1,720,964 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
Problemtypenbasierte Kompetenzmodellierung beim praktisch-naturwissenschaftlichen Arbeiten: Design, Validierung und Einsatz von Aufgaben zum effektbasierten Vergleichen
Full text linkIn der vorliegenden Promotionsarbeit standen die Entwicklung, die Validierung sowie der Einsatz von Aufgaben zum praktisch-naturwissenschaftlichen Arbeiten im Unterricht der Sekundarstufe I im Vordergrund. In einem ersten Schritt wurden, basierend auf einem problemtypenbasierten Kompetenzstufenmodell, exemplarisch für 2 Ausprägungen des praktisch-naturwissenschaftlichen Arbeitens (dem Vergleichen und dem Beobachten), zu fördernde Fähigkeiten und Fertigkeiten der Schülerinnen und Schüler beschrieben. Eine durch die Kompetenzmodellierung gesetzte a priori Stufung der zu erreichenden (experimentellen) Kompetenzen (Kapitel 2), konnte mittels neuer hands-on Testaufgaben für alle verwendeten Aufgabenkontexte validiert werden. Nebst Hinweisen zur strukturellen Validität der Kompetenzmodellierung (Kapitel 6), wurden weitere Aspekte einer gelungenen Validierung (externe Validität und Generalisierbarkeit des Messinstruments) untersucht (Kapitel 7). Mit den zur Validierung des Messmodells genutzten Leistungs- bzw. Testaufgaben konnten in einem weiteren Teil Lernaufgaben entwickelt werden (Kapitel 8) und somit eine gewisse Anschlussfähigkeit und Nützlichkeit des Kompetenzmodells für die Unterrichtsgestaltung und Inidivualdiagnostik gewährleistet werden. Abschlieβend wurden die experimentellen Aufgaben in einer Interventionsstudie mit Jugendlichen aus leistungsschwachen Klassen der Jahrgangsstufe 7 eingesetzt, mit dem Ziel durch gezieltes kompetenzbezogenes Feedback fehlende Kompetenzen im Bereich des praktisch-naturwissenschaftlichen Arbeitens zu erwerben und weiterzuentwickeln.
Die Ergebnisse zeigen keine statistisch signifikanten Unterschiede in der Entwicklung der experimentellen Kompetenz zwischen Schülerinnen und Schülern der Interventionsgruppen bzw. den einzelnen Interventionsgruppen und der Kontrollgruppe. Das zentrale Problem für die statistisch nicht signifikanten Ergebnisse scheint die zu geringe Gröβe der Stichprobe zu sein. Insbesondere in einem Falle deutet die Effektstärke des Unterschieds zur Kontrollgruppe darauf hin, dass hier Potenzial vorhanden sein könnte, um die experimentelle Kompetenz bei Schülerinnen und Schüler aus leistungsschwachen Klassen der Sekundarstufe I zu fördern. Optimierungsmöglichkeiten mit Blick auf allfällige neue Studien werden diskutiert.In this dissertation, the design, validation, and practicality of hands-on tasks used to evaluate and foster students’ expertise in ‘doing science’ were focussed. In a first step, performance tasks were developed that were based on an already published competence-based progression model. In this model, skills and abilities (mostly strategies) students of lower secondary school need to have when doing comparative investigations or making observations in science lessons, are described as different standards to be achieved. An a priori learning hierarchy along the different standards (chapter 2) could be validated using the performance tasks. This hierarchy is independent of the tasks’ context. Next to evidence found for structural validity of the competence-based model, described in chapter 6, further aspects of validity (external validity and generalisability) were examined in chapter 7. In a next step, learning tasks based on the validated hierarchy and the performance tasks used in the assessments were developed (chapter 8) to insure a certain practicality and utility of the competence-based model (task design and monitoring) in daily school lessons. Finally, the hands-on tasks were used in an intervention study with 7 grade students from low-achievement levels using competence-based feedback (formative assessment). The aim of this study was to evaluate and develop skills and abilities when doing science. The results show no statistically significant differences between students from the experimental groups and the control group. The central problem for the statistically not significant results seems to be the small sample size. In one case in particular, the effect size indicates that there might be potential here to foster the expertise in ´doing science´ among secondary school students from low-achievement levels. Means for optimization regarding possible new studies are discussed
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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