1,720,980 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
No full text“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
No full textWe 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
No full textWe 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
Researching an implementation of network analysis for elite rugby team coaching: A CBAR case study
No full textThis study sought to understand how the application of a network analysis of rugby gameplay could inform coaches of their teams’ patterns of play in an effort to aid their teams’ performance. A qualitative case study utilizing open-ended interviews and a process of evaluation and constant comparison served as a guiding framework for this the data collection and data analysis methods incorporated during this study.
Results of the study identified four key findings. First, incorporating elements of community based action research into the design of a case study provided the researcher with an opportunity to build effective working relationships with both participants. Second, providing coaches with effective feedback that informed them of their player’s performance was critical to the performance analysis (PA) process. Third, modifying the network analysis process to meet the participant’s needs was key in providing applicable analysis during the cases study. Fourth, performance analysts and coaches, like those in this case study, require video feedback, linked to the network analysis, if the network analysis process is to be considered informative. Finally, creating a PA process that is able to adapt to the coaches changing needs as well as the work cycles the organization proceeds through is a benefit of the NA process that we developed.Graduat
Impact of an adventure education experience on collective teacher knowledge and teacher identity
No full textThis study examines the experiences of five teachers who lead and participate in adventure biking trips with students. The narrative case study was framed by the author’s autoethnographic writing: her personal narratives about leading adventure education trips, teaching experiences and reflections on the concept of learning. The meaning four other trip leaders made of their adventure biking experiences was investigated through conversational style interviews characterized by open ended questions and a list of issues to be explored. The purpose of the study was two-fold: to discover what meaning teachers make of adventure bike trip experiences and what happens when teachers collectively explore that meaning in relation to their teaching practice.
The voices of the participants uncovered four meaningful elements of the trip experience: personal challenge, shifting perceptions of students and student learning, the opportunity to shed the teacher facade and positive collaboration with colleagues. As the participants collectively reflected upon these meanings they began to examine their in-school teaching practices in relation to the trip spaces. Tension between the two spaces opened up a dialogue where the participants began to challenge their teaching identity, enabling them to imagine their classrooms in a different light.
The results of this study point to the need for teachers to have opportunities to participate in unique and novel teaching experiences (such as the adventure education trip) that hold within them the potential to initiate change in practice. In order to challenge education experiences, time and space need to be provided for teachers to reflect and develop teacher knowledge that can transfer into the development of positive, effective learning communities with colleagues and in their classrooms
Promoting children's engagement in dance: a qualitative pedagogy study
No full textThe purpose of this study is to explore teaching approaches used by a middle school dance teacher who promotes children’s engagement in dance and enhances their enjoyment of dancing. The study uses both ethnography and autoethnography research approaches. The goals of the research were; (a) to explore the connection between the dance teacher’s and my own joy of doing and learning dance from our personal narratives that chart our life trajectories into becoming dance teachers, and (b) to explore how a middle school dance teacher in a Canadian Middle School teaches dance as she tries to enable all the children in her classes to enjoy and want to engage in dance. The focus research question in this study was “How do dance teachers engage children and enable all children in school to enjoy dance?” This research drew on flow, process and happiness theories. As the researcher I observed two dance classes (grade 6 and 8), over a twelve week period, noting the teacher’s and her students' behaviors. In addition, I interviewed (1) the dance teacher prior and after the dance classes, and (2) two students from each class in relation to observed classes. The findings from the ethnography offered emerging themes on how to engage students in dance, that included, (1) purposeful pedagogy, (2) creating trust, (3) within and between groups for each other, (4) encouraging quality movements, and (5) addressing shy, nervous and resistant students. The autoethnography insights allowed themes to emerged from the teacher’s personal background, in particular in relation to her joy in performing dance at festivals and in her desire to encourage her own children (three young boys) to engage in dance. The key findings from interviewing the students was that they felt involved by creating their own dance, enjoyed working in groups which were mixed gender but where they could choose which group to be in, and where able to create a dance festival performance. Selecting a dance style, music and costume, all motivated the students for the final [email protected]
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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