1,720,959 research outputs found
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
Pensando o Ensino de Geometria Espacial: Estratégias Didáticas que utilizam o Software GeoGebra e Materiais Concretos
Get PDFSuch teaching strategy collaborates to improve the knowledge of Spatial Geometry, trying to end the educational gap related to this subject, and instigating reflections about its importance in the students’ lives since the mathematical concepts are present in our daily lives through shapes, areas and volumes. In order to make a change in the school environment it is important to take the first step with a change in the pedagogical practices, thus contributing to learning processes and helping in the decision of the school subjects and the way they will be discussed in the classroom. Considering learning as a process, and being aware that each student has its own way to learn, classes should be planned considering dynamic and active methodologies, involving the students and allowing them to be protagonists of their own learning while they think about and interact with the object of knowledge, as the mere memorization of formulas is not acceptable anymore. Thus, the following study proposes didactic ways to work some Spatial Geometry concepts, emphasizing the volumes and using technological resources as GeoGebra software and concrete materials. http://dx.doi.org/10.18226/23185279.v3iss3p134Esta estratégia de ensino busca colaborar com a ruptura da defasagem educacional quanto aos conhecimentos de Geometria Espacial, instigando reflexões sobre a importância da mesma para o aprendizado e vivências dos alunos, visto que os conceitos desse tópico do conhecimento matemático se apresentam cotidianamente em nossas vidas, pois estamos cercados por formas, áreas e volumes. Para que ocorra a mudança no espaço escolar cabe iniciarmos uma transformação em nossa prática pedagógica, pois colaboramos com o processo de aprendizagem, decidindo os conteúdos a serem abordados e a forma como serão trabalhos em sala de aula. Considerando a aprendizagem como um processo, e compreendendo que cada sujeito aprende da sua maneira, através de aprendizagens significativas, nossas aulas devem ser planejadas com metodologias dinâmicas, ativas e que envolvam o aluno, sendo o mesmo o sujeito protagonista de sua aprendizagem, refletindo e interagindo com o objeto do conhecimento e não mais recebendo fórmulas prontas e acabadas. Desta forma, esta proposta apresenta formas didáticas de trabalhar alguns conceitos de Geometria Espacial, em especial os volumes, utilizando recursos tecnológicos, como o software de Geometria dinâmica GeoGebra, e materiais concretos. http://dx.doi.org/10.18226/23185279.v3iss3p13
Formação continuada de professores : contribuições da resolução de problemas matemáticos nos anos iniciais do ensino fundamental
Get PDFInserido na linha de Pesquisa Fundamentos e Estratégias Educacionais no Ensino de Ciências e Matemática, o presente trabalho apresenta uma pesquisa sobre a formação continuada de professores que atuam nos anos iniciais do Ensino Fundamental da rede municipal da cidade de Flores da Cunha – RS. O estudo teve como objetivo verificar como a formação continuada contribui para a prática pedagógica do professor de Matemática que atua nos anos iniciais do Ensino Fundamental; logo buscou responder à seguinte questão: Qual a contribuição de um curso de formação continuada, com enfoque na resolução de problemas matemáticos, para a prática pedagógica do professor dos anos iniciais do Ensino Fundamental? A partir de um questionário contendo perguntas abertas e fechadas, respondido por professores que estavam atuando nos anos iniciais na rede municipal citada, pode-se elencar as necessidades do grupo docente para a construção de um curso de formação continuada a eles ofertado. Os professores consultados apontaram a resolução de problemas como tema de interesse, considerando as dificuldades dos estudantes ao lidarem com essa estratégia de ensino. Desta forma, esse foi o tema do curso proposto, que ocorreu durante os meses de setembro a dezembro de 2016, envolvendo atividades que relacionaram teoria e prática, proporcionando aos professores momentos de reflexão e discussão sobre a prática pedagógica. Como suporte teórico, buscaram-se obras de Freire, Polya, Dante, Pozo, Vasconcellos, entre outros, que contribuíram para a elaboração do produto final da dissertação, constituído de um “Guia para formação continuada de professores: resolução de problemas matemáticos nos anos iniciais do Ensino Fundamental”, que aborda o ensino e a aprendizagem de Matemática, a partir da resolução de problemas. Espera-se que o produto da dissertação sirva como uma proposta de formação continuada, que pode ser utilizado com objetivos similares ou adequado a novos fins. O mesmo foi desenvolvido com base no curso “Formação Continuada em Matemática: estratégias didáticas para resolução de problemas”, em que foi realizada a investigação com posterior análise, da qual derivaram os resultados apresentados nesta dissertação. Percebeu-se que a formação realizada foi significativa, sendo assim reconhecida pelos professores que participaram do curso, pois viabilizou a reestruturação das práticas pedagógicas, e permitiu qualificar o ensino e a aprendizagem de Matemática, nos anos iniciais do Ensino Fundamental, através da resolução de problemas. Desta forma, aproximou-se a Matemática do cotidiano do estudante, por meio dos recursos apresentados, das reflexões desencadeadas e das interações com os colegas professores da mesma rede de ensino. Pode-se afirmar que a formação continuada promoveu mudanças na abordagem dos problemas matemáticos em sala de aula, pois os professores demonstraram maior preocupação ao planejar, observando objetivos e recursos pedagógicos utilizados, assim como maior atenção ao analisar os erros ou acertos dos estudantes.Comprehended by the Research in the Educational Grounding and Strategies for Math and Science Teaching, this work presents a research about the continuous formation of teachers who work with basic education schools in the public educational system in the city of Flores da Cunha, RS, Brazil. This study intends to verify how the continuous formation contributes for the pedagogical practice intending to help Match teachers. So, the question in focus is: What contributions can a continuous formation course, which emphasizes mathematical problems solutions, give to the teacher of basic education? Considering a questionnaire of open and closed questions applied to teachers who were working with basic education in the public system in the previously mentioned city, it was possible to elicit the needs of the group of teachers in the organization of a continuous formation course. Teachers consulted pointed out to the resolution of problems of concern, considering the difficulties students face related to the teaching strategies. Thus, this was the theme proposed, and the course occurred from September to December 2016, covering activities related to theory and practice, and offering teachers a moment of reflection and discussion about the pedagogical practice. As a theoretical support, the works of Freire, Polya, Dante, Pozo, and Vasconcellos among others, contributed for the elaboration of the final product of the dissertation, which composed a “guide for continuous formations of teachers for the resolution of mathematical problems in the basic education”. This guide comprises the matter of teaching and learning Mathematics through problem resolution. It is expected that the product of this dissertation may help in the proposal of a continuous formation, being used with similar aims or for adequate new goals. It was developed based on the course “Continuous formation in Math: didactical strategies for problem resolution”, for which an investigation was done with subsequent analysis, deriving in the results presented in this dissertation. The implementation of the formation course was important, being recognized by the teachers that took part in it, because this permitted the restructuring of the pedagogical practices and the qualification of Math teaching and learning processes in the basic educational system. Therefore, Math can approach students‟ everyday by the use of resources presented in the course and because of the reflections that outcame and the interaction among teachers of the same educational system. It is correct to assert that the continuous formation course promoted positive changes in the approach of mathematical problems in the classroom. These changes are result of the teachers‟ dedication in the class planning, as they tried to be more detailed in relation to the objectives and pedagogical resources used, as well as they were more attentive to the mistakes and the success of each student
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
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