1,720,987 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
Full text linkWe 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
PENERAPAN MODEL COOPERATIVE INTEGRATED READING AND COMPOSITION DALAM PEMBELAJARAN KETERAMPILAN MEMBACA PEMAHAMAN DAN MENULIS PARAGRAF NARASI (Penelitian Kuasieksperimen dalam Pembelajaran Bahasa Indonesia pada Siswa Kelas V Sekolah Dasar)
No full textPenelitian ini dilatarbelakangi oleh masalah keterampilan membaca pemahaman dan menulis paragraf narasi siswa yang rendah. Penelitian ini bertujuan untuk menguji perbedaan keterampilan membaca pemahaman dan menulis paragraf narasi siswa sekolah dasar antara kelas eksperimen yang menerapkan model pembelajaran Cooperative Integrated Reading and Composition dengan kelas kontrol yang menerapkan pembelajaran konvensional. Dalam penelitian ini digunakan pendekatan kuantitatif dengan metode kuasieksperimen. Desain penelitian menggunakan Nonequivalent Control Groups Design (NCGD). Sampel penelitian adalah siswa SDN Sukapura I kelas V sebanyak 30 siswa sebagai kelas eksperimen dan siswa SDN Sukapura III kelas V sebanyak 30 siswa sebagai kelas kontrol. Alat pengumpul data berupa lembar soal membaca pemahaman dan menulis paragraf narasi. Teknik pengumpulan data berupa tes yaitu prates untuk mengukur kemampuan awal keterampilan membaca pemahaman dan menulis paragraf narasi siswa dan pascates untuk melihat kemampuan akhir keterampilan membaca pemahaman dan menulis paragraf narasi. Berdasarkan hasil penelitian diperoleh kesimpulan yang pertama yaitu terdapat perbedaan peningkatan keterampilan membaca pemahaman antara siswa yang memperoleh pembelajaran menggunakan model CIRC pada kelas eksperimen dengan siswa yang memperoleh pembelajaran konvensional pada kelas kontrol sehingga siswa pada kelas eksperimen lebih baik dalam memahami isi cerita suatu wacana. Kedua terdapat perbedaan peningkatan keterampilan menulis paragraf narasi siswa yang memperoleh pembelajaran menggunakan model CIRC pada kelas eksperimen dengan siswa yang memperoleh metode pembelajaran konvensional pada kelas kontrol. Artinya siswa memiliki keterampilan menulis paragraf narasi lebih baik dengan diajarkannya model CIRC, karena dengan CIRC siswa dituntut untuk bekerja sama dengan teman kelompoknya untuk memahami isi bacaan suatu wacana serta menuliskan kembali isi cerita tersebut sebab dalam CIRC terdapat keterpaduan antara membaca dan menulis secara kooperatif.
This study is conducted based on the lack of reading comprehension and writing narrative paragraph of student skill. This study aimed to examine differences in reading comprehension and writing skills paragraph narrative elementary school students between classes that implement experimental learning models Cooperative Integrated Reading and Composition with the control class that implements conventional learning. This study used quantitative approach with quasi experimental method. The study design used Nonequivalent Control Groups Design (NCGD). Samples of research that students SDN Sukapura I class V SDN 30 students as an experimental class and student class V SDN Sukapura III by 30 students as the control class. Data collection tool in the form of a booklet reading comprehension and writing narrative paragraphs. The technique of collecting data is a test that initial pre-test to measure the ability of reading comprehension and writing skills paragraph narrative and post-test students' ability to see the reading comprehension and writing skills paragraph narrative skill. Based on the conclusion, which is the first that there is a difference between reading comprehension skills students acquire learning using models CIRC the experimental class with students who received conventional learning in class control so that students in the experimental class more skilled in understanding the story of a discourse. Secondly there are differences paragraph narrative writing skills of students who received CIRC learning to use the model in the experimental class with students who received conventional teaching methods in the control class. This means that students have the skills to write a paragraph of narrative is better to teach a model CIRC, because the CIRC requires students to cooperate with the friends group in understanding the content of reading a discourse as well as rewriting the contents of the story because there is coherence between the CIRC in reading and writing cooperatively
SCRAMBLE GAME DALAM PEMBELAJARAN WRITING DI KELAS V SEKOLAH DASAR
Full text linkPenelitian ini di latar belakangi karena pembelajaran writing pada pelajaran Bahasa Inggris masih kurang dirasakan manfaatnya bagi siswa. Siswa cenderung masih menganggap pembelajaran writing sebagai pelajaran yang membosankan dan kurang menarik. Hal ini memberikan asumsi yang mendasar bagi penulis, bahwa pelajaran Bahasa Inggris pada pembelajaran writing belum menciptakan suasana belajar yang mampu menciptakan suasana belajar yang bermakna bagi siswa. Oleh karena itu peneliti bermaksud untuk meneliti teknik scramble game dalam menciptakan suasana belajar writing yang menyenangkan sekaligus bermakna bagi siswa. Metode penelitian ini menggunakan Penelitian Tindakan Kelas  yang dilakukan pada siswa kelas V di Sekolah Dasar Negeri Majalengka Wetan VIII Kecamatan Majalengka Kabupaten Majalengka. Instrumen yang digunakan dalam penelitian ini adalah lembar observasi, lembar wawancara, catatan lapangan, lembar evaluasi dan lembar kerja siswa. Hasil penelitian yang telah dilaksanakan selama tiga siklus menunjukkan bahwa rata-rata nilai proses dan hasil belajar berupa kemampuan menulis yang diperoleh siswa mengalami peningkatan. Hal ini menunjukkan bahwa ketertarikan siswa pada proses pembelajaran dengan teknik scramble game pada pembelajaran bahasa Inggris di kelas V Sekolah Dasar. selanjutnya rata-rata nilai tes kemampuan menulis yang mengalami peningkatan dari 57,3 pada siklus satu, 71,8 pada siklus dua dan meningkat kembali pada siklus tiga yaitu 77,8. Kesimpulannya, dalam penerapan pembelajaran scramble game di kelas V Sekolah Dasar telah berhasil menciptakan suasana belajar yang menyenangkan dan meningkatkan kemampuan writing siswa. Peneliti berharap teknik pembelajaran ini dapat dikembangkan lagi melalui pemilihan tahapan pembelajaran yang variatif dengan dengan melibatkan multi teknik dan multi strategi. Kata Kunci: Scramble Game, Pembelajaran Bahasa Inggris, Kemampuan Writin
METODE CERITA BERANTAI UNTUK MENINGKATKAN KETERAMPILAN BERBICARA SISWA PADA PEMBELAJARAN BAHASA INDONESIA
Full text linkAbstrakPenelitian ini dilatarbelakangi masih rendahnya keterampilan berbicara siswa dilihat dari pelafalan, intonasi, kosa kata, dan kelancaran dalam berbicara. Penelitian ini bertujuan untuk meningkatkan keterampilan berbicara siswa pada mata pelajaran Bahasa Indonesia kelas IV SDN Kancana melalui penerapan media cerita berantai. Penelitian ini merupakan penelitian tindakan kelas, peneliti bekerja sama dengan guru kelas IV. Subjek penelitian adalah siswa kelas IV SDN Kancana sebanyak 22 siswa terdiri dari 10 siswa laki-laki dan 12 siswa perempuan. Teknik pengumpulan data yang digunakan berupa observasi, wawancara, catatan lapangan, dan dokumentasi. Teknik analisis data yang digunakan adalah analisis data kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa penerapan metode cerita berantai dapat meningkatkan keterampilan berbicara siswa kelas IV SDN Kancana. Pada siklus I nilai rata-rata mencapai 71,13 dengan ketuntasan 60,1%, siklus II nilai rata-rata mencapai 74,77 dengan ketuntasan mencapai 75% dan siklus III nilai rata-rata mencapai 85,22 dengan ketuntasan mencapai 95,45%. Dengan demikian, penerapan metode cerita berantai dapat meningkatkan keterampilan berbicara siswa kelas IV SDN Kancana. Kata Kunci: keterampilan berbicara, metode cerita berantai, pembelajaran bahasa Indonesia
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