1,721,066 research outputs found
Recommended from our members
Doctoral Recitals
No full textRecital presented at the UNT College of Music Recital Hall in partial fulfillment of the Doctor of Musical Arts (DMA) degree
Recommended from our members
Doctoral Recitals
No full textRecital presented at the UNT College of Music Voertman Hall in partial fulfillment of the Doctor of Musical Arts (DMA) degree
Recommended from our members
Doctoral Recitals
No full textRecital presented at the UNT College of Music Voertman Hall in partial fulfillment of the Doctor of Musical Arts (DMA) degree
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
What is to be done? Implications for policy makers
No full textThe review of frameworks and interventions in the previous chapter makes it abundantly clear that policy makers in Western democracies have been highly active in attempting to break the link between poverty and education. England and the US may be extreme cases, but the rapid succession of initiatives and reform efforts in those countries demonstrate that policy makers have no difficulty in finding levers to pull. Indeed, common to both the ‘Neo-liberal and ‘Civic’ projects, as we labelled them in Chapter 12, is the belief that breaking the poverty-education link is important, not simply because it is unjust that social background should determine educational outcomes, but because a ‘good education’ is seen as the way of creating a more just society. As a Secretary of State for Education in England once put it: … of all the areas that government can influence it is education and learning, which has perhaps the most potential to open up opportunity. Sure Start centres, nurseries, schools, colleges and universities are the cradles of aspiration and achievement that embody the hopes we all have for our children. That is why I see my department as the department for life chances. And that is why I see it as my job to boost social mobility. (Kelly, 2005) Unfortunately, as the previous chapter documents, the level of policy activity is not matched by the effectiveness of interventions. Despite yearsin some countries, generations-of initiatives and reforms, it remains the case that social background and educational outcomes are inextricably linked. This is not to say that policy interventions make no difference at all. However, their tendency to focus on what we call the micro and meso levels, and to overlook the structural inequalities embedded at the macro level, means that their effects will always be limited and precarious. The conclusion Rees et al. reach about the limitations of area based initiatives (ABIs) in the UK could, in fact be applied to all policy interventions: Once social and economic disadvantage is redefined as an aspect of the wider inequalities which are characteristic of British society, then these limitations become apparent. The state is not in a position to engage with issues of social inequality, structural shifts in the organization of economic activity and their consequences, except at the margins. The kinds of redistribution which would be necessary to do so simply do not appear on the policy agenda. ABIs and the conceptualizations of disadvantage on which they are based reflect this. They provide a means of presenting the promise of ‘active government’, but within the highly restricted policy repertoire which in reality is available. (Rees, Power, & Taylor, 2007:272) Bearing in mind our own analysis in Chapter 12, we could reach an even more pessimistic conclusion. The reason that policy makers’ repertoire is so ‘limited’ is that education policy in many Western democracies forms an integral part of a ‘Neo-liberal project’ which protects the market and the accumulation of capital, and draws on functionalist analyses to ‘fix’ the social and educational problems which this project generates. Given that neo-liberal ideology enjoys something like hegemonic status in those countries, there is no reason to suppose that the policy repertoire is likely to be extended anytime soon
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
- …
