1,720,962 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
AI in Recruiting- Exploring the Impact of AI-Evaluated Job Interviews on Intention to Apply
No full textAI in recruiting is used more and more in recruiting and for the evaluation of job interviews. Research has focused mainly on companies' side of AI implementation in recruiting. However, changes in demographics also make it important to look at it from the viewpoint of candidates. This thesis aims to explain how the perception of AI-evaluated job interviews influences the intention to apply. A survey is used as a data collection method with a sample of 105 participants. The results revealed that the perception of AI-evaluated job interviews positively influences the intention to apply in terms of organizational attractiveness, while anxiety negatively influences the intention to apply. However, in general, the positive effect is stronger. Other factors such as trust, fairness, intrinsic motivation, and novelty have no significant effect on the intention to apply
Jean-Jacques Rousseau's thoughts on life science and education in his Work "emile"
No full text17. yüzyılda yaşayan Jean Jacques Rousseau'un Emile eseri eğitim ile ilgili birçok önemli unsuru barındırmaktadır. Bu eserde özellikle 1. ve 2. kitapların hayat bilgisi dersinin öğretimi konuları ile ilgili olduğu düşünülmektedir. Araştırmanın amacını Jean Jacques Rousseau'nun Emile eserinde hayat bilgisi dersine ve eğitime yönelik düşüncelerinin tespit edilmesi oluşturmaktadır. Bu amaç çerçevesinde araştırmada nitel araştırma modeli benimsenmiş ve doküman analizi işe koşulmuştur. Araştırmanın veri kaynağını Jean-Jacques Rousseau'nun Emile eserinin 1. ve 2. kitabı oluşturmuştur. Araştırmada doküman analizi ile elde edilen sonuçlar aşağıdaki gibidir: 1. Rousseau'nun Emile eserinde hayat bilgisi dersinin amacına yönelik olarak 14 yerde düşünceleri olduğu tespit edilmiştir. Bunlar; mutlu birey yetiştirmek (8), çocuğun kendini tanımasını sağlamak (2), hayatı öğretmek (2), iyi insan yetiştirmek (1) ve etkili vatandaş yetiştirmek (1) şeklinde kategoriler altında yer almıştır. 2. Rousseau'nun Emile eserinde hayat bilgisi dersinin içeriğine yönelik olarak 76 yerde düşünceleri olduğu belirlenmiştir. Bunlar; düşünce ve değerler (33), fen bilimleri (12), toplum bilimleri (12), eşya eğitimi (10), doğa, toplum, eşya (9) şeklindedir. Hayat bilgisi dersinin içeriğini oluşturan "sanat" kategorisine ait herhangi bir görüşe rastlanılmadığı tespit edilmiştir. 3. Rousseau'nun Emile eserinde hayat bilgisi dersinin içeriğini oluşturan düşünce ve değerlere yönelik olarak 2018 hayat bilgisi dersi öğretim programındaki kök değerlerden 7'sine [vatanseverlik (5), sevgi (2), sabır (2), adelet (1), dürüstlük (1), sorumluluk (1) ve öz denetim (1)] ait düşüncelerinin olduğu, 3'üne [saygı, dostluk ve yardımseverlik] ait düşüncelerinin olmadığı belirlenmiştir. 4. Rousseau'nun Emile eserinde hayat bilgisi dersinin içeriğinin oluşturulmasında dikkate alınan unsurlara yönelik olarak 140 yerde düşünceleri olduğu tespit edilmiştir. Bu düşüncelerden "eğitim biliminin özellikleri" kategorisinin 122 kez geçtiği görülmektedir. Bu kategoriyi öğrencinin içinde bulunduğu ortam (13) ve hazırbulunuşluk (4) kategorileri izlemiştir. Hayat bilgisi dersinin içeriğinin oluşturulmasında dikkate alınan unsurlardan "kazanımlar" kategorisine ait herhangi bir görüşe rastlanılmamıştır. 5. Rousseau'nun Emile eserinde hayat bilgisi dersinin içeriğinin oluşturulmasında dikkate alınan unsurlardan eğitim biliminin özelliklerine yönelik olarak 122 yerde düşünceleri olduğu ve bu düşüncelerinin 7 ana kategori [dil gelişimi (37), ahlaki gelişim (18), duygusal gelişim (17), zihinsel gelişim (16), fiziksel gelişim (15), kişilik gelişimi (12) ve sosyal gelişim (2)] altında toplandığı görülmüştür. 6. Rousseau'nun Emile eserinde hayat bilgisi dersi öğretim ilkelerine yönelik olarak 46 yerde düşünceleri olduğu ve bu düşüncelerin 9 öğretim ilkesi [çocuğa görelik (27), hayatilik (5), temerküz (4), mahallilik (3), ayaniyet (3), bilinenden bilinmeyene (1), somuttan soyuta (1), kolaydan zora (1) ve yakından uzağa (1)] altında toplandığı tespit edilmiştir. 7. Rousseau'nun Emile eserinde eğitime bakışı ile ilgili olarak 106 yerde düşünceleri olduğu ve bu düşüncelerin 25 kategori altında toplandığı tespit edilmiştir. Bu kategorilerden "yaparak yaşayarak öğrenme" (26) en çok ifade edilen olurken bu kategoriyi "okul" (25), "eğitim yanlışları" (7) ve "eğitimde süreç" (6) kategorileri izlemiştir.Jean-Jacques Rousseau, who lived in the 17th century, has many significant elements in his work Emile about education. It has been perceived that the 1st and 2nd books are related to the teaching of life science lessons. The aim of this study is to determine the thoughts of Jean Jacques Rousseau on life science lesson and education in his work Emile. In this context, qualitative research model and document analysis were applied. The data source of the study is composed of the Jean Jacques Rousseau's work Emile, book 1 and 2. The results obtained from the document analysis are as follows: 1. In 14 different statements in his book Emile, Rousseau is found to have thoughts about the purpose of life science lesson. These are categorized under: to train happy individual (8), to ensure the child know himself/herself (2), teaching life (2), to train a good person (1), and to train an effective citizen (1). 2. Similarly, in 76 different statements in his book, he is found to have thoughts about the curriculum of life science lesson. These are thoughts and values (33), science (12), social sciences (12), objects education (10), nature, community, goods (9). It is seen that there are no thoughts on "art" category, which is one of the subjects of life science lessons. 3. It is also seen that Rousseau has thoughts about 7 of the core subjects covered in 2018 life science class curriculum [patriotism (5), love (2), patience (2), justice (1), honesty (1), responsibility (1) and self-control (1)] while he has not expressed any thoughts on 3 subjects [respect, friendship, and helpfulness], which are all 4. In 140 different statements in his book, he is also found to have thoughts about the things that the educators take into consideration while preparing the curriculum of life science lesson. Of these thoughts "the features of the educational science" category takes place in 122 spots. This is followed by the environment that the student is in (13) and readiness (4) categories. No view on the "gains" category, which is taken into consideration in preparing the curriculum of life science lesson, has been detected. 5. Also in 122 statements in his book Emile it is seen that Rousseau has thoughts about the "features of the educational science" category, which is taken into consideration by the educators while preparing the curriculum of life science lesson. These thoughts are categorized under 7 main topics [language development (37), moral development (18), emotional development (17), mental development (16), physical development (15), personality development (12), and social development (2)]. 6. In a similar way, in 46 parts of Emile, he is found to have thoughts about the principles of life science education. These thoughts are categorized under 9 education principles [juvenility (27), actuality (5), concentration (4), locality (3), meaningfulness (3), from known to unknown (1), concrete to abstract (1), simple to complex (1), and closely away]. 7. In 106 statements, it is seen that he has thoughts about education. These thoughts are categorized under 25 subjects in Emile. "Learning by experimenting" has been phrased at most (26) and this is followed by the categories of "school" (25) "mistakes in education" (7), and "process in education" (6)
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
The effect of inbreeding on fingerprint asymmetry
No full textSosyal Bilimler EnstitüsüAkraba evliliği (soy içi üreme, iç evlilik, endogami ve inbreeding) olarak adlandırılan 1.derece kuzen evliliği gelişimsel istikrarsızlığın olası belirleyicilerindendir ve yüksek derecede homozigotluğun sonucu olan dalgalanan asimetriler ile ilişkilidir. Parmak izleri ise anne karnında 10.5 ve 16. haftada oluşur ve değişmeden kalır. Bu dönemde etkili olan genetik ve çevresel faktörler parmak izleri üzerinde kalıcı izler bırakır. Bu çalışmada, iç üreme baskısının parmak izi asimetrileri üzerinde ne tür etkiler oluşturduğu sorusunda odaklanılmıştır. Bu amaç doğrultusunda; Cumhuriyet Üniversitesi’nde okuyan 18-35 yaş aralığındaki toplam 200 öğrenci dört gruba ayrılmış (50 akraba evliliği sonucu olan kadın, 50 akraba evliliği sonucu olan erkek, 50 akraba evliliği sonucu olmayan kadın, 50 akraba evliliği sonucu olmayan erkek), bu gruplardan 10 parmak izi alınıp çizgi sayıları ve figür modelleri (ark, tak, ulnar loop, radyal loop, wirbel, merkezi cepli, ikiz, karışık) analiz edilmiştir. Gruplara ilişkin on parmak çizgi sayısı bilateral ölçüleri karşılaştırıldığında gruplar arası farklılık önemsiz bulunmuştur. Gruplara ait çizgi sayısı bakımından sıralama ise; akraba evliliği olan erkeklerde 4. parmak sağ ve sol çizgi sayıları karşılaştırıldığında farklılık anlamlı bulunurken, akraba evliliği olmayan erkeklerde 4. ve 5. parmak çizgi sayıları karşılaştırıldığında farklılık önemli bulunmuştur.Parmak izi çizgi sayısı dağılımına bakıldığında sağ ve sol 1. parmak akraba evliliği sonucu olmayan erkeklerde diğerlerine göre daha yüksek bulunmuştur, sağ 2. parmak akraba evliliği sonucu olan erkeklerde ve sol 2. parmak akraba evliliği sonucu olmayan erkeklerde daha yüksek, sağ 3. parmak akraba evliliği sonucu olan kadınlarda en yüksek ve sol 3. parmak akraba evliliği sonucu olmayan erkeklerde yüksek, sağ 4. parmak akraba evliliği sonucu olan kadınlarda yüksek, sol 4. parmak akraba evliliği sonucu olan erkeklerde yüksek, sağ 5. parmak akraba evliliği sonucu olan kadınlarda yüksek, sol 5. parmak akraba evliliği sonucu olmayan erkeklerde yüksek bulunmuştur. Gruplara ait figür modeli bakımından ulnar ve wirbel desen daha fazla görülmektedir. Bunun dışında 1. parmaklarda ikiz desen fazla görülürken, 2. parmaklarda radyal loop daha fazla görülmektedir. Parmak çizgi sayısı açısından yönsel asimetri düzeyleri; akraba evliliği sonucu olan kadın ve erkekler karşılaştırıldığında 4. parmak yönünden cinsiyetler arası farklılık önemli bulunurken; akraba evliliği sonucu olmayan kadın ve erkekler karşılaştırıldığında 4. parmak ve 5. parmak yönünden cinsiyetler arası farklılık önemli bulunmuştur. Parmak çizgi sayısı açısından yönsel asimetri düzeyleri her iki cinsiyet için; akraba evliliği sonucu olan grup ve akraba evliliği sonucu olmayan grup 1, 2, 3 ve 4. parmaklara ilişkin yönsel asimetri ölçümleri karşılaştırıldığında farklılık önemsiz bulunurken, 4. ve 5. parmakta iki grup arasında yönsel asimetri açısından farklılık önemli bulunmuştur. Ayrıca parmak çizgi sayısı açısından akraba evliliği sonucu olan ve akraba evliliği sonucu olmayan grupların dalgalanan asimetri düzeyleri karşılaştırıldığında Levene uyum testi sonucuna göre farklılık önemsiz bulunmuştur. Sonuç olarak, prenatal dönemde gelişimsel kararsızlığın güvenirlir bir göstergesi olan parmak izi asimetrileri açısından iç evli ve dış evli gruplar arasında beklenen farklılığın ortaya çıkmadığı söylenebilir.First degree cousin marriage, which is called consanguineous marriage (inbred reproduction, internal marriage, endogamy and inbreeding), is one of the possible determinants of developmental instability and is associated with fluctuating asymmetries that cause high homozygousity. Fingerprints occur in the womb at 10.5 and 16 weeks and remain unchanged. Genetic and environmental factors that are effective in this period leave permanent marks on fingerprints. This study focuses on the effects of internal reproductive pressure on fingerprint asymmetries. In accordance with this purpose; A total of 200 students between the ages of 18-35 studying at Cumhuriyet University were divided into four groups (50 women from consanguineous marriage, 50 men from consanguineous marriage, 50 men from consanguineous marriage, 50 men from consanguineous marriage), 10 fingers from these groups and line numbers and figure models (arc, tented arc, ulnar loop, radial loop, whorl, central pocket, twin, mixed) were analyzed. When the bilateral measurements of ten finger lines were compared, the difference between the groups was insignificant. In order of number of lines belonging to groups; When the right and left line numbers of the fourth fingers were compared, the difference was found to be significant in men with consanguineous marriages. When the number of fingerprint lines was examined, it was found that the right and left first fingers were higher in men who did not result in consanguineous marriages compared to the others the highest in the left and third fingers of the marriage between the men who are not the result of consanguineous marriage, the right in the fourth finger of the women who are the result of consanguineous marriage, the highest in the left fourth finger of the men who are the result of consanguineous marriage, the right of the 5th finger is the highest in women The left 5th finger was found to be higher in males without consanguineous marriage. Ulnar and wirbel patterns are seen more in terms of figure model belonging to groups. In addition, twin pattern is more common in the first fingers, while radial loop is more common in the second fingers. Directional asymmetry levels in terms of finger lines; When the men and women who are the result of consanguineous marriages are compared, thedifferences between the genders in terms of 4th finger were found to be significant; When men and women who were not the result of consanguineous marriages were compared, it was found that there was significant difference between the genders in terms of 4th finger and 5th finger. The directional asymmetry levels in terms of the number of finger lines were for both genders; When the directional asymmetry measurements of the 1, 2, 3 and 4 fingers of the consanguineous group and the non-consanguineous group were compared, the difference was not significant, and the difference between the two groups in terms of directional asymmetry was significant. In addition, when the fluctuating asymmetry levels of the groups with and without consanguineous marriages were compared in terms of the number of finger lines, the difference was not significant compared to the Levene fit test. In conclusion, it can be said that there is no expected difference between internal and external married groups in terms of fingerprint asymmetries, which is a reliable indicator of developmental instability in prenatal period. In conclusion, it can be said that there is no expected difference between internal and external married groups in terms of fingerprint asymmetries, which is a reliable indicator of developmental instability in prenatal period
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