1,721,017 research outputs found
£833,472 AHRC research grant secured
No full textA major AHRC research grant secured! The Cambridge Platonists at the origins of Enlightenment: texts, debates, and reception (1650-1730) The research team of Douglas Hedley, Sarah Hutton and David Leech, with Technical Adviser Mike Hawkins, will employ two full-time research assistants. The grant will cover funding for extensive editorial work with both texts and manuscripts. The project, worth £833,472 and shared between the Universities of Cambridge and Bristol, will start on 1 September 20..
Some earlier reflections on Cudworth's Platonic credentials
No full text(By David Leech) As I noted in my last blog, the term ‘Cambridge Platonism’ is a British mid-nineteenth century coinage, but our research is indicating that the category preexists it, since there is a tradition of picking out at least Cudworth, More and Whichcote as Platonists-from-Cambridge since the 1730s (and perhaps further back). How did authors in this tradition characterize the Platonism of these figures they picked out as ‘Platonists’? In the case of Cudworth, Johann Jakob Brucker cha..
book by David Leech on Henry More, Cartesianism, and atheism
No full texthttp://www.peeters-leuven.be/boekoverz.asp?nr=929
Some reflections on the category 'Cambridge Platonism'
No full text(By David Leech) In a project on ‘Cambridge Platonists at the Origins of Enlightenment’ it is clear that the legitimacy of the category ‘Cambridge Platonism’ cannot simply be taken for granted, and it is a priority of ours to bring some needed clarity to the use of this category. There are several reasons why this matters. One is because while there is broad consensus about which figures constitute the ‘hard core’ of Cambridge Platonism, there has been less consensus about who else should be ..
Humans Using Machines, Humans as Machines: Implications for Teaching and Learning
No full textWhat is the relationship between computers and human beings? Whether or not humans are essentially computers, as some theories assert, learning does involve “information processing.” Some educational methods (computer-based and otherwise) require students to handle information in a mechanical way that undermines both the development of critical skills and a genuine understanding of the material. This essay is a reflection on the ways in which computers in education can undermine student learning, especially in the development of advanced cognitive abilities, and the ways in which it can greatly enhance it, by providing challenges that foster critical analysis and genuine understanding. Inspiration is drawn from Neal Stephenson’s novel, Diamond Age, and his belief that students ought to live “interesting lives” and be “subversive.” Examples of interactive virtual learning experiences are drawn from David Leech Anderson’s work with The Mind Project, a research and curriculum project in the cognitive and learning sciences
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
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