1,720,954 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
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
A IMPORTÂNCIA DO DIÁLOGO A PARTIR DA PEDAGOGIA DIALÓGICA DE PAULO FREIRE NO ENSINO SUPERIOR: THE IMPORTANCE OF DIALOGUE FROM PAULO FREIRE'S DIALOGICAL PEDAGOGY IN HIGHER EDUCATION
Get PDFThis article aimed to understand the importance of dialogue based on Paulo Freire's dialogical pedagogy in Higher Education. The research was descriptive and qualitative and focused on observing the educational process and the relationship between student and educator. A bibliographic study provided insight into the role of higher education institutions that Freire's pedagogy deals with in the educational process. The result achieved with students based on Paulo Freire's dialogical pedagogy showed that dialogue is fundamental in the educational process and building up the relationship between student and educator. It was concluded that education is a process that aims at the emancipation of the Human Being, in the ontological sense, and that the university must be a place where reflection is provided as an agent of transformation, highlighting that whoever teaches learns and whoever learns from in a way it teaches.O presente artigo teve como objetivo compreender a importância do diálogo a partir da pedagogia dialógica de Paulo Freire no Ensino Superior. A pesquisa foi denominada como descritiva e qualitativa, focada na observação do processo educacional e a relação entre educando e educador. Foi realizado um levantamento bibliográfico, que possibilitou uma visão sobre o papel das instituições de Ensino Superior, ao que trata a pedagogia freiriana no processo educacional. O resultado alcançado com os educandos a partir da pedagogia dialógica de Paulo Freire evidenciou que o diálogo é fundamental no processo educacional, bem como no estreitamento da relação entre educando e educador. Concluiu-se que a educação é um processo que visa à emancipação do Ser Humano, no sentido ontológico, e que a universidade deve ser um lugar onde se oportunize a reflexão como agente de transformação, destacando que aquele que ensina aprende e o que aprende de certa forma ensina.
Palavras-chave: Diálogo. Filosofia na educação. Pedagogia dialógica.
ABSTRACT
This article aimed to understand the importance of dialogue based on Paulo Freire's dialogical pedagogy in Higher Education. The research was descriptive and qualitative and focused on observing the educational process and the relationship between student and educator. A bibliographic study provided insight into the role of higher education institutions that Freire's pedagogy deals with in the educational process. The result achieved with students based on Paulo Freire's dialogical pedagogy showed that dialogue is fundamental in the educational process and building up the relationship between student and educator. It was concluded that education is a process that aims at the emancipation of the Human Being, in the ontological sense, and that the university must be a place where reflection is provided as an agent of transformation, highlighting that whoever teaches learns and whoever learns from in a way it teaches.
Keywords: Dialogue. Philosophy in education. Dialogical pedagogy
A (RE)SIGNIFICAÇÃO DO ENSINO DA FILOSOFIA NO ENSINO MÉDIO: THE (RE)SIGNIFICATION OF TEACHING PHILOSOPHY IN HIGH SCHOOL
Get PDFPara um melhor entendimento, desta pesquisa, é necessário iniciar com alguns questionamentos: O que é Filosofia? Para que ela serve? E quais são seus impactos na sociedade? O objetivo geral, foi apresentar as evidências para que o ensino da Filosofia seja (re)significado visando uma crítica-reflexiva da sociedade. Foi realizado um levantamento bibliográfico que possibilitou uma visão sobre as evidências para a (re)significação do ensino de Filosofia no Ensino Médio. Os resultados da pesquisa evidenciaram o processo de estruturação, investigação e embasamento teórico referente ao objeto, concluindo-se que o tema pesquisado necessita de uma (re)significação: seja quanto aos métodos de ensino utilizados pelos professores, seja quanto à (re)formulação da carga horária da disciplina de Filosofia, nas matrizes curriculares.
Palavras-chave: (Re)significação. Ensino da Filosofia. Ensino Médio.
ABSTRACT
For a better understanding of this research, it is necessary to start with some questions: What is Philosophy? What is it for? And what are its impacts on society? The general objective was to present the evidence so that the teaching of Philosophy can be (re)signified aiming at a reflexive critique of society. A bibliographical survey was carried out, which provided an insight into the evidence for the (re)signification of Philosophy teaching in High School. The research results highlighted the process of structuring, investigation and theoretical basis regarding the object, concluding that the researched topic requires a (re)signification: whether in terms of the teaching methods used by teachers, or in terms of (re)formulation of the course load of the Philosophy subject, in the curricular matrices.
Keywords: (Re)signification. Teaching Philosophy. High school
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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