1,720,958 research outputs found
Oral history interview with Derek Davenport, 2009 May 2
No full textDerek A. Davenport, retired Professor of Chemistry, was born September 23, 1927 in Leicester, England. He talks about school experiences during World War II. Davenport talks about being affiliated with Purdues Kanpur project in India to teach chemistry. He also talks about his affiliation with the Chemistry Department at Purdue with his laboratory and the experiments conducted with the assistance of his students. He was honored at a symposium during the 22nd National Meeting of the American Chemical Society in 2001
Oral history interview with Derek Davenport, 2009 Apr. 30
No full textDerek A. Davenport, retired Professor of Chemistry, was born September 23, 1927 in Leicester, England. He talks about school experiences during World War II. Davenport talks about being affiliated with Purdue's Kanpur project in India to teach chemistry. He also talks about his affiliation with the Chemistry Department at Purdue with his laboratory and the experiments conducted with the assistance of his students. He was honored at a symposium during the 22nd National Meeting of the American Chemical Society in 2001
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
Chemical Information Instruction in Academe: Who Is Leading the Charge?
No full textChemical information instruction (CII) has been recommended by the ACS Committee on Professional Training as a necessary component of the chemistry curriculum for both undergraduate and graduate students. Surveys conducted by the ACS Chemical Information Division (CINF) Education Committee in 1984 and 1993 showed the extent that CII had become embedded within the curriculum and highlighted issues in providing adequate instruction. The authors have updated the survey instrument to reflect the changing nature of CII and surveyed ACS-approved institutions in 2004−2005. This paper presents the survey results, including comparisons with the two previous surveys, and highlights the contributions made both by librarians and chemistry instructors in imparting the proper use of the chemical literature and related resources
Reaching Graduate Students : A Community of Practice for Teaching ICT Literacy
No full textThis study explored the use of a community of practice for teaching information and communication technology (ICT) skills to graduate students. Two questions were posed. The first addressed the ICT skill needs of 15 students enrolled in a research methods course in chemistry education. The second focused on the use of a community of practice to facilitate ICT skill acquisition. Both qualitative and quantitative data were collected and analyzed. Results indicate that ICT instruction was most useful when: 1) students defined/interpreted information needs by recalling prior knowledge and experiences; 2) those interpretations were tested, refined, rejected, or revised for a specific purpose; 3) access to resources and tools (artifacts, symbols, and language) were readily available; and 4) formative feedback supported critical thinking about the information retrieval process. These findings provided important insights into using a community of practice to facilitate and reinforce learning.publishe
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