1,720,959 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
STUDENT MOTIVATION TO LEARN HEBREW BEFORE, DURING, AND AFTER THE BAR MITZVAH
No full textThesis (M.A.)--Michigan State University. Teaching English to Speakers of Other Languages - Master of Arts, 2025This mixed-methods study explores the trajectory of student motivation to learn Hebrew throughout the process of preparing for the bar mitzvah. It investigates the experiences of teenage students enrolled in Reform and Reconstructionist Jewish supplemental schools, focusing on D\uf6rnyei\u2019s (2009) L2MSS constructs of ideal L2 self, ought-to L2 self, and L2 learning experience. Descriptive statistics for questionnaire data are presented alongside a thematic analysis of factors that increase and decrease student motivation. The findings highlight a decrease in motivation upon completion of the bar mitzvah and illuminate the social and individual variables that influence students\u2019 and motivation to learn Hebrew. This study concludes with a call for more research in this language community and provides evidence to support professional development and the inclusion of student perspective.Description based on online resource. Title from PDF t.p. (Michigan State University Fedora Repository, viewed ).Includes bibliographical references
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
Emotion, Motivation, and Vocabulary Learning: A Study of Heritage and Foreign Language Learners of Spanish
No full textPh.D.Within second language acquisition (SLA), researchers now identify emotion as a cornerstone of cognition and learning (e.g., Dewaele, 2010a; LeBlanc, McConnell, & Monteiro, 2015) and a key component driving learners’ motivational systems (MacIntyre & Vincze, 2017). Traditionally, most SLA studies in emotion and motivation have investigated negative emotions exclusively. However, with the introduction of positive psychology in SLA (MacIntyre, Gregersen, & Mercer, 2016), scholars have taken an increased interest in the implications of positive emotions, such as enjoyment (e.g., Dewaele & Alfawzan, 2018; Dewaele & MacIntyre, 2014, 2016), for foreign language learning. Still, studies on emotion in general have chiefly focused on so-called second language (L2) or foreign language learners (FLLs) and largely fail to address questions of affect and language learning for heritage language learners (HLLs), who make up a continuously increasing percentage of the language learning community in the U.S. (Torres, 2011). Scholars now place greater importance on the study of emotion within HLL populations and highlight the need for ongoing research addressing emotion in diverse populations, particularly within the context of instructed SLA (e.g., Prada, Guerrero-Rodriguez, & Pascual y Cabo, 2020; Tallon, 2009).Considering these gaps, the present study takes a mixed methods approach to 1) explore advanced-proficiency Spanish HLLs’ and FLLs’ both positive and negative emotional reactions to emotional reading content, 2) compare the effects of emotional content on vocabulary learning for HLLs and FLLs, 3) investigate the relationship between HLLs’ and FLLs’ trait emotions, linguistic insecurity, language motivations, and vocabulary learning, and 4) investigate the implications of learners’ linguistic (e.g., Spanish proficiency) and sociobiographical variables (e.g., heritage background, academic institution, gender) on vocabulary learning outcomes. 121 participants, 64 HLLs and 57 FLLs, read three emotion-laden texts, positive, negative, and neutral in nature. While reading, they reported the intensity of their state emotions in response to each text’s themes. They also completed questionnaires on their trait emotions, linguistic insecurity, and L2 motivation during two separate sessions. After completing all tasks and questionnaires, they were asked to respond to an exit questionnaire at the close of each session. Their vocabulary learning was tested via form recognition, translation, and multiple choice subtests. The data were submitted to omnibus tests of analysis and mixed effects modeling.The results showed that HLLs and FLLs both showed a range of positive and negative emotions in response to emotional reading content, as well as overall positive emotions and high motivation with respect to HL/FL learning. Findings also revealed that the emotional content of the readings as well as positive and negative emotional reactions to that content, predicted different vocabulary outcomes. Motivation and trait emotion interest were seen as influential on vocabulary learning achievement, particularly for FLLs. Spanish proficiency was also a predictor of vocabulary achievement for FLLs. The study suggests the implications of affective variables for vocabulary learning for both HLLs and FLLs and provides qualitative evidence for the influences behind the key differences between the two groups
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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