1,720,954 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
Building Bridges: : Inclusion through the Collaboration of Special Educatorsand Teaching Assistants
No full textStudien syftar till att bidra med kunskap om hur specialpedagoger och speciallärare handlederoch stödjer elevassistenter för att främja en inkluderande och effektiv lärmiljö. Fokus ligger påatt förstå hur skolans organisation och ledarskap påverkar elevassistenternas roll i kollegialtlärande och deras bidrag till elevhälsoarbetet.Studien använder en kvalitativ ansats med en abduktiv metodologi, där semistruktureradeintervjuer och dokumentanalys har använts som datainsamlingsmetoder.Studien genomfördes som en jämförande fallstudie på två anpassade skolor med olikaorganisatoriska arbetssätt. Skola 1 använder ett arbetssätt där flera speciallärare delar påansvaret för att handleda och stödja elevassistenter, vilket innebär ett mer decentraliseratangreppssätt. Skola 2 har en central specialpedagog som samordnar och leder handledningen,vilket ger ett helhetsperspektiv på arbetet. Genom att analysera dessa kontrasterande arbetssättundersöks hur olika organisatoriska strukturer påverkar elevassistenternas roll, kollegialtlärande och inkluderingen i skolmiljön.Analysen utgår från organisationsteori och sociokulturell teori med systemteori som ettstödjande ramverk för att belysa betydelsen av rolltydlighet, samverkan och ledarskap.Resultaten visar att elevassistenter spelar en avgörande roll i att stödja inkludering ochelevernas självständighet. Tydliga roller, regelbunden handledning och integration i kollegialalärandeprocesser stärker deras bidrag till skolans stödinsatser. Studien framhåller också viktenav ledarskapets roll i att skapa strukturer som möjliggör samarbete mellan olika yrkesroller ochlyfter potentialen i att kombinera specialpedagogens strategiska perspektiv med speciallärarensindividnära arbete.The purpose of this study is to examine how special education coordinators and specialeducation teachers guide and support teaching assistants to create an inclusive and sustainableschool environment. The study employs a qualitative approach with abductive methodology,utilizing semi-structured interviews and document analysis for data collection.The study was conducted as a comparative case study of two adapted schools with differentorganizational approaches. School 1 employs an approach where several special educationteachers share the responsibility for mentoring and supporting teaching assistants, resulting ina more decentralized method. School 2 has a central special education teacher/coordinator whocoordinates and leads the mentoring, providing a holistic perspective on the work. By analyzingthese contrasting approaches, the study examines how different organizational structures impactthe role of teaching assistants, collegial learning, and inclusion in the school environment.The analysis is based on organizational theory and socio-cultural theory with systemstheory as a supporting framework to highlight the importance of role clarity, collaboration, andleadership. The results indicate that teaching assistants play a crucial role in fostering inclusionand student independence. Clear roles, regular mentoring, and integration into collaborativelearning processes enhance their contribution to school support efforts. The study alsoemphasizes the critical role of leadership in establishing structures that enable collaborationbetween various professional roles and underscores the potential of combining the strategicperspective of special educators with the individualized support of Special education teachers
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
Building Bridges: : Inclusion through the Collaboration of Special Educatorsand Teaching Assistants
No full textStudien syftar till att bidra med kunskap om hur specialpedagoger och speciallärare handlederoch stödjer elevassistenter för att främja en inkluderande och effektiv lärmiljö. Fokus ligger påatt förstå hur skolans organisation och ledarskap påverkar elevassistenternas roll i kollegialtlärande och deras bidrag till elevhälsoarbetet.Studien använder en kvalitativ ansats med en abduktiv metodologi, där semistruktureradeintervjuer och dokumentanalys har använts som datainsamlingsmetoder.Studien genomfördes som en jämförande fallstudie på två anpassade skolor med olikaorganisatoriska arbetssätt. Skola 1 använder ett arbetssätt där flera speciallärare delar påansvaret för att handleda och stödja elevassistenter, vilket innebär ett mer decentraliseratangreppssätt. Skola 2 har en central specialpedagog som samordnar och leder handledningen,vilket ger ett helhetsperspektiv på arbetet. Genom att analysera dessa kontrasterande arbetssättundersöks hur olika organisatoriska strukturer påverkar elevassistenternas roll, kollegialtlärande och inkluderingen i skolmiljön.Analysen utgår från organisationsteori och sociokulturell teori med systemteori som ettstödjande ramverk för att belysa betydelsen av rolltydlighet, samverkan och ledarskap.Resultaten visar att elevassistenter spelar en avgörande roll i att stödja inkludering ochelevernas självständighet. Tydliga roller, regelbunden handledning och integration i kollegialalärandeprocesser stärker deras bidrag till skolans stödinsatser. Studien framhåller också viktenav ledarskapets roll i att skapa strukturer som möjliggör samarbete mellan olika yrkesroller ochlyfter potentialen i att kombinera specialpedagogens strategiska perspektiv med speciallärarensindividnära arbete.The purpose of this study is to examine how special education coordinators and specialeducation teachers guide and support teaching assistants to create an inclusive and sustainableschool environment. The study employs a qualitative approach with abductive methodology,utilizing semi-structured interviews and document analysis for data collection.The study was conducted as a comparative case study of two adapted schools with differentorganizational approaches. School 1 employs an approach where several special educationteachers share the responsibility for mentoring and supporting teaching assistants, resulting ina more decentralized method. School 2 has a central special education teacher/coordinator whocoordinates and leads the mentoring, providing a holistic perspective on the work. By analyzingthese contrasting approaches, the study examines how different organizational structures impactthe role of teaching assistants, collegial learning, and inclusion in the school environment.The analysis is based on organizational theory and socio-cultural theory with systemstheory as a supporting framework to highlight the importance of role clarity, collaboration, andleadership. The results indicate that teaching assistants play a crucial role in fostering inclusionand student independence. Clear roles, regular mentoring, and integration into collaborativelearning processes enhance their contribution to school support efforts. The study alsoemphasizes the critical role of leadership in establishing structures that enable collaborationbetween various professional roles and underscores the potential of combining the strategicperspective of special educators with the individualized support of Special education teachers
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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