1,721,029 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
Perceived emotional intelligence in adolescents involved in cyber bullying
Get PDFEl acoso escolar a través de las tecnologías de la información y la comunicación, cyberbullying, se está incrementando progresivamente. Este tipo de acoso
muestra características específicas, como la ausencia de contacto cara a cara, cuyas implicaciones aún no
son bien conocidas. En este contexto el conocimiento y manejo de las emociones podría ser especialmente relevante y complejo dado que los implicados únicamente reciben información emocional “indirecta”.El objetivo de este estudio fue analizar si
existen variaciones en Inteligencia Emocional Percibida (IEP), en adolescentes, en función del rol
desempeñado en cyberbullying: agresor, víctima,
bully/victim o no implicado.La muestra estuvo formada por 4145 adolescentes españoles (47.2% chicas) pertenecientes a Educación Secundaria Obligatoria (12 a 16 años).La valoración fue desarrollada a
través de cuestionarios de autoinforme. En concreto,
se utilizó el “Cuestionario sobre Convivencia, Conflictos y Violencia Escolar (Secundaria)” (Ortega,
Del Rey y Mora-Merchán, 2008) para valorar cyberbullying y la versión en español del Trait Meta-Mood
Scale (TMMS-24, Fernández-Berrocal, Extremera y
Ramos, 2004) para valorar IEP. Los resultados ponen
de manifiesto importantes diferencias en IEP entre
alumnos no implicados y víctimas de cyberbullying
mostrando las víctimas puntuaciones significativamente más elevadas en atención e inferiores en reparación. Por tanto, los datos parecen indicar que las
víctimas de cyberbullying muestran un patrón de IEP
menos adaptativo que aquellas personas no implicadas en este tipo de situaciones.Bullying that employs the internet and communication technologies, known as cyberbullying, is becoming more widespread. This kind of harassment
has specific characteristics, such as no face-to-face
contact, the consequences of which have not yet
been established. In this context knowledge and
management of emotions could be specially relevant and complex given that the pupils involved
only receive indirect emotional information.The
main objective of this study was to analyze whether
there are differences in Perceived Emotional Intelligence (PEI), in adolescents, according to the role
taken in cyberbullying: aggressor, victim, bully/victim or not involved. The sample consisted of 4,145
Spanish adolescents (47.2% females) from Compulsory Secondary Education (aged 12-16). Assessment was carried out through self-report questionnaires. The “Cuestionario sobre Convivencia,
Conflictos y Violencia Escolar (Secundaria)”, (Ortega, Del Rey, & Mora-Merchán, 2008) was used
to assess cyberbullying and the Spanish version of
The Trait Meta-Mood Scale (TMMS-24, Fernández-Berrocal, Extremera, & Ramos, 2004) was
used to examine PEI. The results show important
differences in PEI between not involved and victims of cyberbullying. The victims exhibit higher
levels of attention and lower levels of repair. There-fore, the data suggests that victims of cyberbullying
have a less adaptive PEI pattern than those not involved in this type of situation
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
Perceived emotional intelligence and bullying in adolescents.
Get PDFEl conocimiento de las personas sobre sus estados
de ánimo y emociones así como la conciencia sobre
la propia competencia emocional ha sido relacionado con diversos aspectos del ajuste psicológico tales como la adaptación a situaciones estresantes, la
satisfacción vital y la menor sintomatología depresiva. Por otra parte, la participación en situaciones
de bullying, pone de manifiesto un inadecuado
ajuste en tanto en cuanto la persona participa, voluntaria o involuntariamente, en una situación inmoral e injusta. El objetivo de este estudio fue analizar si existen variaciones en Inteligencia Emocional
Percibida (IEP), en estudiantes de Secundaria, en
función del rol desempeñado en situaciones de
bullying: agresor, víctima, bully-victim o no implicado. La muestra estuvo formada por 4145 adolescentes españoles (47.2% chicas) pertenecientes a
Educación Secundaria Obligatoria (12 a 16 años).
Los instrumentos de evaluación fueron cuestionarios de autoinforme. Específicamente para valorar
bullying se utilizó el “Cuestionario sobre Convivencia, Conflictos y Violencia Escolar (Secundaria)”
(Ortega, Del Rey y Mora-Merchán, 2008) y para
valorar IEP se utilizó la versión en español del Trait
Meta-Mood Scale (TMMS-24, Fernández-Berrocal, Extremera y Ramos, 2004). Los resultados ponen de manifiesto que víctimas y bully-victim
muestran, en general, niveles significativamente más bajos de claridad emocional que los no implicados y agresores. Además, los alumnos no implicados en bullying manifiestan mejores niveles de reparación emocional que los implicados. En cuanto a la atención emocional aparecen importantes diferencias de género: entre chicos no hay diferencias significativas en función de los roles mientras que entre chicas las agresoras obtienen puntuaciones más elevadas que las no implicadas.People’s knowledge of their moods and emotions and
their awareness of their emotional abilities have been
related to various aspects of psychological adjustment: coping with stress, life satisfaction, fewer depressive symptoms. In addition, being involved in
bullying shows an inadequate adjustment, given
that the person takes part, voluntarily or not, in an
immoral and unjust situation. The aim of this study
was to analyze whether there are differences in Perceived Emotional Intelligence (PEI) in Secondary
school pupils according to the role taken in bullying
situations: aggressor, victim, bully-victim or not involved. The sample consisted of 4145 Spanish adolescents (47.2% females) from Compulsory Secondary Education (aged 12-16). Assessment was
carried out through self-report questionnaires. The
“Cuestionario sobre Convivencia, Conflictos y Violencia Escolar (Secundaria)” (Ortega, del Rey, &
Mora-Merchán, 2008) was used to examine bullying
and the Spanish version of The Trait Meta-Mood
Scale (TMMS-24; Fernández-Berrocal, Extremera,
& Ramos, 2004) was used to assess Perceived Emotional Intelligence.Victims and bully-victim showed
lower levels of clarity than those not involved and aggressors. In addition, not involved adolescents exhibit higher levels of repair than those involved in different roles. In relation to attention there are important gender differences. There are no differences according to roles in boys. On the other hand, aggressor girls show higher level of attention than
those not involve
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
- …
