopsis Crowson. Zootaxa 2170: 37-45, DOI: 10.5281/zenodo.27508
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
Action Research on the Impact of Student Grouping
No full textAbstractThere exists a lack of relevant literature by which educators can determine how they might effectively group beginning-level English Language Learners (ELLs) toward the end of language acquisition and social inclusion. Because of this gap in literature, educators often struggle in determining best practices in a multilingual classroom. This author has undertaken a study of unconventional ways to group ELLs in a mainstream classroom for maximum inclusion and language acquisition. In the study context, a rural public K12 district with a comparatively low ELL population, established practice had been to pull ELLs out of English-only group classrooms in homogeneous home language groupings according to grade level. Due to low numbers of students classified as ELLs, groupings were small and rarely differentiated by literacy level. The author began the study by interviewing study students, families and affected teachers to determine actual and perceived effectiveness of the pull-out model for language acquisition and academic achievement as measured by local and state literacy assessments. After a review of interview data and commonalities in responses, this author undertook various grouping methods from individualized to small similar-language groupings to literacy-level groupings inclusive of native English-speaking peers. Student engagement and response to instruction was monitored for grouping-dependent changes. The study has found that inclusion of native-speaking peers with similar literacy levels or social factors had a positive impact on ELL engagement and achievement, particularly in communicative competence. Additional research on the effects of student grouping on language acquisition and social inclusion has the potential to benefit student experience and elevate ELL academic achievement levels
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