1,721,085 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
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
The reaction of the university ecosystem to the pandemics in a Mid-East country: the case of IRAQ – A compared analysis of students’ and teachers’ perceptions
No full textThis paper presents an exploratory study on the reaction of the Iraqi university ecosystem to the Covid-19 pandemic, a learning ecosystem with no consolidated tradition in distance learning operating in a country where connectivity is granted mainly by a mobile phone infrastructure. The study analyses data collected from questionnaires filled in by 572 teachers and 2746 students belonging to more than 35 different universities and colleges located all over Iraq. The ecosystem was able to switch to distance learning in two weeks and to generate a reasonable level of satisfaction in the teachers and, even more, in the students, despite the problems that have been encountered. The influence of contextual and individual factors on the opinions and future intentions of both teachers and students has been investigated together with the causal network that puts in relation to such factors. The distance learning experience conducted during the first five months of lockdown induced a relevant change in the opinion about the nature of an educational experience, as well a desire to continue to experience distance and blended learning processes, in slightly more than 50% of the respondents. Future challenges are also highlighted
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
Community pacts and we4SLE as tools to support the implementation of Smart Learning Ecosystems
No full textThis article describes and discusses the conditions under which starting from the Italian school system it would be possible to develop smart learning ecosystems. In particular, we focus on the so-called community pact—an opportunity recently introduced and promoted by the Ministry of Education—and on how dedicated technologies may support it. Starting from the description of the regulatory context and the consultation of teachers/students/territorial stakeholders, we illustrate the needs and motivations that led to the design and development of a web portal, we4SLE, which aims at fostering and facilitating: (a) the development of the identity and the increase of the internal cohesion of the community of reference; (b) the cultural growth of the students, also as future active citizens. Among the objectives of the web portal: provide an overview of the available resources, as well as methods for finding those necessary to implement the various initiatives; highlight the contribution made by the members of the community and give adequate visibility to the path of growth of each individual; support the strengthening of existing relationships in the community and encouraging the establishment of new ones; foster awareness about the community’s state of development through a participatory approach to its evaluation
The Italian School Ecosystems two years after the lockdown: an overview on the “digital shock” triggered by the pandemic in the perceptions of schools’ principals and teachers
No full textTwo years after the shock undergone by the Italian school ecosystem—due to the lock-down imposed by the COVID-19 at beginning of March 2020—the effects generated by the resulting fully digital immersion have been investigated by a survey administered to a representative sample of school teachers and principals. The analysis of the outcomes, together with their comparison with similar investigations performed in May 2020 and March 2021, shows that the activities carried out in the last two years—from emergency teaching to integrated teaching and, finally, to teaching in a “new normal” condition—have triggered an apparently fast innovation process with beneficial effects on the e-maturity of the system, on the educational processes and on the state of the individual well-being. Although some symptoms of normalization start to be glimpsed, and despite the workload increase induced by the adoption of technologies, the system seems ready to carry out an optimization of the educational processes to include a stable use of didactic activities augmented by technologies and, more in general, of forms of integrated on-line learning. As a corollary, emerges the relevance attributed, in a plebiscite manner, to continuous training (LLL) on learning technologies and digital pedagogy, as well as the need to implement permanent forms of smart working to thin the organizational processes
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