198,030 research outputs found
Oswaldella vervoorti Pena Cantero & Garcia Carrascosa 1998
No full text<i>Oswaldella vervoorti</i> Peña Cantero & García Carrascosa, 1998 <p>(Fig. 3D–F)</p> <p> <i>Oswaldella vervoorti</i> — Peña Cantero & García Carrascosa, 1998: 175, fig. 1.</p> <p> <b>Material examined</b>. <b>Stn. SUF</b> — 30.i.2011, Ant.27/2011 (15–20 m): two stems, 6 and 7.5 mm high, both bearing immature (presumably male) gonothecae. <b>Stn. SHO</b> — 06.ii.2011, Ant.29/2011 (33 m): a few stems, up to 9 cm high, richly bearing male gonothecae, as well as numerous broken cladia (MHNG-INVE-79796).</p> <p> <b>Remarks</b>. For a description of this species, we refer to Peña Cantero & García Carrascosa (1998). <b>Geographical distribution</b>. Summarized by Peña Cantero & Gili (2006).</p>Published as part of <i>Galea, Horia R. & Schories, Dirk, 2012, Some hydrozoans (Cnidaria) from King George Island, Antarctica, pp. 1-21 in Zootaxa 3321</i> on page 13, DOI: <a href="http://zenodo.org/record/213236">10.5281/zenodo.213236</a>
Oswaldella elongata Pena Cantero, Garcia Carrascosa and Vervoort 1995
No full textOswaldella elongata Peña Cantero, García Carrascosa and Vervoort, 1995 Oswaldella elongata Peña Cantero et al., 1995: 347–350, figure 2; 1997: 344; Peña Cantero and Vervoort, 1998: 36; Peña Cantero and García Carrascosa, 1999: 212 et seq.; Peña Cantero and Marques, 1999: 85. Oswaldella sp.1 Peña Cantero, 1991: 179–182, pl. 33 figures a–e, pl. 57 figures a–f, pl. 68 figure b; Peña Cantero and García Carrascosa, 1994: 126, figure 8g, h; 1995: 104–107, figures 46A–F, 47A–F, 64F. Remarks. Oswaldella elongata is an uncommon species, well characterized by the long hydrothecae, the absence of mesial inferior nematothecae in the hydrocladial internodes, the presence of two axillary nematophores and two 'mamelons' in the cauline apophyses and the presence of only secondary hydrocladia (cf. table 1). Ecology and distribution. Oswaldella elongata is known only from off Clerke Rocks and South Georgia, where it was found between 86 and 250 m depth, growing on hydrocorals (Peña Cantero et al., 1995).Published as part of Peña Cantero, A. L. & Vervoort, W., 2004, Species of Oswaldella Stechow, 1919 (Cnidaria: Hydrozoa: Kirchenpaueriidae) from US Antarctic expeditions, with the description of three new species, pp. 805-861 in Journal of Natural History 38 on page 82
Gaetano Brunetti, un músico de cámara por conocer
No full textEstudio de la figura de Gaetano Brunetti (1744-1798) y su época. Análisis, edición y grabación del 1r trío en mi b m para dos violines y violonchelo perteneciente a la serie nº 1.Carrascosa García, PJ. (2011). Gaetano Brunetti, un músico de cámara por conocer. Universitat Politècnica de València. https://riunet.upv.es/handle/10251/15509Archivo delegad
Simultaneous Photorefractive Recording And Fixing In Lithium Niobate Crystals Using Self-stabilized Techniques: Effect Of The Iron Reduction State
No full textWe report the use of self-stabilized holographic recording techniques for the recording of a hologram in a photorefractive iron-doped lithium niobate crystal at moderately high temperature and simultaneously compensating it by allowing the diffusion of positively charged hydrogen ions. After white-light development an efficient fixed grating is obtained even for reduced samples. A fixed grating with 25% diffraction efficiency is obtained in these conditions in a reduced crystal but higher values are possible.99111114Amodei, J.J., Phillips, W., Staebler, D.L., (1971) IEEE J. QE, 7, p. 321Yariv, A., Orlov, S.S., Holographic storage dynamics in lithium niobate: Theory and experiment (1996) J.Opt.Soc. Am. B, 13, pp. 2513-2523Miguel, E.M., Limeres, J., Carrascosa, M., Arizmendi, L., Study of developing thermal fixed holograms in lithium niobate (2000) J.Opt.Soc.Am. B, 17, pp. 1140-1146De Oliveira, I., Frejlich, J., Arizmendi, L., Carrascosa, M., Nearly 100% diffraction efficiency fixed holograms in iron-doped lithium niobate using self-stabilized recording technique (2005) Opt. Commun, 247, pp. 39-48De Oliveira, I., Frejlich, J., Arizmendi, L., Carrascosa, M., Self-stabilized holographic recording in reduced and oxidized lithium niobate crystals (2004) Opt. Commun, 220, pp. 371-380Breer, S., Buse, K., Peithmann, K., Vogt, H., Krãtzig, E., Stabilized recording and thermal fixing of holograms in photorefractive lithium niobate crystals (1998) Rev. Sci. Inst., 69, pp. 1591-159
Identificación de los perfiles del tutor como resultado del funcionamiento de la acción tutorial
No full textReferencias bibliográficas:
• Alegre, O. M., Guzmán, R., & Arvelo, C. N. (2017). La tutoría y la inclusión en la formación del profesorado de educación primaria. Educatio Siglo XXI, 35(2), 43-64.
• Álvarez Justel, J. (2017). La tutoría en secundaria. Educatio Siglo XXI, 35(2), 65-89.
• Arnaiz, P., De Haro, R., & Guirao, J. M. (2015). La evaluación en educación primaria como punto de partida para el desarrollo de planes de mejora inclusivos en la Región de Murcia. Revista Electrónica Interuniversitaria De Formación Del Profesorado, 18(1), 103-122.
• Bereziartua, J., Zubiri, A., Intxausti, N., & Odriozola, A. (2017). Acción tutorial en la transición del alumnado de las escuelas del medio rural a la educación secundaria. Tendencias Pedagógicas, 29, 189-210.
• Cano, R., Castillo, S., Casado, M., & Ponce, A. (2013). Estructura y organización de la orientación educativa. Orientación Y Tutoría Con El Alumnado Y Las Familias, 59-110.
• CARBONERO, M., Valdivieso, J., & Martín, L. (2010). Identificación de variables descriptivas del profesorado eficaz. La Convivencia Escolar.Aspectos Psicológicos Y Educativos, 395-402.
• Carrascosa, V. L., & Fernández-Díaz, M. J. (2019a). Design and validation of a scale to evaluate the functioning of tutoring in Secondary Education. [Diseño y validación de una escala para evaluar el funcionamiento de las tutorías en Educación Secundaria] Revista De Investigacion Educativa, 37(2), 525-541. 10.6018/rie.37.2.345251
• Carrascosa, V. L., & Fernández-Díaz, M. J. (2019b). Perceived effectiveness in the development of tutoring in secondary education. [L’appréciation du développement de tutorat éducatif au niveau secondaire; Eficacia percibida en el desarrollo de las tutorías en educación secundaria] Bordon.Revista De Pedagogia, 71(2), 109-123. 10.13042/Bordon.2019.69032
• Carvalho, M., & Taveira, M. D. C. (2014). Teacher role on students' academic and vocational decisions making. [El papel del profesorado en la toma de decisiones académico y profesionales del alumnado] Revista Espanola De Orientacion Y Psicopedagogia, 25(3), 20-35. 10.5944/reop.vol.25.num.3.2014.13856
• Clares, P. M., Cusó, F. J. P., & Morga, N. G. (2019). What do students need from university tutoring? Validation of a measurement instrument through a multivariate analysis. [¿qué necesita el alumnado de la tutoría universitaria? Validación de un instrumento de medida a través de un análisis multivariante] Educacion XX1, 22(1), 189-213. 10.5944/educxx1.21302
• CRUZ, S. (2018). Desarrollo de la tutoría en el Colegio de Ciencias y Humanidades. Hacia Un Modelo De Intervención Tutorial Para El CCH, , 15-38.
• DE LA TORRE-Laso, J. (2019). La retroalimenta-ción evaluativa o feedback para los trabajos en grupo como estrategia de acción tutorial en la universidad. Revista Educación, 43(1), 1-12.
• Delgado-García, M., Conde Vélez, S., & Boza Carreño, Á. (2020). Profiles and functions of university tutors and their effects on students’ tutorial needs. [Perfiles y funciones del tutor universitario y sus efectos sobre las necesidades tutoriales del alumnado] Revista Espanola De Pedagogia, 78(275), 119-143. 10.22550/REP78-1-2020-03
• Domínguez, C. Y., & Marcelo, C. (2013). Tasks and competencies for online teachers. [Tareas y competencias del tutor online] Profesorado, 17(2), 305-325.
• Frías, D. G. S. -., & Ortega, E. G. (2017). School mediation programs as tools to promote healthy couple relationships in adolescence. [Los programas de mediación escolar como herramientas para la promoción de unas relaciones de pareja saludables en la adolescencia] Revista Espanola De Orientacion Y Psicopedagogia, 28(1), 72-85. 10.5944/reop.vol.28.num.1.2017.19359
• García Nieto, N. (2011). La función tutorial en el ámbito educativo. Padres Y Maestros, 342, 5-9.
• González, A. D. T., & Hernández, L. J. (2019). Formation of teaching competences in higher education by evaluating tutor's performance. [La formación de competencias docentes universitarias a partir de la evaluación del desempeño del tutor] Publicaciones De La Facultad De Educacion Y Humanidades Del Campus De Melilla, 49(1), 39-52. 10.30827/publicaciones.v49i1.9851
• González, C., & González, N. (2015). Enseñar a transitar desde la Educación Primaria: El proyecto profesional y vital. Revista Electrónica Interuniversitaria De Formación Del Profesorado, 18(2), 29-41.
• González-Benito, A., & Vélaz-De-Medrano, C. (2014). No title. La Acción Tutorial En El Sistema Escolar,
• Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1995). No title. Multivariate Data Analysis,
• Humberto Bejar, L. (2018). La tutoría como instrumento esencial para desarrollo personal, comunitario, social y el aprendizaje intelectual de los/as estudiantes de nivel superior, de manera integrada e integradora a la vida. Universidad Y Sociedad, 10(1), 52-58.
• Jiménez Trens, M. A., & Navaridas Nalda, F. (2012). What characterizes an "excellent teacher"?: The students' perspective. [Cómo son y qué hacen los "maestros excelentes": La opinión de los estudiantes] Revista Complutense De Educacion, 23(2), 463-485.
• Kara, M., & Can, G. (2019). Master's students' perceptions and expectations of good tutors and advisors in distance education. International Review of Research in Open and Distance Learning, 20(2), 162-179. 10.19173/irrodl.v20i2.3674
• LEÓN-Carrascosa, V. (2018). No title. El Funcionamiento De La Acción Tutorial Y Factores De Eficacia,
• Luque, E. A. C., & Vallejo, A. P. (2017). Effectiveness of an intervention program based on the use of ict in mentoring. [Eficacia de un programa de intervención basado en el uso de las tic en la tutoría] Revista De Investigacion Educativa, 35(1), 215-233. 10.6018/rie.35.1.248831
• Martín, I. L., & GonzálezVillanueva, P. (2018). University tutoring as a space for personal relations. A multiple case study. [La tutoría universitaria como espacio de relación personal. Un estudio de caso múltiple] Revista De Investigacion Educativa, 36(2), 381-399. 10.6018/rie.36.2.291161
• Martínez Clares, P., Pérez Cusó, F. J., & Martínez Juárez, M. (2018). Application of quality management models to university tutoring. [Aplicación de los modelos de gestión de calidad a la tutoría universitaria] Revista Complutense De Educacion, 29(3), 633-649. 10.5209/RCED.53541
• Ley Orgánica 8/2013, De 9 De Diciembre, Para La Mejora De La Calidad Educativa,
• Pérez, F. J., González, C., González, N., & Martínez, M. (2017). Tutoría en la Universidad: Un estudio de caso en la Facultad de Educación de la Universidad de Murcia. Educatio Siglo XXI, 35(2), 91-110.
• Ponce Ceballos, S., Aceves Villanueva, Y., & Boroel Cervantes, B. I. (2020). Exploration del comportamiento de un instrumento para evaluar la funcion de tutoria academica en el contexto de escuelas Normales. Revista Iberoamericana De Evaluación Educativa, 13(1), 139-155.
• Sa, B., Ezenwaka, C., Singh, K., Vuma, S., & Majumder, M. A. A. (2019). Tutor assessment of PBL process: Does tutor variability affect objectivity and reliability? BMC Medical Education, 19(1)10.1186/s12909-019-1508-z
• Sanz Oro, R. (2009). No title. Tutoría Y Atención Personal Al Estudiante En La Universidad,
• Tarrida, A. G. (2012). Competences profile of tutors in secondary school. [Perfil competencial del tutor o de la tutora de Enseñanza Secundaria] Revista Espanola De Orientacion Y Psicopedagogia, 23(2), 22-41. 10.5944/reop.vol.23.num.2.2012.11416
• Urosa, B., & Lázaro, S. (2017). La función tutorial en Educación Infantil y Primaria: Actividades que implica y dificultad percibida por el profesorado en su desarrollo. Educatio Siglo XXI, 35(2), 111-138.
• Vélaz-De-Medrano Ureta, C., Manzanares Moya, A., López-Martín, E., & Manzano-Soto, N. (2013). School counsellor competences and training: An empirical study in nine spanish autonomous communities. [Competencias y formación de los orientadores escolares: Estudio empírico en nueve comunidades autónomas] Revista De Educacion, (EXTRA 2013), 261-292. 10.4438/1988-592X-RE-2013-EXT-249
• Waltz, S. B. (2019). Tutor training for service learning: impact on self-efficacy beliefs. Mentoring and Tutoring: Partnership in Learning, 27(1), 26-43. 10.1080/13611267.2019.1583405
• Yale, A. T. (2019). The personal tutor–student relationship: student expectations and experiences of personal tutoring in higher education. Journal of further and Higher Education, 43(4), 533-544. 10.1080/0309877X.2017.1377164
• Youde, A. (2016). Tutor emotional competences valued by learners in a blended learning context. European Journal of Open, Distance and E-Learning, 19(2), 81-97.La función tutorial favorece el desarrollo integral del individuo; pero para ello, los tutores deben presentar ciertas cualidades y competencias que derivan en diversas formas en su actividad educativa y tutorial. Esta investigación pretende identificar y analizar los perfiles de tutores atendiendo a la similitud de aspectos relativos a la planificación, las funciones del tutor, el desarrollo y la evaluación en la acción tutorial. Se trata de un estudio no experimental de carácter exploratorio. Se recoge información de un total de 401 tutores y 4,254 estudiantes de educación secundaria de la Comunidad de Madrid, España. Los resultados revelan cuatro perfiles de tutores con variedad de características en el desarrollo de sus funciones tutoriales. Se concluye que los centros tienen necesidad de establecer mecanismos de calidad para garantizar un buen funcionamiento de la acción tutorial a través del conocimiento de las realidades particulares y de los intereses de sus protagonistas.Tutorial function favors the integral development of the individual; however, it is necessary that tutors present certain qualities and competencies which will, in consequence, derive in better educational and tutorial practices. The present research aims to identify and analyze the profiles of several tutors taking into account their similarities regarding such aspects as planning, functions, development and assessment. This is a non-experimental study of an exploratory nature. We gathered information from a total of 401 tutors and 4,254 secondary education students from Madrid, Spain. The results reveal four different tutor profiles with a variety of characteristics regarding the development of their tutorial functions. The conclusions reveal that educational centers need to establish quality mechanisms to guarantee the proper functioning of tutorial practices through the knowledge of the particular realities and interests of their studentsDepto. de Estudios EducativosFac. de EducaciónTRUEpu
Oswaldella vervoorti Pena Cantero & Garcia Carrascosa 1998
No full textOswaldella vervoorti Peña Cantero & García Carrascosa, 1998 (Figs 14, 16 O, 18 G, 20 G) Material examined. United States Antarctic Research Program (USARP): Stn 721 / 1063, Hero, 19 December 1971, 62°19.0’S, 59 °11.4’W (Nelson Island, South Shetland Islands), 44 m (USNM 1003380). Description. Monosiphonic, unbranched stems, up to 95 mm high, divided into internodes. Angle between cauline apophyses and stem ca. 45 °. Cauline apophyses with two axillary nematophores, each emerging through hole in apophysis perisarc, provided with slight abcauline projection of perisarc, and another one emerging through strongly developed ‘mamelon’, provided with relatively large aperture (Fig. 14 B). Hydrocladia branched (Fig. 14 A), with up to fourth-order hydrocladia. First hydrocladial internode bifurcated, with two similar prongs (Fig. 14 A). Mesial inferior nematophore emerging from marked swelling at proximal third of internode (Fig. 14 C–D); with relatively large, claw-shaped nematotheca (Fig. 14 C–E). Hydrotheca elongate, placed on distal half of internode. Abcauline wall roughly straight; adcauline wall mostly adnate (Fig. 14 D). Hydrothecal aperture perpendicular to long axis of internode, sub-circular, adcauline side more or less straight; rim even (Fig. 14 C–D). Immature gonothecae, inverted cone-shaped (Fig. 14 A, F). Remarks. Although only up to second-order hydrocladia were observed in the material examined (Fig. 14 A), up to fourth-order hydrocladia have been described (cf. Peña Cantero & García Carrascosa 1998).Published as part of Molinero, A. González & Peña Cantero, A. L., 2015, SEM study of species of Oswaldella Stechow, 1919 (Cnidaria, Hydrozoa, Kirchenpaueriidae), with an annotated checklist of the species of the genus, pp. 401-441 in Zootaxa 4052 (4) on page 422, DOI: 10.11646/zootaxa.4052.4.1, http://zenodo.org/record/24588
Oswaldella vervoorti Pena Cantero & Garcia Carrascosa 1998
No full textOswaldella vervoorti Peña Cantero & García Carrascosa, 1998 (Figs 3–4) Oswaldella sp. Peña Cantero, 2009: 1749, fig. 3c. Material examined. TAN 0602/430, one stem 90 mm high, with gonotheca (NIWA 144249), one stem 50 mm high, with gonothecae (NIWA 144253) and one stem 50 mm high (NIWA 144255). Description. Stems up to 90 mm high, monosiphonic, divided into internodes (one or two apophyses per internode). Cauline apophyses alternately arranged in one plane, with two axillary nematophores and one mamelon (Fig. 3F). Cauline apophyses giving rise to hydrocladia with a distinct separation between them. Up to second order hydrocladia present. Hydrocladia divided into internodes. Unforked hydrocladial internodes (Fig. 3A–B, G) with one hydrotheca on distal half of internode and two nematophores: a mesial superior nematophore, placed behind free part of adcauline hydrothecal wall (Fig. 3E), and a mesial inferior nematophore, situated on a slightly raised part of the internode and provided with a reduced scale-shaped nematotheca (Fig. 3C–D, H). Forked hydrocladial internodes with hydrotheca between two prongs, each of them with a nematophore, and one mesial inferior nematophore provided with a scaleshaped nematotheca. Apophyses supporting lower-order hydrocladia usually smaller than distal part of internodes. Hydrotheca slightly higher than wide. Adnate to internode for about three-fourths of its adcauline length. Hydrothecal basal part distinctly oblique; abcauline side lower. Abcauline hydrothecal wall longer than adcauline side, aperture slightly directed adcaudally. Distal third of abcauline wall distinctly directed outwards (Fig. 3C–D, H). Gonotheca elongated, club-shaped (Fig. 3I). Measurements (in µm). Hydrotheca: length of abcauline wall from 200 µm at 1 st internode to 300 µm at 7 th, free part of adcauline length 50, diameter at aperture 230–250. Gonothecae: length 2000, maximum diameter 480–700. Nematocysts: larger microbasic mastigophores, 11–12.5 x 3–3.5. Remarks. One of the 50-mm-high stems (NIWA 144253) is provided with a secondary stem originating from a forked hydrocladial internode at the usual location of the gonothecal insertion. This second-order stem has a typical structure. Most cauline apophyses of the 90-mm-high stem are deprived of mamelons; a little prominent mamelon was observed only twice. In one of the 50-mm-long stems (NIWA 144255) only some apophyses, particularly at the basal part of the stem, also present mamelon. In the material studied most hydrocladia are either unforked or just bifurcated (the first internode of primary hydrocladia giving rise to a single secondary hydrocladium). In one of the 50-mm-long stems (NIWA 144255) only seven of its last eight hydrocladia are bifurcated with apophyses quite similar to the distal part of the internode and the hydrotheca approximately in the middle of the bifurcation. There are, however, signs of other branching below. In one case, one first-order hydrocladium has the basal part of four secondary ones, one on each of its four first internodes, resting on distinctly smaller apophyses situated laterally under the hydrotheca. On a few occasions there are secondary hydrocladia that do not originate from the first internodes of the primary hydrocladium, but from others (i.e. there are unforked hydrothecate internodes before the forked ones). This material (NIWA 144255) has hydrothecae (Fig. 3G–H) less elongated (abcauline length up to 250 µm) and wider (diameter at aperture up to 280 µm) than those from the remaining material (Fig. 3A–D). It also has some nematothecae clearly more developed, with a distinct adcauline wall (Fig. 3H). This material, however, is the closest to O. vervoorti by the branching, with unforked hydrothecate internodes between forked ones. According to Peña Cantero & García Carrascosa (1998), although lower-order hydrocladia typically arise from the first internodes of the primary hydrocladia, in many cases unforked hydrothecate internodes were present preceding forked ones. On the other hand, looking at their figures (cf. fig. 1a–c in Peña Cantero & García Carrascosa 1998) it is evident that the apophyses supporting lower-order hydrocladia are smaller than the distal part of the internode. Clearly, it is not a simple bifurcation of the internode. Instead, it is like a normal hydrothecate internode laterally giving rise to the lower-order hydrocladium. In order to confirm this point, I have examined the holotype of O. vervoorti. The first forked hydrocladial internode is the most misleading as sometimes the apophysis supporting the second-order hydrocladium is similar to the distal part of the internode (Fig. 4A); in addition, both the apophysis and the distal part of internode are provided with a nematophore placed at approximately the same level. In all the remaining forked hydrocladial internodes, the prongs are markedly dissimilar (Fig. 4B), one is clearly the distal part of the internode, the other is undoubtedly the apophysis. Both are also provided with nematophores, but that of the apophysis is placed at a lower level (Fig. 4B). The first internodes originating from the apophyses are relatively very long (up to 1300 µm) (Fig. 4C). The primary hydrocladium might give rise to several second-order hydrocladia (up to six according to Peña Cantero & García Carrascosa 1998). Most secondary hydrocladia originate sequentially from the first (up to the fourth) internodes of the primary one, but it is not unusual to observe extra secondary hydrocladia originating after some unforked internodes (this is clearly shown in figure 1a in Peña Cantero & García Carrascosa 1998). The first secondary hydrocladium usually gives rise to a third-order hydrocladium at its first internode, but it can also form other tertiary hydrocladia (up to three according to Peña Cantero & García Carrascosa 1998), sometimes also beyond unforked internodes (see also figure 1a in Peña Cantero & García Carrascosa 1998). According to these authors, the first third-order hydrocladium sometimes even forms a fourth-order one. Mamelons are more prominent in the holotype than in the present material (compare Fig. 3F with Fig. 4E). Although suspicious on geographic grounds, there is no evidence to consider the material studied here different from O. vervoorti. This would not be the first Antarctic benthic hydroid previously considered endemic to West Antarctica and later found in East Antarctica. Peña Cantero (2009) reported, as Oswaldella sp., material likely conspecific with the one studied here, which is considered to belong to O. vervoorti. The young stems, up to 20 mm high, are divided into internodes with one or two apophyses each, the hydrocladia are unforked and the cauline apophyses are provided with two axillary nematophores and the most distal ones have mamelon. The size of the hydrotheca also agrees. Ecology and distribution. Present material was collected at depths between 70 and 120 m off Buckle Island; gonothecae in March. The material described as Oswaldella sp. by Peña Cantero (2009) came from a depth of 70–85 m off Buckle Island. Not only is O. vervoorti reported for the first time from the area of study, but also for East Antarctica, which indicate that its geographical distribution may be considered as circum-Antarctic.Published as part of Peña Cantero, Álvaro L., 2021, Additions to knowledge of the biodiversity of benthic hydroids (Cnidaria: Hydrozoa) in the Balleny Islands (Antarctica), pp. 321-336 in Zootaxa 4966 (3) on pages 332-335, DOI: 10.11646/zootaxa.4966.3.4, http://zenodo.org/record/473669
Dr. Duane M. Jackson, Morehouse College, July 2011
No full textThis video is a conversation with Dr. Duane M. Jackson. Dr. Jackson talks about his paper, "Recall and the Serial Position Effect: The Role of Primacy and Recency on Accounting Students' Performance." Jackie Daniel, AUC Woodruff Library, is the interviewer
"Reflections on the subject of Emigration from Europe with a view to Settlement in the United States" By M. Carey.
No full text"Reflections on the subject of Emigration from Europe with a view to Settlement in the United States: containing bried sketches of the moral and political character of those states.
By M. Carey, member of the American philosophical, and of the American Antiquarian Society, and author of The Olive Branch, Cindiciae Hibernicae, essays on banking, on political economy, and on internal improvement.
To which are now added the English editor's comments on the subject; together with Important Advice to Emigrants, and Cautions Against Impositions Practiced in the Outports
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
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