1,720,976 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
Exploring masculinities – the sequel: an examination of the views and attitudes of Irish parents and a sample of journalists towards the exploration of masculinities with young men at senior cycle
No full textThe Exploring Masculinities Programme (EM) was developed and piloted in 19 boy’s schools in Ireland during 1997-1999, with funding from the European Social Fund. The programme aimed, amongst other things to investigate different perceptions and experiences of masculinity and to promote equality among and between the sexes. Following the launch of the programme, EM was the subject of a considerable amount of media coverage, which was mainly critical of the programme. Amongst the most vocal critics of EM were certain parent groups and a number of journalists. In this context, the Minister for Education and Science commissioned the National Council for Curriculum and Assessment (NCCA) to conduct an examination of, amongst other things, the media reaction to EM. The planned dissemination of the programme lost its momentum and in 2005, EM was only being used as a resource in a small number of schools.
The current study aims to establish the views and attitudes of Irish parents and a sample of journalists towards the treatment of masculinity related issues with young men at senior cycle. There were four phases to the research. Phase one consisted of a survey of a national sample of parents. Phase two involved interviews with twenty-four of these parents. Phase three consisted of surveys with representatives of the five national parent associations in Ireland. The fourth phase of the research involved interviews with four journalists who had participated in the media debate on EM, together with the Project Coordinator of the programme.
The study found that the majority of parents (both the national sample of parents and members of the various parent associations) viewed the primary purpose of education as the holistic development of the child rather than the attainment of Leaving Certificate points. The majority of parents were in favour of the inclusion of EM topics on the school curriculum due to the fact that EM issues were of relevance to young men, with parents suggesting that schools currently are not doing enough to deal with issues such as homophobic bullying. While support for the inclusion of EM issues was high, concerns were expressed by parents. These concerns related to, for example, whether lessons on EM issues would be based on Catholic values; whether teachers had received sufficient development on such issues and whether young men were mature enough to deal with these issues at senior cycle.
While two of the journalists viewed the school as playing an important role in the exploration of masculinities with young men at senior cycle, the remainder questioned such involvement. Concerns were raised by the journalists in relation to the ideologies underpinning EM, particularly in relation to the concept of gender as a social construct and the perceived underlining feminist ideology. Based on this, the journalists viewed the programme as selective in nature and imbalanced in its treatment of certain issues. Additional concerns related to the lack of consultation with relevant agencies and individuals during the development of EM. The project coordinator of EM, Peadar King, supported the journalists’ views that the writing group were too narrow in their focus and did not engage sufficiently with other agencies or personnel. However, he questioned their perception of EM as anti-male and tendentiousness in nature.
Both parents and journalists advanced some possible suggestions on how EM issues could be examined in the future. Possible suggestions included the adoption of a cross-curricular approach and the inclusion of a positive discourse on masculinity. It was proposed that such issues would be best addressed by an expert external to the school and through the use of active learning methodologies. The importance of related teacher development and adopting a consultative process when developing curriculum for social and personal programmes were also stressed.
The findings from the study raise a number of questions in relation to Irish post-primary schooling. For example, how can the differing views of parents be accommodated in relation to whether school-based social and personal programmes are taught within a Catholic framework? What alterations can be made to the current process of curriculum development in Ireland so that new curriculum initiatives do not experience as much controversy as EM and how can the specific social and personal needs of young men be met within senior cycle education
The development and implementation of ICT policy for schools in the Irish post-primary context: a critical analysis
No full textSince the mid 1990’s there has been an increased emphasis on ICTs in national educational policies, particularly in developed countries. This has been reflected in increased levels of Government expenditure coupled with the development and implementation of specific initiatives to support the use of ICTs in schools. This emphasis has been based on the perceived educational potential of the Internet coupled with the global adoption of concepts such as the ‘knowledge/information society’ and the ‘knowledge economy.’
In Ireland the first ever policy for ICT in schools entitled Schools IT2000: A Policy Framework for the New Millennium was launched by the Department of Education and Science (DES) in 1997. Schools IT2000 aimed to address the development of technology use in primary and post-primary schools and focused on four main areas: technology infrastructure, training for teachers, pilot projects and support services.
This study aims to establish how this policy was developed, to identify the factors that influence its development and to establish the outcomes arising from its implementation. It takes a critical qualitative approach drawing on nineteen interviews with policy makers and actors who were prominent at differing levels with respect to this initiative, as well as documentary evidence and related literature. The analysis of Schools IT2000 is set against the backdrop of the dominant discourses on ICT policy and educational change, the broad context of Irish educational policy making and the history of developments relating to technology in education in the Irish setting.
The evidence suggests that Schools IT2000 enacted an approach to policy and policy implementation consistent with a techno-centric/innovation-focused discourse, characterised by a lack of clarity regarding educational purpose, an emphasis on the provision of infrastructure underpinned by the unstated assumption that technological provision (coupled with basic IT skills for teachers) would lead to worthwhile outcomes, little consideration of school and teacher contexts, an over reliance on pilot projects and limited attention to ongoing evaluation and research. The influence of political and external factors including the neo-liberal agenda also contributed strongly to the approach enacted.
Based on this analysis recommendations for future DES post-primary level ICT policies are presented. These recommendations centre on the necessity to recognise the significance of context and the complexity of change in respect of any future ICT policy initiatives. This suggests a greater attention to social practice type variables than was the case in Schools IT2000. The desirability of engaging teachers in professional learning communities in the context of schools as learning organisations is advanced in respect of the implications of this understanding of educational change
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
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