1,720,961 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
Utilising a Social Networking Site as an academic tool in an Academic Environment: Student Development from Information-Sharing to Collaboration and Innovation (ICI)
No full textThere is a scarcity of research regarding the possible academic uses of Social Networking Sites (SNSs), such as Facebook (FB). Much research focuses on the social or information student use. This paper demonstrates how a SNS, in this case Facebook, can help increase a student’s academic engagement and develop synergistic knowledge. Engagement is understood as the effort and time a student invests in educational activities in or out of class, which are empirically related to college outcomes (Kuh, 2009). Engagement encompasses various aspects including interactions with faculty, involvement in co-curricular activities and peer interaction. Building Pollara and Zhu’s (2011) observations that students believe online collaboration assists learning, this paper demonstrates synergistic knowledge development by students as a result of Facebook use on UCD’s ‘Business Information Systems Management’ module during one semester. Data was collected using student surveys, archival Facebook information and interviews with students. This student group are a less researched cohort regarding SNS usage: they are post-experience, part-time postgraduates. This study’s findings support Junco’s (2012) observation that some Facebook usage can be academically advantageous to students. The benefits here to using Facebook in teaching and learning also included the development of educational micro-communities as suggested by Bosch (2009). In our study, Facebook stimulated critical thinking and engagement in academic debate regarding the module material. The evidence here suggests that this SNS can allow for student engagement in a way that traditional educational environment cannot. This module promoted student engagement beyond just information-sharing, demonstrating high levels of student collaboration and synergistic knowledge development, and ultimately theoretical innovation with the module concepts. It also provides an insight into post-experience, postgraduate usage of SNSs. The research questions were: - Can Facebook be used as a learning tool to academically engage student? - Can Facebook as an eLearning tool improve students’ learning experience
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
Facebook in an Academic Environment: Advancing Practice from Information-Sharing to Collaboration and Innovation (ICI)
Get PDFThis paper addresses the scarcity of research regarding academic uses of Social Networking Sites (SNS) by demonstrating how a SNS, in this case FB (FB), can engage students academically and help develop synergistic knowledge. The research primary research questions were: Can F acebook be used as a learning tool to academically engage student? Can F acebook as an eLearning tool improve students’ learning experience? Building Pollara and Zhu’s (2011) observations that students believe online collaboration assists learning, this paper demonstrates synergistic knowledge development by students as a result of incorporating FB into higher education. Data was collected using student surveys, archiva l FB information and interviews. This study’s findings support Junco’s (2012) observation that some FB usage can be advantageous to students. The benefits here to using FB in teaching and learning also included the development of educational micro-communities as suggested by Bosch (2009). In this study, FB stimulated critical thinking and engagement in academic debate regarding the module material. Students also engaged beyond just information-sharing, demonstrating high levels of student collaboration and synergistic knowledge development, and ultimately theoretical innovation with the module concepts
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
Academic Engagement Using Social Media: Revisiting the Technological, Pedagogical and Content Knowledge Framework in Higher Education Today
Get PDFResearch into the use of social media for academic purposes is increasingly emerging. Such research suggests that a social networking site (SNS) could be used as an innovative tool for teaching purposes. However, much of previous research has focused on outlining the experience of students and the empirical evidence to date reports how a SNS may develop a higher level of academic engagement amongst students. In addition, research in this field has overlooked review of the pedagogy involved in utilising a SNS for education purposes successfully. Previously, Koehler and Mishra (2009) proposed the TPACK framework to explore the relationship of technology in teaching which builds the basis for this research. This paper explores the suitability of the TPACK framework in the context of utilising SNSs and reviews its relevance to the adoption of a SNS as a teaching tool. Initial observations suggests that the current TPACK framework overlooks some important elements which are relevant to the adoption of SNS
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