1,720,997 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
No full text“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
No full textWe 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
No full textWe 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
A Sound Beginning for Reading: The impact of a phonological awareness programme on junior infant children attending a DEIS urban Band 1 school
No full textPhonemic awareness -"the conscious awareness that spoken words are made up of individual speech sounds?" (Walsh, 2009)- is an important prerequisite for later reading proficiency, as it acts as a bridge between spoken language and written language. Gray and McCutchen (2006) contend that children who are better at identifying sounds within spoken words can, more easily, map letters onto those sounds when introduced to print. Since the 1980s, there has been a strong interest in the role of phonemic awareness in early reading development, with research repeatedly demonstrating a significant relationship between a child\u27s phonemic awareness and their future reading success (Adams, 1990; Ball & Blachman, 1991; Bradley & Bryant, 1983; Bryant et al., 1990; Carroll & Snowling, 2004; Carson, Gillon, & Boustead, 2011; Carson et al., 2013; Cunningham, 1990; Ehri et al., 2001; Gillon, 2004; Lonigan, 2003; Snow, Burns, & Griffin, 1998; Storch & Whitehurst, 2002). There is evidence to suggest that a child?s social background can affect his/her level of phonemic awareness (McIntosh, Crosbie, Holm, & Dodd, 2007; Nancollis, Lawrie, & Dodd, 2005). In an Irish context, national assessments of English reading (2009, 2014) have reported that the reading levels of children attending designated-disadvantaged schools are far below those of their peers attending more affluent schools. The current research provided an explicit and systematic phonological awareness programme, focused at the crucial phoneme level, to children attending a designated-disadvantaged school (DEIS), in an attempt to improve their phonemic awareness skills. The research consisted of two studies. Study One involved the assessment of one-hundred-and-seven junior infant children in two primary schools (one of which served an area of socioeconomic disadvantage). The researcher wished to establish whether socioeconomic background had an impact on Irish children\u27s levels of phonemic awareness as they began their first year of primary school. An iPad-based phonemic awareness assessment tool, created by the researcher, was utilised to assess the children\u27s phonemic awareness skills. The findings of this study demonstrated that children from lower socioeconomic backgrounds begin school with lower levels of phonemic awareness, in particular, when assessed on tasks such as initial phoneme identity. In Study Two, an explicit and systematic phonological awareness programme, focused at the crucial phoneme level, was created by the researcher and implemented in junior infant classes in a designated-disadvantaged school. The programme was short-term in duration and ran for fourteen weeks. The children were assessed at three intervals during their first year in school using the same iPad-based phonemic awareness tool as Study One. The findings of Study Two indicated that the introduction of an explicit and systematic phonological awareness programme, focused at the crucial phoneme level, did allow children in the experimental group to achieve higher scores, in some cases significantly higher scores, when compared to children from the control group. It is envisioned that findings from this research might be used to influence policy makers to examine preventive phonological awareness programmes when targeting young children\u27s early reading development. At present, the focus in designated-disadvantaged schools is on remediating children?s reading difficulties; however, instruction in phonemic awareness skills has the potential to identify children who may present with reading difficulties before formal reading has begun. The researcher contends that the phonological awareness programme designed as part of this research should be implemented in designated-disadvantaged schools across the country as a matter of urgency. It is also hoped that the iPad-based phonemic awareness tool, designed as part of this research, could potentially provide teachers with a time-efficient tool for the assessment and monitoring of young children\u27s phonemic awareness skills
Primary perspectives : the acquisition of literacy in children in Ireland - a study exploring the views of primary school principals, teachers and children
No full textTHESIS 11093This research explores the views of teaching professionals: primary school principals, primary teachers, academics and children in relation to the acquisition of literacy in children in an Irish context. This study includes an online survey (162 responses) and research interviews (33) with teachers in different primary school settings in Ireland ? rural, urban, schools designated as DEIS (Delivering Equal Opportunities in Schools) Band 1, Band 2, and Gaelscoileanna. This research also includes the views of children (115: third to sixth class, 9?12 years) obtained in research questionnaires. This study identifies the most influential factors in children?s literacy acquisition from the perspectives of teaching professionals in this research. These factors relate to parental and family context and involvement, the influence of language, culture and socio-economic factors. Research findings convey that factors occur simultaneously and are interrelated; an important consideration in establishing an appreciation of the potential opportunities and challenges presented in the current context and in addressing implications for best practice. This study identifies a number of relevant challenges relating to pupil attitudes and abilities and the support available to children at home and at school. In addition, this research outlines some important considerations for the future in addressing the literacy needs of children in an Irish context. These relate to school and curricular considerations and pupil specific considerations. Research findings emphasise the importance of teacher education, a whole school approach to literacy acquisition and the availability of appropriate educational resources. In addition, findings reiterate the need for effective curricular implementation in oral language, reading and writing and the benefits of cross-curricular integration. Furthermore, this research acknowledges the importance of parental involvement in influencing children?s literacy acquisition, the need to encourage positive pupil attitudes towards learning in literacy and the importance of appropriate differentiation in the teaching of children of both genders and different abilities. Overall, similar views were expressed by teaching professionals and children in this research, in relation to many issues, and in most instances, findings were in keeping with those reported in recent research literature. Similar views were expressed by teaching professionals and children regarding the need for opportunities to improve oral language, pronunciation and comprehension. In addition, research findings suggest that teaching professionals and children recognised that literacy can influence personal development and acknowledged the associations between literacy and life-long learning. While findings from this research provide the potential for further exploration and discussion, a knowledge and awareness of the influential factors, challenges and considerations for the future in addressing literacy is of benefit to educators in their endeavours to promote and facilitate children?s literacy acquisition in different educational contexts
Shifting fields : a critical analysis of Film Studies, Media Studies and Media Literacy, 1990 to 2009
No full textTHESIS 10179Against the background of cultural change in the twentieth century this thesis undertakes an exploration of the changing landscape of third-level media education in the United Kingdom from the 1960s to 2009. This time span represents an era when education was regarded as an agent of radical change to the recent recalibration of education in the service of the knowledge economy. The historical interpretation of media education is brought into sharp focus through a detailed analysis that tracks change from the 1990s to 2009 through the corpus analysis of three media-related journals, Screen, Convergence and the Media Literacy Bulletin
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