1,720,967 research outputs found
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
O Programa Escola em Tempo Integral no contexto atual das políticas educacionais brasileiras
Full text linkThis dissertation investigates the Full-Time School Program (Programa Escola em Tempo Integral - PETI) and aims to understand how this program fits into the current context of Brazilian educational policies. The research, based on a qualitative approach, is grounded in historical and dialectical materialism as its central theoretical-methodological framework, from which the policy cycle approach and content analysis unfold as investigative tools. The analysis of the context of influence has shown that the program emerges within a field of hegemonic disputes, marked by the influence of financial groups that promote a partial and managerialist educational project, in opposition to a concept of integral education guided by omnilaterality. In the context of text production, the analysis of legislation and guiding documents revealed that PETI is constituted from a fundamental contradiction: although it employs a progressive discourse, it operates through a neoliberal rationality, manifested in elements such as vertical and centralized control, performance-based evaluation, and a funding logic that promotes job precarization. In the context of practice, based on interviews with a school principal, the results showed that the policy is actively recontextualized and contested. The principal, drawing from a pre-existing and autonomous pedagogical project, resists PETI's guidelines by basing the curriculum on community needs, but is confronted by the material contradictions of the policy, such as bureaucracy and the incoherent funding logic, which lead to the intensification of their work. It is concluded that PETI is inserted into the current context of Brazilian educational policies as the expression of a neoliberal rationality that, under a progressive appearance, legitimizes a partial education projectEsta dissertação investiga o Programa Escola em Tempo Integral (PETI) e tem como objetivo geral compreender como este programa se insere no contexto atual das políticas educacionais brasileiras. A pesquisa, de abordagem qualitativa, fundamenta-se no materialismo histórico e dialético como referencial teórico-metodológico central, a partir do qual se desdobram a abordagem do ciclo de políticas e a análise de conteúdo como ferramentas de investigação. A análise do contexto de influências demonstrou que o programa surge em um campo de disputas por hegemonia, marcado pela atuação de grupos financeiros que promovem um projeto de educação parcial e gerencialista, em oposição a uma concepção de educação integral pautada na omnilateralidade. No contexto da produção de textos, a análise das legislações e documentos orientadores revelou que o PETI se constitui a partir de uma contradição fundamental: embora utilize um discurso progressista, opera por meio de uma racionalidade neoliberal, manifestada em elementos como no controle vertical e centralizado, na avaliação por desempenho e em uma lógica de financiamento que promove a precarização do trabalho. No contexto da prática, a partir de entrevistas com um gestor escolar, os resultados evidenciaram que a política é ativamente recontextualizada e contestada. O gestor, partindo de um projeto pedagógico autônomo e pré-existente, resiste às diretrizes do PETI ao pautar o currículo nas necessidades da comunidade, mas é confrontado pelas contradições materiais da política, como a burocracia e a lógica incoerente de financiamento, que levam à intensificação do seu trabalho. Conclui-se que o PETI se insere no contexto atual das políticas educacionais brasileiras como a expressão de uma racionalidade neoliberal que, sob aparência progressista, legitima um projeto de educação parcial
O Programa Escola em Tempo Integral no contexto atual das políticas educacionais brasileiras
No full textThis dissertation investigates the Full-Time School Program (Programa Escola em Tempo Integral - PETI) and aims to understand how this program fits into the current context of Brazilian educational policies. The research, based on a qualitative approach, is grounded in historical and dialectical materialism as its central theoretical-methodological framework, from which the policy cycle approach and content analysis unfold as investigative tools. The analysis of the context of influence has shown that the program emerges within a field of hegemonic disputes, marked by the influence of financial groups that promote a partial and managerialist educational project, in opposition to a concept of integral education guided by omnilaterality. In the context of text production, the analysis of legislation and guiding documents revealed that PETI is constituted from a fundamental contradiction: although it employs a progressive discourse, it operates through a neoliberal rationality, manifested in elements such as vertical and centralized control, performance-based evaluation, and a funding logic that promotes job precarization. In the context of practice, based on interviews with a school principal, the results showed that the policy is actively recontextualized and contested. The principal, drawing from a pre-existing and autonomous pedagogical project, resists PETI's guidelines by basing the curriculum on community needs, but is confronted by the material contradictions of the policy, such as bureaucracy and the incoherent funding logic, which lead to the intensification of their work. It is concluded that PETI is inserted into the current context of Brazilian educational policies as the expression of a neoliberal rationality that, under a progressive appearance, legitimizes a partial education projectEsta dissertação investiga o Programa Escola em Tempo Integral (PETI) e tem como objetivo geral compreender como este programa se insere no contexto atual das políticas educacionais brasileiras. A pesquisa, de abordagem qualitativa, fundamenta-se no materialismo histórico e dialético como referencial teórico-metodológico central, a partir do qual se desdobram a abordagem do ciclo de políticas e a análise de conteúdo como ferramentas de investigação. A análise do contexto de influências demonstrou que o programa surge em um campo de disputas por hegemonia, marcado pela atuação de grupos financeiros que promovem um projeto de educação parcial e gerencialista, em oposição a uma concepção de educação integral pautada na omnilateralidade. No contexto da produção de textos, a análise das legislações e documentos orientadores revelou que o PETI se constitui a partir de uma contradição fundamental: embora utilize um discurso progressista, opera por meio de uma racionalidade neoliberal, manifestada em elementos como no controle vertical e centralizado, na avaliação por desempenho e em uma lógica de financiamento que promove a precarização do trabalho. No contexto da prática, a partir de entrevistas com um gestor escolar, os resultados evidenciaram que a política é ativamente recontextualizada e contestada. O gestor, partindo de um projeto pedagógico autônomo e pré-existente, resiste às diretrizes do PETI ao pautar o currículo nas necessidades da comunidade, mas é confrontado pelas contradições materiais da política, como a burocracia e a lógica incoerente de financiamento, que levam à intensificação do seu trabalho. Conclui-se que o PETI se insere no contexto atual das políticas educacionais brasileiras como a expressão de uma racionalidade neoliberal que, sob aparência progressista, legitima um projeto de educação parcial
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
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
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