1,720,971 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
Face-to-Face, Hybrid, or Online?: Issues Faculty Face Redesigning an Introductory Engineering Graphics Course
Get PDFA hybrid introductory course was developed and piloted during the Fall 2007 semester in three laptop sections (i.e., all of the students owned and brought laptops to class each day). The online portion of the course included voiced-over content presentations, software demonstrations, and sketching examples as well as online assessments. Sections met in the classroom once each week where instructors discussed and demonstrated essential CAD and textbook content. This time was also used to answer student questions and give feedback on homework and CAD exercises. Outside of class, students were expected to view the online content, complete CAD and sketching exercises, and complete a weekly online assessment. No difference was found between final exam scores in the hybrid sections and the face-to-face sections. This paper discusses the implementation of the hybrid introductory engineering graphics course, summarizes data collected during the Fall 2007 semester pilot study, and offers some discussions about the relative advantages and disadvantages of face-to-face, hybrid, and all online delivery
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
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
Engineering Graphics Literacy: Measuring Students' Ability to Model Objects from Assembly Drawing Information
No full textDuring the Spring 2011 semester, an engineering graphics literacy assessment was developed by a visiting Fulbright Scholar. The assessment was administered in a junior-level constraint-based modeling course. Twenty-nine students were asked to model seven parts given in an assembly drawing of a device within a 110 minute class period. The parts in the assembly ranged in complexity from a ball to a valve body. Students were given a ruler to measure parts on the B-size drawing and determine sizes of features based on the given scale (2:1). There was a positive
relationship between the scores on the activity and the pace at which each student completed the parts. Only eight students modeled all seven parts in the assembly. There were significant
correlations between the scores on the modeling assessment and other measures in the course (final project, final exam, and final course average). This paper summarizes how students
performed on the assessment (number of parts correctly modeled, scores, total time, etc.), reports analyses of relationships between their scores on the assessment and other measures in the course, and also presents ideas for future studies
Engineering Graphics Literacy: The Relationship between Spatial Visualization Ability and Students’ Ability to Model Objects from Assembly Drawing Information
No full textDuring the Spring 2011 semester, a pilot study was conducted in a junior-level constraint-based modeling course at North Carolina State University where twenty-nine students were asked to model as many of the seven parts given in an assembly drawing of a device within a 110 minute class period. The main purpose of this pilot study was to determine the procedures necessary for this type of assessment in a classroom setting. The parts in the assembly ranged in complexity from a ball to a valve body. Students were given a ruler to measure parts on the B-size drawing and determine sizes of features based on the given scale (2:1). There was a positive relationship between the scores on the activity and the pace at which each student completed the parts. Only eight students modeled all seven parts in the assembly. Some of the students in the pilot study completely misinterpreted the 3D geometry of the parts. The researchers wondered if this was the result of insufficient practice reading drawings and/or the result of low spatial ability.
During the Fall 2011 semester, the same assessment was administered to students at Riga Technical University and North Carolina State University who were enrolled in constraint-based/parametric modeling courses. Similar to the pilot study, students were asked to model the seven parts in an assembly drawing of a device within a 110 minute class period. For the current study, students also completed the Purdue Spatial Visualization Test – Visualization of Rotations (PSVT:R) to determine if the engineering graphics literacy assessment scores were related to spatial visualization ability. The researchers did not find significant differences between the universities on scores on the
modeling test or scores on the PSVT:R. Overall, there was a significant correlation between scores on the modeling test and scores on the PSVT:R.
Although other factors such as symbol recognition and understanding standards and conventional practices influence how well students read engineering drawings, it appears that spatial visualization ability plays a significant role it how well they visualize part geometry.
One of the main concerns for conducting future studies is the ability to scale-up to handle more students. Although the rubric used in the pilot study and in this study delivered accurate assessments of the students’ modeling abilities, the time required to assess student work was very high. This potentially could prevent other faculty from using the instrument. The researchers plan on investigating alternative methods for accurately assessing student models such as automated programs for gathering the desired data from the models
The Relationship between Spatial Visualization Ability and Students’ Ability to Model 3D Objects from Engineering Assembly Drawings
No full textUniversities have eliminated many courses in engineering graphics and descriptive geometry over the last 30 years and typically replaced them with a single course that is focused on solid modelling and engineering design. CAD instruction appears to be the main focus of engineering graphics courses that remain, but faculty have many opinions about what is essential when preparing
students for careers.
Spatial abilities have been used as a predictor of success in several engineering and technology disciplines. In engineering graphics courses, scores on spatial tests have also been used to predict success. Other studies have shown that an intervention can improve spatial abilities in students who score low on tests in this area.
For this study, the primary research question was, how well do current engineering and technology students read engineering drawings, and is there a relationship between reading engineering drawings and spatial visualization? Can students take the information given on an assembly drawing, visualize or interpret each part, and then create 3D models of the parts in a
constraint-based CAD system? Is their ability to do this related to scores on a standard spatial visualization test?
During the Fall 2011 semester, sixty-eight students in two constraint-based modeling courses participated in the study. One course was offered at North Carolina State University in Raleigh, North Carolina and the other course was offered at Riga Technical University (RTU) in Riga, Latvia.
Students were administered an electronic version of the PSVT:R within the Moodle learning management system. Later in the semester students were given the modeling test and asked to model as many parts as possible during the 110 minute class period. Once the data was collected, the researchers evaluated all of the models produced by the students.
The analysis of the data revealed that there is a significant correlation between students' scores on the PSVT:R and their scores on the modeling test. This makes sense since the interpretation of the information in an assembly drawing requires one to mentally manipulate the two-dimensional information given in the drawing, visualize the part in three-dimensions, and then break down the geometry for so it can be reconstructed in the 3D modeling program. One must be cautious not to assume that a high score on the PSVT:R will assure a student will perform well on the modeling test. The scatterplots revealed a positive correlation between the two variables, but they also show many outliers.
The main research question for this study was whether a relationship exists between reading engineering drawings and spatial visualization ability. In this study students who scored higher on the PSVT:R tended to score higher on the modeling test. Although other factors such as symbol recognition and understanding standards and conventional practices influence how well students read engineering drawings, it appears that spatial visualization ability plays a significant role it how well they visualize part geometry
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