1,720,958 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
O exercício da parentalidade em participantes do “círculo de debates da escola de pais do Brasil” no Rio Grande do Sul
Get PDFA incerteza sobre pautas educativas tem sido crescente entre pais e cuidadores de crianças. Proporcionar espaços de discussão acerca dessas incertezas, bem como oportunizar trocas de experiência e construção de estratégias compartilhadas no campo da educação/cuidado familiar, é uma das formas de amenizar essas dúvidas e dar suporte no exercício da parentalidade. A Escola de Pais do Brasil (EPB) é uma associação voluntária, sem fins lucrativos, de caráter filantrópico e educacional, de referência em assuntos de educação e relacionamento familiar. O Círculo de Debates é um trabalho de educação parental de caráter preventivo e desenvolvido em sete encontros. Esta pesquisa pretendeu traçar um perfil dos pais/mães/cuidadores que participaram dos Círculos de Debates da EPB no Rio Grande do Sul e identificar aspectos referentes ao exercício da parentalidade destes antes e após a participação nos encontros que compõem o Círculo no primeiro semestre de 2018. O delineamento foi misto, em uma perspectiva de integração de análise entre os dados quantitativos e qualitativos. A etapa qualitativa foi observacional descritiva, e consistiu no acompanhamento observacional de um ciclo de Círculo de Debates da EPB, em uma cidade do RS, com registro em diário de campo. Foi feita uma análise temática de conteúdo, na qual foram criadas três categorias principais mutuamente excludentes: prevenção, cotidiano dos pais/mães e valores e limites na educação, e uma categoria transversal: psicoeducação. A etapa quantitativa foi um estudo quasi-experimental, na qual foram aplicados instrumentos para a identificação da percepção de apoio social e comunitário, dos tipos de práticas parentais, da percepção das capacidades e dificuldades dos filhos/filhas e dos níveis de estresse parental, antes (T1) e depois (T2) da participação dos pais/mães no Círculo de Debates da EPB, em cinco cidades do RS. Os dados foram analisados através do SPSS, tendo sido feitas inicialmente análises descritivas, depois análise dos efeitos das demográficas em T1 e análises de medidas repetidas comparando T1 e T2. Os resultados encontrados indicaram efeitos significativos das demográficas em T1, principalmente relacionados à cidade, escolaridade e sexo dos pais. No que diz respeito à comparação entre T1 e T2, foram observados efeitos significativos na participação comunitária (QASC), aumentando em T2, bem como no Eixo Envolvimento com a Disciplina (IPP), aumentando em T2, e sintomas emocionais, problemas de comportamento e total (SDQ), diminuindo em T2. Desta forma, a partir das análises, pode-se inferir que o trabalho desenvolvido no Círculo de Debates da EPB tem um impacto positivo no exercício da parentalidade de pais e mães, principalmente no que se refere ao apoio social e comunitário, tornando-se um espaço importante de trocas de experiências, à melhor percepção das capacidades e dificuldades dos filhos e à mudança na forma de disciplinar os filhos, tornando-se mais positiva.The uncertainty about educational guidelines has been growing among parents and caregivers of children. Providing spaces for discussion about these uncertainties, as well as providing opportunities for sharing experiences and building shared strategies in the field of education/family care, is one way to ease these doubts and support the exercise of parenting. The Parents School of Brazil (EPB) is a voluntary, nonprofit association of philanthropic and educational character, of reference in matters of education and family relationship. The Circle of Debates is a work of parental education of preventive character and developed in seven meetings. This research aimed to draw a profile of the parents/guardians who participated in the Debates Circles of the EPB in Rio Grande do Sul and to identify aspects related to the exercise of their parenting before and after participation in the meetings that make up the Circle in the first half of 2018. The design was mixed, from a perspective of integration of analysis between quantitative and qualitative data. The qualitative step was observational, descriptive, and consisted of the observational follow - up of a cycle of Debates Circle of the EPB, in a city of the State of Rio Grande do Sul, with registration in a field diary. A thematic content analysis was carried out in which three main mutually exclusive categories were created: prevention, the daily life of parents/mothers and values and limits in education, and a cross-cutting category: psychoeducation. The quantitative phase was a quasi-experimental study, in which instruments were applied to identify the perception of social and community support, types of parental practices, perception of children's abilities and difficulties and levels of parental stress, before (T1) and then (T2) of the parents' participation in the EPB Discussion Circle, in five RS cities. Data were analyzed through SPSS. Descriptive analyses were performed initially, followed by an analysis of the effects of demographic data on T1 and analyses of repeated measures comparing T1 and T2. The results showed significant effects of the demographic in T1, mainly related to the city, schooling, and gender of the parents. Concerning the comparison between T1 and T2, significant effects on community participation (QASC) were observed, increasing in T2, as well as in the Engagement with Discipline (IPP) Axis, increasing in T2, and emotional symptoms, behavioral problems and (SDQ), decrease in T2. Thus, from the analyzes, it can be inferred that the work developed in the EPB Debating Circle has a positive impact on the exercise of parenting, especially with regard to social and community support, becoming an important space for exchanging experiences, a better understanding of children's abilities and difficulties, and a change in the way they discipline their children, making them more positive
Desenvolvimento integral de bebês e atenção às possibilidades de intervenção a tempo: uma proposta de formação para profissionais da creche
Get PDFA presente tese tem como objeto de estudo a formação de professoras com vistas a potencializar suas experiências e atuações em espaços educativos propícios ao desenvolvimento integral dos bebês. Assim, emerge a seguinte pergunta de pesquisa: como a formação de professoras pode contribuir para uma ressignificação da atuação dessas profissionais nos espaços educativos, de modo a potencializar o desenvolvimento dos bebês e favorecer a identificação de possibilidades de atenção e intervenção a tempo? Logo, o objetivo geral consiste em evidenciar como a formação de professoras pode contribuir para uma ressignificação da atuação dessas profissionais nos espaços educativos, favorecendo o desenvolvimento dos bebês e a identificação de possibilidades de intervenção a tempo. Inicialmente, foram mapeados trabalhos científicos relacionados ao tema em repositórios como BDTD-IBICT, SciELO e PubMed, resultando na elaboração de um estado do conhecimento vinculado ao campo educacional. O corpus de análise foi constituído por 42 publicações, que permitiram a construção das seguintes categorias: Desenvolvimento infantil e qualidade de vida; Papel das profissionais e do ambiente na Educação Infantil; Pesquisas documentais; Formação de profissionais da Educação Infantil; e Sofrimento psíquico e intervenção a tempo. A seguir, realizou-se um aprofundamento teórico do tema, dividido em três seções: O bebê: desenvolvimento, saberes e sofrimento; A creche: as bases, as profissionais, os espaços; e A formação de professoras. O estudo foi desenvolvido em uma abordagem qualitativa, que encontrou na pesquisa-ação uma metodologia capaz de instituir uma relação de colaboração entre a pesquisadora e as participantes da pesquisa. Foi realizada uma aproximação das profissionais e dos berçários de quatro escolas de Educação Infantil.Os instrumentos utilizados para a produção de dados foram: um questionário sociodemográfico; entrevistas semiestruturadas; e observação não participante da rotina dos berçários e dos bebês, registrada em diários de campo. Em seguida, foi elaborada e oferecida uma proposta de formação para essas profissionais: “Docência com bebês: desenvolvimento integral e possibilidades de intervenção a tempo”. Ao final do último encontro, realizou-se uma avaliação da formação utilizando grupos focais, a fim de conhecer a percepção das participantes sobre a experiência, bem como debater os conhecimentos construídos ao longo do processo e suas implicações na prática profissional. A análise dos dados, a partir da Análise de Conteúdo de Laurence Bardin, possibilitou a construção de categorias a posteriori, definidas pelos objetivos da pesquisa e pela leitura do material coletado: O bebê como sujeito ativo no seu processo de desenvolvimento e aprendizagem; O papel da professora e do ambiente da creche no desenvolvimento do bebê; e Um outro olhar sobre o bebê e seus saberes: possibilidades para a promoção do desenvolvimento integral no cotidiano do berçário. Os resultados demonstram a importância do conhecimento sobre o bebê como sujeito, dotado de linguagem e intencionalidade nas explorações e relações. Por meio da observação e do registro do cotidiano, foi possível integrar aspectos de seu desenvolvimento com os campos de experiência, evidenciando a necessidade de investir em ambientes planejados — com objetos e móveis ao seu alcance — para que se tornem mais autônomos. A formação proposta contribuiu para uma mudança significativa na forma como as professoras enxergam os bebês, qualificando o trabalho docente, sobretudo ao favorecer encaminhamentos assertivos e vinculados à atenção como possibilidades de intervenção a tempo.This thesis aims to study the training of teachers with a view to enhancing their experiences and performance in educational spaces that are conducive to the integral development of babies. Thus, the following research question emerges: how can teacher training contribute to a redefinition of the performance of these professionals in educational spaces, in order to enhance the development of babies and favor the identification of possibilities for attention and intervention in time? Therefore, the general objective is to highlight how teacher training can contribute to a redefinition of the performance of these professionals in educational spaces, favoring the development of babies and the identification of possibilities for intervention in time. Initially, scientific works related to the topic were mapped in repositories such as BDTD-IBICT, SciELO and PubMed, resulting in the elaboration of a state of knowledge linked to the educational field. The corpus of analysis consisted of 42 publications, which allowed the construction of the following categories: Child development and quality of life; Role of professionals and the environment in Early Childhood Education; Documentary research; Training of Early Childhood Education professionals; and Psychological suffering and timely intervention. Next, a theoretical study of the topic was carried out, divided into three sections: The baby: development, knowledge and suffering; The daycare: the bases, the professionals, the spaces; and Teacher training. The study was developed using a qualitative approach, which found in action research a methodology capable of establishing a collaborative relationship between the researcher and the research participants. The professionals and the nurseries of four Early Childhood Education schools were approached.The instruments used to produce data were: a sociodemographic questionnaire; semi-structured interviews; and non-participant observation of the routine of the nurseries and babies, recorded in field diaries. Then, a training proposal was developed and offered to these professionals: “Teaching with babies: comprehensive development and possibilities of timely intervention”. At the end of the last meeting, an evaluation of the training was carried out using focus groups, in order to learn about the participants' perception of the experience, as well as to discuss the knowledge acquired throughout the process and its implications for professional practice. Data analysis, based on Laurence Bardin's Content Analysis, enabled the construction of a posteriori categories, defined by the research objectives and by reading the collected material: The baby as an active subject in its development and learning process; The role of the teacher and the daycare environment in the baby's development; and Another look at the baby and its knowledge: possibilities for promoting integral development in the day-to-day life of the nursery. The results demonstrate the importance of knowledge about the baby as a subject, endowed with language and intentionality in explorations and relationships. Through observation and recording of daily life, it was possible to integrate aspects of their development with the fields of experience, highlighting the need to invest in planned environments — with objects and furniture within their reach — so that they become more autonomous. The proposed training contributed to a significant change in the way teachers see babies, qualifying the teaching work, especially by favoring assertive and attention-related approaches as possibilities for timely intervention
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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