1,720,955 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
Including You -Strategies for Including Students with Dyslexia in Regular English Classroom Practice
No full textThis study aims to investigate what strategies teachers of English as a foreign language (EFL) apply in their teaching in order to include students with dyslexia in the regular classroom practice, with regard for the effects that the learning disorder has on English acquisition and the possibility to successfully learn the language. The purpose is to research how the participating teachers view inclusion, what strategies they apply in their own teaching to provide it, and how familiar they are with theoretical approaches regarding inclusion for students with dyslexia, in order to provide better insight into which strategies that are used and teachers’ preparedness to accommodate to the educational needs of today’s diverse student body.The study is based on a questionnaire where ten teachers of English in Upper secondary school answered questions regarding their view on inclusion, what strategies they use to include dyslexic learners in their classroom practice, how familiar they are with theoretical approaches in the field, and their perceived confidence in teaching students with dyslexia and the level of support provided by the school. The theoretical approaches used in this study are combined strategy instruction, multi-sensory approach, and meta-cognitive approach, resting on the premise of an inclusive teaching method.Results show that the participating teachers are accustomed to teaching students with dyslexia, and that a majority feel confident in their practice. Furthermore, teachers have a good insight into what difficulties dyslexia can pose for the students. The strategies most used among teachers to include these students are auditory aid alongside written text, digital tools, cognitive strategies such as predicting, summarizing and discussing, visual aid through pictures and colour-coding, focus on comprehension rather than spelling, larger print in texts, and building confidence among the dyslexic students. Regarding usage of theoretical approaches, visual displays, predicting, and summarizing were most used. Regarding familiarity and use of combined strategy instruction, multi-sensory approach, and meta-cognitive approach, the majority of the teachers did not explicitly state that they use these strategies, but their accounts given on strategies used suggests that they are familiar with the methods but that the terminology might differ. Moreover, while the participating teachers stated that they feel comfortable in teaching students with dyslexia, reports of constricting factors such as time, group size and lack of equipment makes it difficult to accommodate the needs of a diverse learner group.The results from the study are discussed in light of the theoretical background. Based on this, and the answers provided by the participating teachers, it can be affirmed that a more extensive use of strategies such as movie maker journaling, multi-sensory approach and meta-cognitive strategies could improve the learning of English among students with dyslexia. However, governing factors on an institutional level have to be considered in order to increase teachers’ ability to accommodate to the needs of these students
För gammal för rörelse? : En studie om kropp och rörelse i musikundervisning på Gymnasieskolan.
No full textIncluding You -Strategies for Including Students with Dyslexia in Regular English Classroom Practice
No full textThis study aims to investigate what strategies teachers of English as a foreign language (EFL) apply in their teaching in order to include students with dyslexia in the regular classroom practice, with regard for the effects that the learning disorder has on English acquisition and the possibility to successfully learn the language. The purpose is to research how the participating teachers view inclusion, what strategies they apply in their own teaching to provide it, and how familiar they are with theoretical approaches regarding inclusion for students with dyslexia, in order to provide better insight into which strategies that are used and teachers’ preparedness to accommodate to the educational needs of today’s diverse student body.The study is based on a questionnaire where ten teachers of English in Upper secondary school answered questions regarding their view on inclusion, what strategies they use to include dyslexic learners in their classroom practice, how familiar they are with theoretical approaches in the field, and their perceived confidence in teaching students with dyslexia and the level of support provided by the school. The theoretical approaches used in this study are combined strategy instruction, multi-sensory approach, and meta-cognitive approach, resting on the premise of an inclusive teaching method.Results show that the participating teachers are accustomed to teaching students with dyslexia, and that a majority feel confident in their practice. Furthermore, teachers have a good insight into what difficulties dyslexia can pose for the students. The strategies most used among teachers to include these students are auditory aid alongside written text, digital tools, cognitive strategies such as predicting, summarizing and discussing, visual aid through pictures and colour-coding, focus on comprehension rather than spelling, larger print in texts, and building confidence among the dyslexic students. Regarding usage of theoretical approaches, visual displays, predicting, and summarizing were most used. Regarding familiarity and use of combined strategy instruction, multi-sensory approach, and meta-cognitive approach, the majority of the teachers did not explicitly state that they use these strategies, but their accounts given on strategies used suggests that they are familiar with the methods but that the terminology might differ. Moreover, while the participating teachers stated that they feel comfortable in teaching students with dyslexia, reports of constricting factors such as time, group size and lack of equipment makes it difficult to accommodate the needs of a diverse learner group.The results from the study are discussed in light of the theoretical background. Based on this, and the answers provided by the participating teachers, it can be affirmed that a more extensive use of strategies such as movie maker journaling, multi-sensory approach and meta-cognitive strategies could improve the learning of English among students with dyslexia. However, governing factors on an institutional level have to be considered in order to increase teachers’ ability to accommodate to the needs of these students
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
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