1,720,960 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
Full text linkWe 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
Mise en œuvre de pratiques d’enseignement plurilingues et interculturelles du français langue additionnelle : une recherche-action pédagogique auprès de personnes étudiant dans une université anglophone
Full text linkMême si l’hétérogénéité sociolinguistique et socioculturelle caractérise les milieux universitaires canadiens, l’enseignement des langues additionnelles y est encore souvent pratiqué, à plusieurs égards, dans une perspective monolingue (Galante, 2020a; Van Viegen et al., 2019), ignorant les connaissances linguistiques préexistantes des étudiants et étudiantes dans les langues autres que celle enseignée. Ces pratiques tendent à désavantager les personnes issues de milieux linguistiques divers (García et Li, 2014) qui établissent naturellement des interconnexions entre les ressources cognitives et linguistiques de leur répertoire linguistique et culturel (Conseil de l’Europe, 2001). Les approches plurilingues et interculturelles, qui reconnaissent le rôle actif des étudiants et étudiantes de langues et encouragent l’exploitation de leurs compétences existantes pour faciliter l’apprentissage et la compréhension de nouvelles langues et cultures, ont pourtant le potentiel de soutenir l’apprentissage du français langue additionnelle (FLA). Si les fondements théoriques des approches plurilingues et interculturelles en enseignement des langues ont été largement étudiés au cours des dernières années, le besoin de documenter les moyens didactiques pour les mettre en œuvre demeure présent (Auger, 2018), particulièrement pour ce qui concerne l’enseignement d’une langue additionnelle dans les classes universitaires linguistiquement et culturellement hétérogènes.
Ma recherche-action pédagogique (Norton, 2019) vise donc à explorer les modalités de mise en œuvre de pratiques d’enseignement plurilingues et interculturelles en enseignement universitaire du FLA au sein d’une université anglophone, et à analyser la réaction des personnes étudiantes à ces pratiques en fonction de leur profil sociolinguistique, socioéducatif et socioculturel. Elle s’inscrit dans une recherche-action globale menée dans cette université québécoise pendant trois ans selon la spirale de cycles de planification, d’action, d’observation et de réflexion propre à la recherche-action (Constantinou et Ainscow, 2020). Dans un processus d’utilisation secondaire de données, mon analyse qualitative s’appuie sur des données témoignant à la fois de mes pratiques d’enseignement plurilingues et interculturelles (notes autoethnographiques , observations et captations vidéos, spécimens d’enseignement) dans deux cours de FLA de niveau intermédiaire ainsi que sur des réactions à ces pratiques de six étudiants et étudiantes (spécimens d’apprentissage et entretiens semi-dirigés), à travers une étude multicas.
Les résultats montrent que les pratiques plurilingues et interculturelles, intégrées au curriculum prescrit des cours de FLA, ont été mises en œuvre dans le but de permettre la prise de conscience du répertoire; de favoriser le transfert de connaissances en grammaire, en vocabulaire et en littératie ainsi que le transfert de stratégies métalinguistiques et métacognitives; de soutenir le développement de la compétence interculturelle; d’encourager l’utilisation fluide de toutes les langues et, enfin, d’évaluer en tenant compte de la compétence plurilingue et interculturelle. La thèse propose un inventaire de ces pratiques d’enseignement, catégorisées selon qu’elles visent la valorisation ou la mobilisation du répertoire linguistique, culturel ou métacognitif des étudiants et étudiantes. Les réactions de ces derniers et dernières aux pratiques sont par ailleurs généralement positives, mais la complexité de leurs profils, de leurs trajectoires et de leurs liens avec leurs ressources plurilingues rend difficile, voire impossible, d’isoler les facteurs qui permettraient d’expliquer les nuances dans ces réactions. La thèse confirme néanmoins la pertinence de ces pratiques d’enseignement reflétant et exploitant la richesse des profils plurilingues et des ressources interculturelles des personnes étudiantes dans un contexte universitaire d’enseignement du FLA.Despite the fact that sociolinguistic and sociocultural heterogeneity is a defining feature of Canadian university environments, additional language teaching is still often approached, in many respects, from a monolingual perspective (Galante, 2020a; Van Viegen et al., 2019), ignoring students' pre-existing linguistic repertoires in languages other than the target language. These practices tend to disadvantage people from linguistically diverse backgrounds (García and Li, 2014), who naturally establish interconnections between the cognitive and linguistic resources embedded within their broader linguistic and cultural repertoire (Council of Europe, 2001). Plurilingual and intercultural approaches, which recognize the active role of language students and encourage the exploitation of their existing skills to facilitate the learning and understanding of new languages and cultures, have the potential to support the learning of French as an additional language (FLA). While the theoretical underpinnings of plurilingual and intercultural approaches have been extensively studied, there is still a need to document the didactic means for their implementation (Auger, 2018), particularly when it comes to teaching an additional language in linguistically and culturally heterogeneous university classrooms. Adopting a pedagogical action research (Norton, 2019) methodology, my study aims to explore the modalities of implementing plurilingual and intercultural teaching practices in FLA instruction within an English-speaking university. It also aimes to examine the reactions of individual students to these practices according to their sociolinguistic, socio-educational and sociocultural profiles. It is part of a global action-research project conducted at this Quebec university over a three-year period, following the iterative cycles of planning, action, observation and reflection that characterize the spiral process of action-research (Constantinou and Ainscow, 2020). The qualitative analysis draws on data from my plurilingual and intercultural teaching practices (autoethnographic notes, observations and video recordings, teaching specimens) in two intermediate-level FLA courses, as well as those on six students' reactions to these practices (learning specimens and semi-structured interviews), through a multi-case study. Results show that plurilingual and intercultural practices, embedded in the prescribed curriculum of FLA courses, were implemented in order to: enable repertoire awareness; promote the transfer of grammar, vocabulary and literacy knowledge as well as metalinguistic and metacognitive strategies; support the development of intercultural competence; encourage fluent use of all languages; and, finally, assess with plurilingual and intercultural competence in mind. An inventory of these teaching practices is presented, categorized according to whether the aim is to valorize students' linguistic, cultural or metacognitive repertoires and/or mobilize these repertoires for further language learning. Students' reactions are generally positive, but their complex profiles, trajectories and links made across their varied plurilingual resources make it difficult, if not impossible, to isolate the factors that would explain the nuances in these reactions. Nevertheless, the study confirms the relevance of teaching practices that enable students’ reflections and exploitation of their rich plurilingual profiles and intercultural resources for university-level FLA instruction
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
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