1,720,962 research outputs found
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
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
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
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Problematika pelaksanaan pembelajaran IPS Terpadu di SMP Negeri 21 Malang
Get PDFABSTRAK
Permendiknas Nomor 22 Tahun 2006 tentang Standar Isi bahwa substansi mata pelajaran IPA dan IPS pada SD/MI merupakan“IPA Terpadu” dan “IPS Terpadu”, demikian pula substansi mata pelajaran IPA dan IPS pada SMP/MTs juga merupakan “IPA Terpadu” dan “IPS Terpadu”. Meskipun kurikulum sudah mengalami perubahan, yakni dari kurikulum 1994 menjadi kurikulum berbasis kompetensi (KBK) 2004 dan kurikulum 2006 (Kurikulum Tingkat Satuan Pendidikan/KTSP) yang keduanya tetap dapat disebut sebagai kurikulum berbasis kompetensi, namun pelaksanaan pembelajaran IPS tidak mengalami perubahan. Hal yang tidak berubah atau seringkali tetap sama dilakukan antara lain seperti: cara mengajar guru, materi pelajaran setiap disiplin ilmu yang tergabung dalam mata pelajaran IPS (terdiri atas kompetensi dasar Sosiologi, Sejarah, Geografi dan Ekonomi) tetap disajikan secara tersendiri tanpa dikaitkan dengan disiplin ilmu yang lain; jadi pola pengajaran yang diterapkan masih terpisah seperti pola kurikulum 1994 khususnya pada satuan pendidikn di SMP/MTs.
Fokus penelitian ini adalah : 1. Bagaimana proses pelaksanaan pembelajaran IPS terpadu di SMP Negeri 21 Malang? 2. Apa saja yang menjadi problematika guru untuk melaksanakan pembelajaran IPS terpadu dan solusi yang di ambil oleh guru di SMP Negeri 21 Malang?.
Pendekatan penelitian ini adalah kualitatif dengan jenis penelitian study kasus. Metode pengumpulan datanya adalah dengan dokumentasi, wawancara, dan observasi. Sedangkan untuk analisisnya, peneliti menggunakan tehnik analisis deskriptif kualitatif, yaitu mendeskripsikan dan menginterprestasi data-data yang telah di dapat, sehingga akan menggambarkan realitas yang sebenarnya sesuai dengan yang terjadi di lapangan.
Hasil penelitian ini menunjukkan bahwa :1. Pembelajaran IPS Terpadu di SMP Negeri 21 Malang belum melaksanakan pembelajaran secara terpadu, dalam artian mata pelajaran IPS belum sepenuhnya dilaksanakan secara terpadu masih berbentuk disiplin ilmu dalam penerapan proses belajar menganjar. 2. Hambatan yang dihadapi guru IPS di SMP Negeri 21 Malang untuk melaksanakan pembelajaran IPS Terpadu yang ditemui peneliti adalah : a. Kurikulum itu sendiri tidak menggambarkan satu kesatuan yang terintegrasi, melainkan masih terpisah- pisah antar bidang ilmu. Kurangnya sosialisasi tentang pembelajaran IPS Terpadu. b. Kurangnya pemahaman guru akan penjelasan pembelajaran secara terpadu dalam KTSP. c. Minimnya informasi yang diperoleh guru untuk melaksanakan pembelajaran terpadu. d. Tidak ada panduan untuk guru agar dapat mengembangkan pembelajaran IPS menjadi terpadu. e. Guru tidak dapat mengembangkan dalam bentuk RPP yang bertema. f. Guru mengalami kesulitan dalam pembuatan perencanaan pembelajaran yang menggaungkan beberapa mata pelajaran IPS, KD atau indicator dalam satu tema. g. Latar belakang pendidikan guru yang masih disiplin ilmu. h. Guru tidak dapat menguasai secara penuh seluruh mata pelajaran IPS. i. Guru merasa tidak siap mental dalam kelas apabila mengajarkan mata pelajaran diluar bidang keahliannya. j. Meskipun pembelajaran terpadu bukan merupakan hal yang baru namun para guru tidak terbiasa melaksanakannya sehingga dianggap hal yang baru. k. Terdapat kesulitan dalam pembagian tugas dan waktu pada masing-masing guru mata pelajaran untuk pembelajaran secara terpadu.
ABSTRACT
Government No. 22 of 2006 on the Content Standards that the substance of teaching science and social studies at the elementary / MI is "Integrated Science" and "Integrated Social Science", as well as the substance of teaching science and social studies at SMP / MTs also an "Integrated Science" and "Integrated IPS ". Although the curriculum has been changed, ie from 1994 to the curriculum based curriculum (CBC) curriculum in 2004 and 2006 (the Education Unit Level Curriculum / SBC) both of which can still be referred to as a competency-based curriculum, but the implementation of social studies learning has not changed. Things have not changed or remained the same is often carried out such as: how to teach the teacher, the subject matter of each discipline incorporated in the social studies (consisting of basic competences Sociology, History, Geography and Economics) still presented separately without being associated with disciplines the other; so the pattern still teaching applied separately as a pattern, especially in the 1994 curriculum units pendidikn in SMP / MTs.
The focus of this research are: 1. How is the implementation of an integrated social studies learning in SMP 21 Malang? 2. What are the problems of teachers to implement an integrated social studies and solutions taken by the teacher at SMP Negeri 21 Malang.
This is a qualitative research approach to the type of case study research. Methods of data collection is the documentation, interviews, and observations. As for the analysis, the researchers used a qualitative descriptive analysis techniques, which describe and interpret the data that was in the can, so it will represent reality according to what happens on the field.
The results of this study indicate that: 1. Integrated Social Learning in SMP 21 Malang has yet to implement integrated learning, in terms of social studies has not been fully implemented in an integrated form of discipline is still in the application process menganjar learning. 2. Barriers faced by social studies teacher at SMP Negeri 21 Malang to implement the Integrated Social learning researchers met: a. The curriculum itself does not describe an integrated whole, but still fragmented between disciplines. Lack of socialization on Integrated Social learning. b. Lack of understanding of teacher learning will be integrated explanation in SBC. c. The lack of information obtained teachers to implement integrated learning. d. There is no guide for teachers in order to develop into an integrated learning social studies. e. Teachers can not develop in the form of themed lesson plans. f. Teachers had difficulty in preparing lesson plans that promote some social studies, KD or indicators in a single theme. g. Educational background teachers are still disciplines. h.
Teachers can not fully master all subjects IPS. i. The teacher was not ready mentally in the classroom when teaching subjects outside their expertise. j. Although integrated learning is not anew thing but the teachers are not accustomed to execute so it is considered a novelty. k. There are difficulties in the division of tasks and time on each subject teacher for learning in an integrated manner
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