1,720,966 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
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
Postsecondary pathways among second-generation immigrants of haitian origin : a Montreal CEGEP case study
Get PDFLes élèves issus de l’immigration réussissent généralement bien au postsecondaire. Toutefois, des recherches récentes font état de différences préoccupantes selon les groupes lorsqu'il s'agit de la diplomation postsecondaire (Abada, Hou et Ram, 2009). Les immigrants provenant des Antilles, de l'Afrique subsaharienne et de l’Amérique centrale et du sud démontrent des taux de diplomation inférieurs comparativement à la moyenne nationale (Kamanzi et Murdoch, 2011). Au Québec, les immigrants haïtiens, représentant 90% de la communauté Antillaise sont confrontés à plusieurs obstacles relatifs à l'intégration sociale et à la réussite scolaire (Mc Andrew et al., 2008). Cette étude qualitative vise à développer une meilleure compréhension des parcours vécus par les jeunes immigrants d’origine haïtienne de deuxième génération, en explorant les dimensions caractérisant leurs parcours scolaires de l'école primaire jusqu’aux études postsecondaires. À l'aide d'un cadre combinant le concept de parcours éducatifs et scolaires (Doray, 2011) et la configuration relationnelle éducative familiale (Tirtiaux, 2015), les parcours atypiques pouvant caractériser les expériences éducatives des immigrants antillais, ainsi que la dynamique entre les élèves, leurs parents et les dimensions impliquées dans la construction de leurs parcours éducatifs ont été examinés. Quelque 11 cégépiens haïtiens à Montréal ont été interrogés à l'aide de la méthode des récits de vie. Les résultats de l'analyse qualitative révèlent une variété de parcours de sorte que plusieurs sont caractérisés par diverses formes de contraintes, un encadrement parental fort, qui diminue à mesure que les jeunes progressent aux études postsecondaires, des expériences négatives avec les conseillers d’orientation au cours de la transition vers les études postsecondaires, ainsi que des expériences d'intégration difficiles au sein de l'établissement postsecondaire.While immigrant youth generally fare well in the postsecondary education market, certain subgroups of this population encounter significant challenges when it comes to completing postsecondary studies (Abada, Hou & Ram, 2009). Immigrants from the Caribbean, along with their peers from Sub-Saharan Africa as well as South and Central America, demonstrate the lowest postsecondary graduation rates when compared to the Canadian national average (Kamanzi & Murdoch, 2011). Haitian immigrants, who represent 90% of the Caribbean population of Quebec, encounter more obstacles than others pertaining to social integration and academic success (Mc Andrew et al., 2008). The aim of this qualitative study is to develop a better understanding of the educational pathways experienced by second-generation, Haitian immigrants by exploring which dimensions delineate them, spanning from primary school to postsecondary education. A framework combining the educational and learning pathways concept (Doray, 2011) and the school and family relational configuration (Tirtiaux, 2015), allowed for the examination of the non-traditional paths that can characterize Caribbean immigrants’ educational experiences, as well as the dynamics between the students, their parents, and the dimensions involved in the construction of their educational pathways. Using the life-story method, 11 second-generation Haitian students, at the CEGEP level in Montreal were interviewed. The results of the analysis reveal an assortment of pathways whereby many are characterized by various sources of constraint, strong initial parental involvement which decreases as the youth progress to postsecondary studies, negative experiences with academic advisors during the transition to postsecondary studies, and challenging integration experiences within the postsecondary institution
Postsecondary pathways among second-generation immigrants of haitian origin : a Montreal CEGEP case study
Get PDFLes élèves issus de l’immigration réussissent généralement bien au postsecondaire. Toutefois, des recherches récentes font état de différences préoccupantes selon les groupes lorsqu'il s'agit de la diplomation postsecondaire (Abada, Hou et Ram, 2009). Les immigrants provenant des Antilles, de l'Afrique subsaharienne et de l’Amérique centrale et du sud démontrent des taux de diplomation inférieurs comparativement à la moyenne nationale (Kamanzi et Murdoch, 2011). Au Québec, les immigrants haïtiens, représentant 90% de la communauté Antillaise sont confrontés à plusieurs obstacles relatifs à l'intégration sociale et à la réussite scolaire (Mc Andrew et al., 2008). Cette étude qualitative vise à développer une meilleure compréhension des parcours vécus par les jeunes immigrants d’origine haïtienne de deuxième génération, en explorant les dimensions caractérisant leurs parcours scolaires de l'école primaire jusqu’aux études postsecondaires. À l'aide d'un cadre combinant le concept de parcours éducatifs et scolaires (Doray, 2011) et la configuration relationnelle éducative familiale (Tirtiaux, 2015), les parcours atypiques pouvant caractériser les expériences éducatives des immigrants antillais, ainsi que la dynamique entre les élèves, leurs parents et les dimensions impliquées dans la construction de leurs parcours éducatifs ont été examinés. Quelque 11 cégépiens haïtiens à Montréal ont été interrogés à l'aide de la méthode des récits de vie. Les résultats de l'analyse qualitative révèlent une variété de parcours de sorte que plusieurs sont caractérisés par diverses formes de contraintes, un encadrement parental fort, qui diminue à mesure que les jeunes progressent aux études postsecondaires, des expériences négatives avec les conseillers d’orientation au cours de la transition vers les études postsecondaires, ainsi que des expériences d'intégration difficiles au sein de l'établissement postsecondaire.While immigrant youth generally fare well in the postsecondary education market, certain subgroups of this population encounter significant challenges when it comes to completing postsecondary studies (Abada, Hou & Ram, 2009). Immigrants from the Caribbean, along with their peers from Sub-Saharan Africa as well as South and Central America, demonstrate the lowest postsecondary graduation rates when compared to the Canadian national average (Kamanzi & Murdoch, 2011). Haitian immigrants, who represent 90% of the Caribbean population of Quebec, encounter more obstacles than others pertaining to social integration and academic success (Mc Andrew et al., 2008). The aim of this qualitative study is to develop a better understanding of the educational pathways experienced by second-generation, Haitian immigrants by exploring which dimensions delineate them, spanning from primary school to postsecondary education. A framework combining the educational and learning pathways concept (Doray, 2011) and the school and family relational configuration (Tirtiaux, 2015), allowed for the examination of the non-traditional paths that can characterize Caribbean immigrants’ educational experiences, as well as the dynamics between the students, their parents, and the dimensions involved in the construction of their educational pathways. Using the life-story method, 11 second-generation Haitian students, at the CEGEP level in Montreal were interviewed. The results of the analysis reveal an assortment of pathways whereby many are characterized by various sources of constraint, strong initial parental involvement which decreases as the youth progress to postsecondary studies, negative experiences with academic advisors during the transition to postsecondary studies, and challenging integration experiences within the postsecondary institution
Diversité et inclusion au prisme de l’idéologie post-raciale : quels obstacles à la prise en compte des expériences et des vulnérabilités des élèves noir·e·s ?
No full textAu Québec, les initiatives en matière d’équité, de diversité et d’inclusion
(EDI) en éducation sont mises en place dans les institutions d’enseignement pour
lutter contre les discriminations et les barrières systémiques. Cependant, le climat
dit post-racial en vigueur, qui laisse entendre que la discrimination fondée sur la
race n’est plus un facteur pertinent pour expliquer les disparités socio-scolaires,
complique ces efforts. Cet article présente les résultats d’une étude qualitative
intersectionnelle relative au classement en éducation spécialisée d’élèves noir·e·s.
Prenant appui sur les cadres théoriques critiques de la blackness et du
handicap et utilisant la méthode du contre-récit, des entretiens ont été menés avec
21 membres du personnel scolaire et 20 élèves noir·e·s.. Les résultats révèlent un
écart entre la perception du personnel scolaire et les expériences des élèves,
mettant en lumière les défis liés à la prise en compte des « besoins particuliers »
et des vulnérabilités des élèves noir·e·s. au sein de cette ère dite
post-raciale.In Quebec, equity, diversity, and inclusion (EDI) initiatives in learning
institutions serve to address discrimination and systemic barriers in education.
However, our supposedly post-racial climate complicates these efforts by suggesting
that race-based discrimination is no longer a relevant factor to explain
socio-academic disparities. This article presents the results of an intersectional
qualitative study on the placement of Black students in special education. Drawing
on critical theoretical frameworks of Blackness and disability, and using a
counter-narrative methodoloy, interviews were conducted with 21 school staff members
and 20 Black students. The analysis of our results reveals a striking gap between
the perceptions of school staff and students’ experiences, highlighting challenges
related to considering the needs and vulnerabilities of Black students in the
context of a supposedly post-racial era.En Quebec, las instituciones educativas llevan adelante iniciativas de
equidad, diversidad e inclusión (EDI) en la educación para combatir la
discriminación y las barreras sistémicas. Sin embargo, el clima posracial actual,
que sugiere que la discriminación racial ya no es un factor relevante para explicar
las disparidades socioescolares, socava estos esfuerzos. El presente artículo revela
los resultados de un estudio cualitativo interseccional sobre la clasificación de
los/as alumnos/as negros/as en la educación especial. Con fundamento en los marcos
teóricos críticos de negritud (blackness) y discapacidad, y utilizando el
contraargumento como método, se realizaron entrevistas a 21 miembros del personal
escolar y a 20 alumnos/as negros/as. Los resultados revelaron una brecha entre la
percepción del personal escolar y las experiencias de los/as estudiantes. Esto pone
de manifiesto los retos que supone abordar las “necesidades especiales” y las
vulnerabilidades de los/as alumnos/as negros/as en esta presunta era
posracial
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