305,740 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
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
Sprachliche Voraussetzungen für den Schulerfolg
No full textPISA e altri progetti che mettono a confronto le prestazioni degli alunni evidenziano che in Svizzera il successo scolastico continua a dipendere dal ceto sociale e dalla lingua prima degli alunni. I progetti di ricerca svolti in questo campo dimostrano che i deficit che si manifestano negli alunni che parlano il tedesco come lingua seconda e che sono cresciuti in una famiglia con un grado d’istruzione basso dipendono dalle mancanti competenze linguistiche e culturali – per cui si intende un registro linguistico che funziona diversamente dalla lingua quotidiana e che in termini di complessità è comparabile alla lingua scritta. Il presente contributo intende mostrare da una parte cosa si fa attualmente nella Svizzera tedesca per migliorare le competenze scolastiche degli alunni che parlano il tedesco come lingua seconda, e dall’altra in quale direzione tale promozione si deve sviluppare
Author, publisher and bookseller : a tripartite synergy in Nigerian book industry
No full textThis work is about the roles of Author, Publisher and Bookseller in Book development in
Nigeria. The paper started by delving into the history of Book Publishing in Nigeria after
which it proceeded by defining who an author, a publisher, and a bookseller is and
expatiated on the indispensable roles of these key actors in Nigerian Book Industry and in
the emerging Information Society. Furthermore, the various constraints to book
development were identified while the paper advised on how the Book Industry can be
further promoted in Nigeria. However, the paper concluded and made recommendations
on how the Book sector can help in enhancing scholarship in the country
Emotional development of 4-5 year old children using the natural environment
No full textKvalifikācija darba nosaukums: 4 – 5 gadus vecu bērnu emocionālā attīstība, izmantojot dabas vidi. Darba autore: Indra Juska Darba vadītāja: dr. paed., docente Daiga Kalniņa Darbs sastāv no ievada, 4 nodaļām, 4 apakšnodaļām, nobeiguma, priekšlikumiem un 4 pielikumiem. Darbs saturs 61 lpp., 17 att., 4 tab., bibl. 23 nos. latviešu, angļu un krievu valodā. Darba mērķis: Izzināt, kā dabas vide ietekmē 4 – 5 gadus vecu bērnu emocionālo attīstību. Darbā risināta problēma: Šajā steigas laikmetā bērni arvien mazāk laiku pavada ārā, dažkārt tieši pirmsskola ir tā vieta, kurā bērns atrodas ārā, lai mācītos, rotaļātos un atpūstos. Šā brīža COVID 19 pandēmija, kuras laikā speciālisti iesaka pēc iespējas vairāk laika pavadīt brīvā dabā. Darba teorētiskajā daļā noskaidrots kāds ir 4 – 5 gadus vecu bērnu emociju attīstības raksturojums, kāda ir dabas ietekme uz bērnu emocionālo attīstību, kādi ir metodiskie paņēmieni ir jāpielieto bērnu emociju pilnveidošanai Darba empīriskā pētījumu daļā ir izpētīts, kā dabas vide ietekmē 4 – 5 gadus vecu bērnu emocionālo attīstību. Būtiskākie secinājumi: Bērni atrodoties pie dabas, jūtas brīvāki un pārliecinātāki par sevi. Lai bērniem vairotu pozitīvās emocijas, viņiem ir vairāk laika jāpavada ārā. Darba teorētiskais devums: Teorētiski pamatota šī brīža situācija par dabas vides ietekmi uz 4 – 5 gadus vecu bērnu emocionālo attīstību. Praktiskais devums: Izpētīts kā dabas vide ietekmē 4 – 5 gadus vecu bērnu emocionālo attīstību. Atslēgvārdi: emocijas, emociju attīstība, daba, 4 – 5 gadus veci bērni.Qualification job title: Emotional development of 4-5 year old children using the natural environment. Author of the work: Indra Juska Supervisor: Dr. paed., docent Daiga Kalniņa The work consists: of an introduction, 4 chapters, 4 subsections, a conclusion, proposals and 4 appendices. Thesis content: 61 pages, 17 figures, 4 tables, bible. 23 nos. in Latvian, English and Russian. Aim of the work: To find out how the natural environment affects the emotional development of 4-5 year old children. Problem solved at work: In this age of hurry, children spend less and less time outdoors, sometimes preschool is the place where the child is outside to study, play and relax. The current COVID 19 pandemic, during which experts recommend spending as much time outdoors as possible. The theoretical part of the work clarifies the characteristics of the development of emotions in 4-5 year old children, what is the effect of nature on the emotional development of children, what are the methodological techniques to be used to improve children's emotions The empirical part of the study examines how the natural environment affects the emotional development of 4-5 year old children. Key Findings: Children feel free and more confident in nature. Children need to spend more time outdoors to develop positive emotions. Theoretical contribution of the work: The current situation regarding the influence of the natural environment on the emotional development of 4-5 year old children is theoretically substantiated. Practical contribution: Researched how the natural environment affects the emotional development of 4-5 year old children. Keywords: emotions, development of emotions, nature, 4-5 year old children
[Report to Chief J. E. Curry, by an unknown author #2]
No full textReport to Chief J. E. Curry, by an unknown author. The report contains a list of officers who gave depositions to the United States Attorney
[Report to Chief J. E. Curry, by an unknown author #1]
No full textReport to Chief J. E. Curry, by an unknown author. The report contains a list of officers who gave depositions to the United States Attorney
Distributing entanglement with separable states : assessment of encoding and decoding imperfections
No full textEntanglement can be distributed using a carrier which is always separable from the rest of the systems involved. Up to now, this effect has predominantly been analyzed in the case where the carrier-system interactions take the form of ideal unitary operations, thus leaving untested its robustness against either non-unitary or unitary errors. We address this issue by considering the effect of incoherent dynamics acting alongside imperfect unitary interactions. In particular, we determine the restrictions that need to be placed on the interaction time, as well as the strength of the incoherent dynamics. We find that with non-unitary errors, we can still successfully distribute entanglement, provided we measure the carrier in a suitable basis. Introducing imperfections in the unitary dynamics, we show that entanglement gain is possible even with substantial unitary errors. Moreover, certain variations in the strength of the unitary dynamics can allow for greater robustness against non-unitary errors. Therefore, even in experimental settings where unitary operations cannot be carried out without imperfections, it is still possible to generate entanglement between two systems using a separable carrier
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