1,720,983 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
From dream to belonging: the reality of the permanence of indigenous and quilombola students assisted by the Permanence Scholarship Program of the Federal University of Viçosa - campus/UFV
No full textEste estudo analisa as condições de permanência e as vivências acadêmicas de estudantes indígenas e quilombolas atendidos pelo Programa Bolsa Permanência (PBP) na Universidade Federal de Viçosa, campus Viçosa/MG, nos anos de 2022 e 2023. Com abordagem quali-quantitativa, utilizou dados do Sisbp/MEC e entrevistas semiestruturadas. Os resultados mostram desafios como baixo número de matrículas em cursos elitizados e racismo institucional. O PBP foi reconhecido como apoio essencial para garantir a permanência material, mas a ausência de representatividade compromete a permanência simbólica. A pesquisa reforça a urgência de políticas que garantam a permanência desses estudantes, valorizando suas identidades, saberes e promovendo um ambiente acadêmico verdadeiramente inclusivo e acolhedor. Palavras-chave: estudantes indígenas; estudantes quilombolas ; educação superior; programa bolsa permanência.This study analyzes the conditions of permanence and the academic experiences of indigenous and quilombola students assisted by the Bolsa Permanência Program (PBP) at the Federal University of Viçosa, Viçosa/MG campus, in the years 2022 and 2023. With a qualitative-quantitative approach, it used data from Sisbp/MEC and semi-structured interviews. The results show challenges such as low enrollment in elite courses and institutional racism. The PBP was recognized as essential support to guarantee material permanence, but the lack of representation compromises symbolic permanence. The research reinforces the urgency of policies that guarantee the permanence of these students, valuing their identities and knowledge and promoting a truly inclusive and welcoming academic environment. Keywords: indigenous students; quilombola students; higher education; permanence grant program.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES)Conselho Nacional de Desenvolvimento Científico e Tecnológico - (CNPQ)Fundação de Amparo a Pesquina do Estado de MIlnas Gerais - (FAPEMIG
Yes, there are black intellectuals here!: trajectories and experiences of black professors in postgraduate programs in the exact and earth sciences in Minas Gerais
No full textEste trabalho tem por objetivo analisar e entender as trajetórias, vivências acadêmicas e profissionais de mulheres pretas docentes pesquisadoras credenciadas nos PPGs nas duas grandes áreas das Ciências Exatas e da Terra, nas 11 universidades federais do estado de Minas Gerais. Ademais, foram apontadas as epistemologias antirracistas e antissexistas implementadas em suas práticas docentes, de modo a identificar se o racismo influencia em suas presenças nestes espaços. Como caminhos metodológicos, busquei informações junto aos programas de pós-graduações das 8 universidades sobre a quantidade de docentes negros (as) e não negros (as). Foi utilizado o processo de exame de retrato dos (as) docentes. Neste primeiro levantamento, verifica-se a ausência expressiva de docentes pretas credenciadas nos programas de mestrado e doutorado, quando comparada aos demais docentes. No segundo momento, foram realizadas as entrevistas semiestruturadas de modo a compreender as trajetórias e vivências de cada docente, os desafios postos em suas travessias, as dimensões do racismo estrutural, interpessoal e institucional em suas trajetórias educacionais e profissionais. Por fim, foram analisados os agenciamentos delas perante os seus fazeres docentes nos PPGs e as contribuições no campo da pesquisa na área das Ciências Exatas e da Terra. A partir das análises dos quatro Currículos Lattes, foram realizados levantamentos de informações dos últimos 5 anos sobre as publicações em projetos de pesquisa concluídos, artigos publicados, participações em bancas de conclusão do curso de mestrado, participações em bancas de conclusão doutorado, autorias de livros, autorias de capítulos de livros, orientações concluídas de mestrado, orientações concluídas de doutorado, qualificações de mestrado, qualificações de doutorado e publicações com temáticas raciais. A pesquisa mostrou que há sub-representação de mulheres docentes na área química e quase ausência de mulheres docentes pretas. Há pontos convergentes dentre as 4 entrevistadas, já que todas atuam na área de Química. No entanto, há relatos sobre a resiliência e as intelectualidades ganharam escopo em boa parte das entrevistas, evidenciando que, embora sejam poucas nas áreas das ciências ditas “duras”, tais mulheres agenciam saberes, multiplicam representatividades pretas de modo consciente de suas ações perante a sociedade e em seus respectivos campos de atuações científicas. Palavras-chave: Mulheres Pretas. Pós-graduação. Racismo Estrutural. Racismo Institucional. Racismo Individual.This work aims to analyze and understand the trajectories, academic and professional experiences of black women research professors accredited in PPGs in the two major areas of Exact and Earth Sciences, in the 11 federal universities in the state of Minas Gerais. In addition, the anti-racist and anti-sexist epistemologies implemented in their teaching practices were pointed out in order to identify whether racism influences their presence in these spaces. Methodologically, I sought information from the postgraduate programs at the 8 colleges on the number of black and non-black teachers. To do this, I used the process of examining the portrait of the professors. In this first survey, there was a significant lack of black professors accredited to master's and doctoral programs, when compared to the other professors. In the second stage, semi-structured interviews were carried out in order to understand the trajectories and experiences of each teacher, the challenges posed in their journeys, the dimensions of structural, interpersonal and institutional racism in their educational and professional trajectories. Finally, were analyzed their actions in relation to their teaching activities in the PPGs and their contributions to the field of research in the Exact and Earth Sciences. Subsequently, based on the analysis of the four Lattes CVs, information was collected from the last five years on publications in completed research projects, published articles, participation in master's degree final exams, participation in doctoral final exams, authorship of books, authorship of book chapters, completed master's degree orientations, completed doctoral orientations, master's degree qualifications, doctoral qualifications and publications with racial themes. The research showed that there is an under-representation of female teachers in chemistry and almost no black female teachers. As far as the interviews are concerned, there are points of convergence among the four interviewees, namely that they all work in chemistry. However, there are reports of resilience, and intellectualities gained scope in most of the interviews, showing that, although there are few of them in the so-called “hard” sciences, these women act on knowledge, multiplying black representations in a way that is conscious of their actions towards society and in their respective fields of scientific activity. Keywords: Black Women. Postgraduate Studies. Structural Racism. Institutional Racism. Individual Racism
Anti-racist journeys in basic education: between literature and pedagogical practices
No full textAo compreender que os(as) professores(as) são importantes para o processo da mudança de olhar da sociedade, a presente dissertação teve como objetivo geral construir coletivamente propostas pedagógicas antirracistas para o ensino fundamental com as(os) docentes de uma escola pública estadual de Viçosa - MG. A pesquisa foi dividida em quatro etapas, sendo elas: o levantamento bibliográfico dos livros de literatura da escola que abordam a educação antirracista; a análise documental do Projeto Político Pedagógico e do Regimento Escolar para compreendermos como as Leis 10.639 e 11.645 são apresentadas pela instituição de ensino; a pesquisa sobre o perfil dos(as) docentes da escola por meio de questionário; e a realização de três rodas de conversas com as(os) docentes. Por intermédio da leitura e análise dos livros, encontramos na biblioteca da escola livros infanto-juvenil que contemplam a Lei 10.639/03 e que têm contribuído para a mudança da literatura em relação às culturas africanas e afro-brasileiras. Na análise dos documentos escolares foram encontrados: um artigo sobre a Lei 10.639/03 e projetos que desenvolvem atividades que valorizam as culturas dos povos negros. Durante as rodas de conversas, alguns(algumas) professores(as) negros(as) usaram o espaço para tecer diálogos sobre situações de racismo que interpelam suas vivências. Isso indica que o espaço de diálogo construído durante a pesquisa foi além da formação continuada do corpo docente. Ademais, por meio dos relatos dos(as) participantes, consideramos que eles(as) se envolveram com a temática étnico-racial na educação básica elaborando propostas pedagógicas que pudessem ser desenvolvidas em suas aulas ao longo do ano letivo. A pesquisa, então, alcançou o seu objetivo principal: construir pontes e diálogos para uma educação antirracista com professores(as) do ensino fundamental. Palavras-chave: literatura antirracista; educação antirracista; formação continuada de professores(as)By understanding that teachers are essential to changing society’s perspective, this dissertation aimed to collectively construct antiracist pedagogical proposals for elementary education together with the teachers of a state public school in Viçosa, Minas Gerais. The research was divided into four stages: a bibliographic survey of the school’s literature books that address antiracist education; a documentary analysis of the school’s Pedagogical Political Project and School Regulations to understand how Laws 10.639 and 11.645 are presented by the institution; a study of the teachers’ profiles through a questionnaire; and the organization of three discussion circles with the teachers. Through the reading and analysis of the books, we found in the school library several children’s and young adult works that have contributed to transforming literature in relation to African and Afro-Brazilian cultures, in accordance with Law 10.639/03. In the analysis of school documents, we identified an article about Law 10.639/03 and projects that develop activities valuing the cultures of Black peoples. During the discussion circles, some Black teachers used the space to engage in dialogues about experiences of racism that affect their lives. This indicates that the dialogical space created during the research went beyond continuing teacher education. Moreover, based on the participants’ reports, we observed their active engagement with the theme of ethnic-racial education in basic education, as they developed pedagogical proposals to be implemented in their classrooms throughout the school year. The research, therefore, achieved its main objective: to build bridges and dialogues for an antiracist education with elementary school teachers. Keywords: antiracist literature ; antiracist education ; continuing teacher educationCoordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES)Conselho Nacional de Desenvolvimento Científico e Tecnológico - (CNPQ)Fundação de Amparo à Pesquisa do Estado de Minas Gerais (FAPEMIG
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