187,939 research outputs found
sj-pdf-1-mrj-10.1177_00222437211034443 - Supplemental material for Perceived Versus Negotiated Discounts: The Role of Advertised Reference Prices in Price Negotiations
No full textSupplemental material, sj-pdf-1-mrj-10.1177_00222437211034443 for Perceived Versus Negotiated Discounts: The Role of Advertised Reference Prices in Price Negotiations by Pranav Jindal in Journal of Marketing Research</p
Transforming Steel Domain Green through Innovative Waste Management - A Jindal Approach
No full textThe paper summarises the various innovative approaches taken at the COREX process based integrated steel plant of M/s Jindal Vijaynagar Steel Limited. The economics of res-ource recyling has also been described
Synthesis and beta1-, beta2-adrenergic receptor binding studies of 4-acylamino substituted phenoxypropanolamine and 5-acylamino substituted naphthyloxypropanolamine derivatives
No full textThe object of this study was to Investigate the beta-adrenergic receptor binding affinity of 4-acylaminophenoxypropanolamine (10-15) and 5-acylaminonaphthyloxypropanolamine (21-24) derivatives, which were prepared from 4-aminophenol (5) and 5-amino-1-naphthol (16), respectively. The in vitro beta(1)- and beta(2)-adrenergic receptor binding affinities of the newly synthesized compounds were assessed in turkey erythrocyte membrane (beta(1)) and lung homogenates of rats (beta(2)). The binding affinities were compared with that of propranolol (3) (propranolol hydrochloride, CAS 318-98-9). The compound N-[5-(3-tert-butylamino-2-hydroxy-propoxy)-naphthalen-1-yl]- acetamide (22) has beta-adrenergic receptor affinity comparable with that of propranolol and shows selectivity to beta(1)-adrenergic receptor
Setting the scene:educational transitions and moving stories
No full textTransition involves moving from one context and set of interpersonal relationships to another. Newman and Blackburn (2002) have defined transition as any episode of potentially challenging change that a child might experience, such as progressing through developmental stages, bereavement, leaving care, etc. In today’s changing world, individuals make several transitions at home, in an educational context and at work.</p
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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
Schulische Übergänge und Inklusion
No full textThis is the final version. Available from Franke & Timme via the link in this recordEinführung
Schulische Übergänge können als ein dynamischer und andauernder Prozess
der Anpassung verstanden werden, der sich aufgrund eines Wandels von einem
schulischen Kontext in den anderen sowie einer Reihe und einem Set interpersoneller Beziehungen in andere ergibt (vgl. JINDAL-SNAPE 2010). Der schulische
Kontext kann dabei eine Veränderung der schulischen Systeme oder einen Wandel über verschiedene Bildungsphasen beinhalten, z.B. das Aufrücken von einer
Klasse in die andere, der Wechsel von der Grundschule auf eine weiterführende
Schule oder der Wechsel von einer Förderschule auf eine allgemeinbildende
Grund- bzw. weiterführende Schule. Die Veränderungen interpersoneller Beziehungen beinhalten das Zurücklassen alter Freundschaften und Lehrkräfte
sowie die Bildung neuer Beziehungen mit den Menschen innerhalb der neuen
Umgebung. Zudem bringt ein Übergang neben subtilen und unsichtbaren Erwartungs- und Regeländerungen im neuen schulischen Kontext auch eine Veränderung der Identität, z.B. von der eines Grundschülers zu der eines Schülers
der weiterführenden Schule, mit sich (vgl. BRONFENBRENNER 2009). Übergänge
lösen wesentliche Veränderungen der persönlichen Lebenslage aus und können
eine Zeit intensiven Lernens sein, in der das Individuum mehrere und teilweise
gleichzeitig ablaufende Phasen schneller Veränderung erfährt (vgl. GRIEBEL/NIESEL 2004; MAYS 2014). Die schulischen Übergänge eines Kindes sind daher in
mehrere gleichzeitige und multiple Übergänge eingebettet. Sie lösen Übergänge
für Bezugspersonen, z.B. ihre Familie und Fachkräfte, aus und vice versa. Daher sind Übergänge zahlreich und mehrdimensional (vgl. JINDAL-SNAPE 2016; Multiple and Multi-dimensional Transitions Theory)
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
Re-conceptualising multiple and multi-dimensional transitions of international students and significant others
No full textThis chapter challenges assumptions about the transitions of international students as uni-dimensional and the primarily negative discourse in the literature about them. Using the lens of Jindal-Snape’s Multiple and Multi-dimensional Transitions Theory, it will provide a more holistic conceptualisation of transitions by highlighting the multiple transitions that international students and significant others experience and how their transitions interact with one another. It will also highlight the reciprocal adaptation of not only international students but also their families, communities and host institutions over time.</p
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