1,721,114 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
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
孫中山社會教育思想之研究
No full text[[abstract]]本研究之目的在三：一. 對孫中山的社會教育思想做系統之研究, 以建立孫中山社會
教育思想之完整理論體系。二. 經由本研究期望能對我國社會教育方針之擬定及工作
之推展, 有積極省思與助益。三. 藉由本研究之完成, 希望能在我國社會教育學術領
域中的人物、思想及史部份，加添一些參考的資。
本研究採文獻分析法，討分六章，除第一章緒論及第二章孫中山生平性格與重要著述
外，其餘各章依次為：(一)孫中山社會教育思想的基礎, (二)孫中山社會教育思想的
主張- 做主人的教育, (三)對孫中山社會教育思想的評論。
經研究獲致以下結論:
一. 孫中山是為一位人文主義(Humanism)社會教育思想家，在中國社會教育史上應有
其受人肯定之地位。
二. 孫中山的社會教育思想建立於四大原理基礎上: 人本原理- - - 社會教育的對象
; 民生原理- - - 社會教育的內容; 互助原理- - - 社會教育的途徑方法; 進步原理
- - - 社會教育的目標。
三. 孫中山以「做主人」為其社會教育思想之中心理念。具有統觀的本質；以造就能
掌控命運，主導時局之國家評價為目的；以身心健康教育、參與政治教育、職業生活
教育、休閒生活教育及服務道德教育為內容；以訓政為途徑：以喚起民眾為中心的宣
傳、大眾傳播及普及教化等措施為方法。
四. 孫中山「做主人」的社會教育思想，經過價值規準之檢證、與各家主張之比較及
時空應用價值之探討，而驗證肯定其價值。
五. 孫中山「做主人」的社會教育思想, 對當代社會教育有四項重要之啟示：1.化解
近年來學界對社會教育意涵之無謂論辨與疑慮。2.當代社會教育學術研究，宜朝建立
哲學基礎、融合國際化與本土研究、科際整合等三大方向積極努力。3.主政者在研擬
社會教育計劃時，應注重連貫性、可行性、整體性與前瞻性四項原則。4.「做主人」
理念可作為民眾之目標導向。
晏陽初社會教育思想之研究
No full text[[abstract]]本研究之目的有三：（一）透過對晏陽初思想的探討，以明晰他的教育思想，及思想
背景與理論基礎。（二）採擷晏氏在社會教育思想的基本論見與主張，並加以分析、
歸納出他的社會教育思想體系。（三）就所得的結果，試加以評述，期以對目前推行
的社會教育的理論和實際，有所參考和助益。
以歷史研究法和理論分析，分別就晏氏教育思想敘論之：（一）緒論。（二）晏陽初
的生平與社會教育思想的背景。（三）社會教育思想基礎。（四）社會教育思想體系
。（五）對晏陽初社會教育思想旳評論。（六）結論與建議。
經研究獲得下列結論：
（一）晏陽初是含涉實用主義、進步主義的民本教育思想家，他的教育觀植基於其平
民教育理論基礎上。
（二）晏氏的社會教育思想體系含括五方面：
１﹒本質論：社會教育為其平民教育的本質。
２﹒目的論：在個人言為「除文盲，作新民。」在社會言則為社會改造、民族向上。
３﹒教材與課程論：含括文藝、生計、公民、健康教育四環，相輔相成。
４﹒組織與方法論：以家庭、社區、鄉族為教學組織單位；以社會發展與向上為方法
基礎，喚起社會民眾的學習風氣。
５﹒權責觀：實施全民教育與終身教育為社會中個人的權利與義務。
依所獲得的結論就現行社會教育的理論與實務，提出六項建議：
（一）建立本土性的社會教育。
（二）強大學校的社會責任，加強辦理社教活動。
（三）擴大社會教育層面，廣泛包容大眾參與。
（四）幫助民眾喚起自覺，鼓勵人人學習成長。
（五）社會教育法規修訂，與社教人員培養應獲得重視。
（六）規劃大專青年義務參與社教活動，以帶動學習的風氣。
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