1,720,966 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
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
Development of the social maturity of the future teacher
No full text(uk) Розроблена, теоретично обґрунтована й експериментально перевірена модель розвитку соціальної зрілості майбутнього вчителя, яка складається з цільового, змістовно-операційного та оцінного компонентів. Визначено педагогічні умови: діалогізація педагогічної взаємодії викладача й студента; організація самостійної діяльності студентів в умовах інформаційно-освітнього середовища; особливості управління педагогічною практикою; залучення студентів до суспільно корисної діяльності; активізація дослідницької діяльності студентів.
Результати діагностики рівня розвитку соціальної зрілості майбутнього вчителя за виокремленими критеріями (відповідальність, соціальна спрямованість, активність, здатність до взаємодії, самостійність, здатність до інформаційного саморозвитку) дає підстави стверджувати, що обґрунтовані та реалізовані педагогічні умови є ефективними.(ru) Разработана, теоретически обоснованна и экспериментально проверена модель развития социальной зрелости будущего учителя, состоящая из целевого, содержательно-операционного и оценочного компонентов. Определены педагогические условия: диалогизация педагогического взаимодействия преподавателя и студента; организация самостоятельной деятельности студентов в условиях информационно-образовательной среды; особенности управления педагогической практикой; вовлечение студентов в общественно полезную деятельность; активизация исследовательской деятельности студентов. Результаты диагностики уровня развития социальной зрелости будущего учителя по выделенным критериям (ответственность, социальная направленность, активность, способность к взаимодействию, самостоятельность, способность к информационному саморазвитию) дает основания утверждать, что обоснованные и реализованные педагогические условия являются эффективными.(en) Methodological basis of the concept of development of social maturity at the philosophical level are the ideas of the active essence of man, his role in solving social, personal problems, the idea of natural and social integrity. The laws of the dialectic of unity and struggle of opposites, the transition of quantitative changes to qualitative, the principles of objectivity, determinism, development, systemicity and interaction, which allowed: to reveal the dialectic of the pedagogical educational process, to the implementation of the concept of development of social maturity; to identify contradictions, relationships of quantitative and qualitative changes inherent in the development of personality, at the stage of professional training in a higher education institution; to study the patterns of development of subjects of pedagogical education in the context of updating the information culture of society, taking into account the psychological patterns of all types of activity.
The leading methodological foundations of the research concept are systematic and activity approaches that allowed to consider social maturity as an integral system, to identify its elements, to define the subordinate basis of interaction, to establish the internal and external relations and interdependence between them, to consider each element as a system, and «social maturity» as a subsystem of system education of a higher level – «maturity». The theoretical basis determines the system of initial parameters, definitions, assessments, without which it is impossible to understand the essence of the social maturity of the future teacher as a pedagogical phenomenon and its criteria. This concept reflects the essence of the development of social maturity of the future teacher in the context of updating the information culture of a society with a socially determined purpose. Methodological basis of the concept of the research involves the development and experimental testing of the system of development of social maturity of the future teacher in the context of updating the information culture of society. A number of trends and peculiarities of personality development are outlined in the context of updating the information culture of society; the theoretical and methodological foundations of the research of the social maturity of the future teacher in terms of updating the information culture of society on the basis of system and activity approaches have been defined, which made it possible to reveal the essence of this phenomenon as the systemic quality of the future teacher; an etymological and linguo-semantic analysis of the concept of «maturity». It has been proved that the social maturity of the future teacher distinguishes its development, due to the level and peculiarities of interaction with the social environment, other people, high level of integrity and stability of the individual, his readiness for personal and professional self-determination, work activity, revealing an active social position). The author of the thesis has outlined, scientifically substantiated and tested the pedagogical conditions (dialogue of pedagogical interaction between a teacher and a student, organization of independent activity of students in the conditions of informational and educational environment, peculiarities of management of pedagogical practice, involvement of students in various kinds of socially useful activity, activation of student research activities); the criteria of social maturity of the future teacher (responsibility, social orientation, activity, ability to interact, independence, ability to information self-development) and corresponding indicators have been substantiated
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
Dialogization of pedagogical interaction between teacher and student as a condition of future teacher social maturity development
No full text(uk) В статті представлено результати експериментальної роботи, щодо обґрунтування та реалізації можливостей діалогізації педагогічної взаємодії в контексті розвитку соціальної зрілості майбутнього вчителя. Продуктивною в розвитку соціальної зрілості студентів виявлено технологію майстерень. Основні ідеї цієї технології відповідають суті принципів діалогізації й персоналізації освіти: усі здатні; знання однієї особи мають бути збагачені знаннями інших, потрібний постійний діалог з автором, педагогом, друзями, собою; навчання проходить в атмосфері відкритості й повної рівності осіб, де кожен має право на помилку.(ru) В статье представлены результаты экспериментальной работы, относительно обоснования и реализации возможностей диалогизации педагогического взаимодействия в контексте развития социальной зрелости будущего учителя. Продуктивной в развитии социальной зрелости студентов выявлено технологию мастерских. Основные идеи этой технологии соответствуют сути принципов диалогизации и персонализации образования: все способны; знание одного лица должны быть обогащены знаниями других, нужен постоянный диалог с автором, педагогом, друзьями, собой; обучение проходит в атмосфере открытости и полного равенства лиц, где каждый имеет право на ошибку.(en) The article under consideration presents the results of experimental work in relation to substantiation and realization pedagogical interaction dialogizing possibilities in the context of future teacher social maturity development. In the context of dialogically in its essence humanistic communication, students experience the use of contractive forms of interaction, responsibility for the effectiveness of such a form of activity. Taking into account various factors, dialogue in the classroom can be constructed as a dialogue– imitation oriented to the question–and–answer form, where the role of the moderator is assigned to the teacher; dialogue-discussion involves communication of conditionally equal subjects in the educational process; dialogue–cognition which covers complex and cognitive relationships of the subject with the world, with people around him, with himself. In the process of research, we have identified the conditions for the dialogue realization. One of them was the reflexive management of its conduct, when the teacher does not merely sets the goals of mastering students in an educational standard, but strives for these goals to be internally accepted. The technology of dialogue creation has included the following stages: distinguishing the value component ( facts, ideas, life problems) in the professional problem ; transformation of deductivedescriptive statements into question-relevant, problematic ones; building a logical system of questions; reasoning out assessment questions to develop students’ value for a professional problem. Research-experimental work on the students’ professional training on the basis of dialogue interaction was carried out in higher education institution system of disciplines’ all cycles, including pedagogical practice. Workshop technology has been found to be productive in the development of students’ social maturity. The basic ideas of this technology correspond to the essence of education dialogizing and personalization principles :knowledge of one person should be enriched with knowledge of others; constant dialogue with the author, teacher, friends, oneself is required; learning takes place in an atmosphere of openness and complete equality of persons, where everyone has the right to make mistakes, where ignorance and failure are tolerated
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