1,720,976 research outputs found
Gaskell, Jane, and John Willinsky, eds., Gender In/Forms Curriculum: From Enrichment to Transformation. New York: Teachers College Press, 1995.
No full textReviews ways in which gender is exhibited in curriculum and ways gender roles are learned in curriculum; by authors of 14 chapters on various subject areas in the curriculum
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
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
Invisible, alone, and alienated: Experiences and perceptions of socially neglected high school students
Get PDFThis dissertation explores the lifeworlds of socially neglected high school students. Adolescents who are members of this peer social category are described in the literature as those who exhibit passive behavior; make few attempts to initiate social interaction; do not engage in anti-social or aggressive behavior; and appear to be the most isolated students in schools. Almost overlooked by the research on adolescent subcultures, these labeled “nobodies” go virtually unnoticed by their teachers and their peers. This study was designed to increase our understanding of how these adolescents perceive themselves and their peers, and develop their own accounts and motives for explaining their actions.
This six month ethnographic study utilized symbolic interactionist theory to shape the research questions on how socially neglected students experience, interpret, and construct their interactions with peers. Five grade 12 students and three grade 10 students were identified through a lengthy process of on-site behavior observation assessment and judgmental sampling. Once identified, participant observations, interviews, and conversations were ongoing throughout the study. The data consist of 63 transcribed separate participant interviews of 45 to 60 minutes; transcribed notes from participant observations and conversations; as well as transcribed notes from observations and conversations with peers, teachers, counselors, office staff members, and administrators.
This study, which appears to be the only qualitative inquiry to focus specifically on socially neglected high school students, contributes to the literature of this understudied peer social category. The emotional and behavioral risk factors for these children are relatively unknown because of the paucity of research and lack of longitudinal studies. The findings suggest that the majority of the participants were verbally and/or physically abused by their peers during elementary school. These early school experiences and the way parents and teachers handled them taught the participants not to trust their perceptions of people and to hide or deny their feelings. Their stories about their lifeworlds at high school present a bleak picture, which is confirmed by the observational data. Various descriptions of aloneness or alienation, such as “ghost,” “dead-like,” “loner,” “invisible,” and “phantom” are used by the students to convey the images that they have of themselves and of how their interactions with peers have affected them. They consciously utilize barriers, such as “zombie” face masks, a “look of death,” or “shyness” to keep their peers at bay. They describe layers that they have built up around themselves that separate them from other people, which are invisible to others but not to themselves. They do not focus on the present, they worry about their futures. The participants suggest ways that parents and teachers could have intervened when they were younger and ways they could assist them now. Many of these teenagers report finding their alienation increasingly difficult to bear. If they have not already harmed themselves or others, either emotionally or physically, the data gathered for this study sound a clear alarm that there is potential for this to happen if they continue to be ignored. Implicit in the literature is the view that socially neglected students are not as at-risk and in need of intervention as socially rejected students because their status is associated with a lack of social involvement but not with deviant behavior. The findings leave no doubt that this assumption needs to be re-addressed and reconsidered.Graduat
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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