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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
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Teaching vocabulary through listening: an experimental study with Saudi visually impaired EFL learners
Get PDFThere is a dearth of rigorous empirical research focusing on improving the academic
achievement of visually impaired (VI) learners in all curricular areas (Cooney et al., 2015) despite
the inferiority of their educational outcomes compared to sighted (SI) learners (WHO, 2019). The
paucity of research appears to be particularly prevalent in the field of foreign language learning
(Schultz & Savaiano, 2023). Research with VI learners has mainly examined methodologies for
teaching a second or foreign language (L2) rather than investigating the effects of these
methodologies on learning (e.g., Carpenter, 2020; Guinan, 1997; Nehari, 2017; Nikolic, 1987;
Topor & Rosenblum, 2013). Understanding the impact of teaching is especially important in
relation to vocabulary, in view of its centrality for all aspects of language learning and also because
of its challenges for VI learners.
This thesis investigated how different modes of vocabulary instruction through listening
impacted 32 VI and SI female upper-secondary school learners of English as a Foreign Language
(EFL) in Saudi Arabia (SA). Given that listening is the primary channel through which VI learners
obtain information (Barclay & Staples, 2012; Jedynak, 2023). The study investigated two modes
of vocabulary instruction paired with aural input, adopting a mixed within-and between-subjects
counterbalanced design. Mode 1 was codeswitching (CS), in which Arabic (L1) was used to
explain the meaning of target English words. Mode 2 was aural input manipulation followed by
CS (AIMCS), whereby the target item was emphasised within an example sentence through
increased volume. The current study also explored whether and how the effect of the instruction
was moderated by learners’ listening proficiency and their existing vocabulary size. The effects of
repetition on the retention of the target vocabulary items were also considered. In addition,
learners’ responses to the two modes of instruction, both in terms of the strategies it prompted and
their perceptions of its helpfulness or otherwise, were investigated through stimulated recall
interviews with 16 students.
The data collection procedure was over two academic terms, with three intervention
sessions each term. Learners completed a pre-listening test and aural vocabulary pre-, post-, and
delayed post-tests. The 32 participants in the study comprised 16 Saudi VI upper secondary school
students of English alongside a comparison group of 16 SI learners. Codeswitching was selected
as one teaching mode because of the importance of having a correct mental representation in the
L1 before the L2 version can be learnt (Jedynak, 2016). AIMCS was selected because of VI
individuals’ greater pitch sensitivity than SI individuals (Gougoux et al., 2004; Sepúlveda-Palomo
et al., 2024; Smeds, 2015). It was paired with codeswitching to more clearly isolate the effect of
each type of instruction, i.e. CS alone or CS plus AIM.
Before the intervention, learners completed two baseline tests assessing their listening
comprehension and vocabulary knowledge. They then listened to six English passages over six
teaching sessions and received oral explanations for 60 target vocabulary items. The two teaching
modes were counterbalanced in each session, so that learners in both groups experienced both
modes. A vocabulary post-test was employed at the end of each session to measure the learners’
knowledge of target lexical items. Two weeks after each session, a delayed post-test was
administered to assess longer-term retention. Towards the end of each intervention session, a
review activity took place to revise the selected taught lexical items. After the last delayed post-test, stimulated recall interview sessions were conducted with 16 learners —eight from the
experimental group and eight from the comparison group. Lastly, five weeks after the intervention,
a final delayed post-test was administered to explore the impact of repetition on vocabulary gains.
Generalised linear mixed effects models showed that for short-term learning, learners’ pre-listening proficiency significantly moderated the effect of Group and Instruction on vocabulary
learning. While SI learners benefited equally from the intervention, VI learners with higher levels
of listening proficiency showed greater improvement in vocabulary learning than their peers with
lower levels of listening proficiency. In addition, although both types of instruction showed
positive effects on learning, the AIMCS approach seemed more useful for more proficient
listeners, whereas the CS approach showed a similar effect regardless of learners’ pre-listening
proficiency. Such moderation effects, however, disappeared for longer-term vocabulary learning.
More proficient listeners retained significantly more vocabulary at delayed post-test regardless of
Group and the type of instruction received. Concerning the effects of number of repetitions, final
delayed post-test findings indicated no significant effect of repetition on the target lexical items’
retention. Overall, these results suggest that AIMCS was the most beneficial teaching method for
both groups, particularly VI learners, although the effects were primarily short-term. Listening
proficiency also moderated the outcomes, with the greatest benefits observed in learners with
higher listening proficiency.
Qualitative analysis of the students’ stimulated recall interviews revealed that higher and
lower proficiency learners used similar strategies to comprehend the teacher’s explanations (e.g.,
visualisation and selective attention on CS). However, higher proficiency learners seemed to use
these strategies in combination with a broader range of other strategies compared to lower
proficiency learners. The findings also indicated that vision deficit impacted VI higher and lower
proficiency learners’ strategy use (i.e., their use of visualisation lacked visual elements).
Additionally, the analysis of learners’ perceptions regarding the helpfulness of the two modes of
vocabulary instruction indicated that the majority, albeit mainly VI learners, deemed AIMCS to
be a better approach than CS alone. VI learners affirmed that AIMCS catered for their vision
deficits by exploiting their auditory skills by pairing AIM with CS, which elevated both attention,
comprehension, and retention.
This study provides both theoretical insights and pedagogical recommendations for L2
vocabulary instruction tailored to VI learners. It highlights the vital role of listening proficiency in
both developing vocabulary knowledge and influencing the effectiveness of CS and AIMCS
instructional methods. Moreover, the study sheds light on how we can better design inclusive
teaching approaches that leverage the auditory strengths and unique strategy use of VI learners.
This, in turn, can support improved vocabulary acquisition and retention, contributing to a more
equitable and accessible language learning experience for learners with visual impairments
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
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
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