1,720,967 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
“Does younger really equal better?”. Avaliação de estratégias de aprendizagem de vocabulário em inglês como LE no ensino básico
No full textVariations 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
The Ways of Learning - Negotiation and Identity Construction
No full textDissertação de Mestrado em Estudos de Cultura, Literatura e Línguas Modernas apresentada à Faculdade de LetrasEste trabalho é sobre a aprendizagem de língua inglesa, por falantes de português, em contexto de imersão na cidade de Cork na Irlanda. A partir de uma abordagem sociocultural e sociolinguística, o trabalho procura investigar como o indivíduo utiliza e negocia as estratégias de aprendizagem durante suas práticas comunicativas e linguísticas, recorrendo ao seu repertório de língua inglesa, de modo a ultrapassar os obstáculos durante o seu processo de aprendizagem. Da mesma forma, busca compreender como acontece a adaptação e a construção de identidade desse aprendente. Esta é uma pesquisa de base etnográfica e qualitativa, mas recorre a alguns resultados quantitativos posteriormente aprofundados através de dados recolhidos junto a participantes – nomeadamente as suas narrativas de vida produzidas em entrevistas em profundidade. Dada a sua natureza etnográfica, a coleta do corpus aconteceu nos espaços de observação participante da interação quotidiana entre os participantes e a pesquisadora. Ao longo da trajetória de participação e da observação dos participantes, consideram-se os discursos produzidos, a construção das identidades e as relações de poder que são intrínsecas às interações sociais e às práticas linguísticas que constituem os caminhos de aprendizagem informal vividos pelos participantes do estudo. No final do trabalho identifico alguns mecanismos desta aprendizagem informal, que passam pela motivação e o investimento, as estratégias para ultrapassar obstáculos, assim como o posicionamento e o direito de falar experienciados pelos participantes do estudo. Estes aspectos fazem parte de um processo de reconhecimento pessoal e social das identidades destes participantes como falantes de língua inglesa.This work is about English language learning, by Portuguese speakers, in an immersion context in Cork / Ireland. Drawing on a sociocultural and sociolinguistic approach, it considers how the individual speaker uses and negotiates learning strategies while using their communicative and linguistic practices, using their English language repertoire, in order to overcome the obstacles during their learning process. In the same way, it also aims to understanding how the learner’s adjustment and identity constitution happen. This is an ethnographic and qualitative research, but it considers some of the quantitative results that are further explored in order to enhance the phase of depth of data explored in the life narratives produced in depth through the interviews. Given its ethnographic perspective of the work, the data collection took place in the spaces of participant observation of the daily interaction between the participants and the researcher. The study is conducted by sociolinguistics insight and it uses ethnography and participant observation, it means, the collection of data for the corpus is into the places of linguistic interaction between the participants and the researcher. Throughout the way of interaction and observation of the participants, the speeches are considered, the construction of identities and the power relations that are intrinsic to social interactions and linguistic practices that constitute the informal learning paths experienced by the participants of this study. At the end, I identify some mechanisms of this informal learning, which involve motivation and investment, strategies to overcome obstacles, as well as the positioning and the right to speak experienced by the learners. These aspects are part of a process of personal and social recognition of the identities of these participants as speakers of English
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
(In)-Between a rock and a hard place: notes for an ecology of language policies from a complementary school for Eastern European immigrant children in Portugal
Get PDFTese de Doutoramento em Letras, área de Línguas e Literaturas Modernas,
especialidade em Sociolinguística,
apresentada à Faculdade de Letras da Universidade de Coimbra.The present study takes an ecological approach to language policies and ideologies in order to see
how discursive spaces for languages other than the official language of instruction are being
constructed in Portugal today. The research setting – a complementary school for children of
Eastern European immigrants in a town in central Portugal – provided a unique opportunity to
examine how language and literacy ideologies from different symbolic places (e.g. educational
discourses in Portugal and home post-Soviet states, European discourses on multilingualism and
integration of immigrant children, heritage talk and migrant parents' “opinions on language” (Billig
1986)) interacted and were negotiated in the complementary classroom and around the site. The
study draws from a combined theoretical perspective of research on language socialisation
(Kramsch 2002; Lemke 2002; Scollon 2002; Bayley and Schecter 2003 etc.), within a sociocultural
approach to literacy and learning (Vygotsky 1978; Rogoff 1991; Barton 1994; Lave and Wenger
2003 etc.), in multilingualism studies (Shohamy 2006; Heller 2007; Blackledge and Creese 2010;
Blommaert 2006, 2010; Lytra and Martin 2010; Pennycook 2010), in spatial studies (Latour 1996;
Low and Zuniga 2004; Brandt and Lincoln 2002), and research on bilingual and multilingual
education (Hornberger 2002; García 2009). Methodologically, it represents a longitudinal
ethnography of language and literacy practices (2004-2012) which attempts to find connections
between the micro-level of diverse language and literacy teaching and learning practices around
the complementary school, with the teaching and learning Portuguese as a non-native language in
mainstream schools, and to situate them within the macro level of European, post-Soviet and
Portuguese state language policies and practices. The study constructs a descriptive and analytical
perspective using an array of research methods, such as textual analysis of policy documents,
multimodal analysis of literacy artefacts and visual data (ethnographic photographs), as well as
participant observations and semi-structured interviews with policymakers, parents and children.
The critical stance of this ethnographic study consists in not only describing the distribution of
symbolic power in top-down language and literacy policies and ideologies but also in identifying
the spaces of its contestation in the local practices, which may emerge into new policies of higher
scales.
The research findings fall into several categories: 1) trends in top-down language policies and
practices; 2) contestation and emerging trends in bottom-up language policies and practices; 3) theoretical and methodological reflections toward a construction of new frameworks on
multilingualism.O estudo que se apresenta adapta uma perspectiva ecológica em relação às políticas e ideologias
de língua de forma a compreender como espaços discursivos para as línguas que não a língua
oficial de instrução são presentemente construídos em Portugal.
O contexto de pesquisa, uma escola complementar para imigrantes da Europa de Leste numa
cidade no centro de Portugal, forneceu uma oportunidade única para ver como ideologias de
linguagem, escrita e leitura de diferentes locais simbólicos (e.g. desde discursos educacionais em
Portugal e estados pós-Sovéticos, discursos europeus acerca de multilinguismo e integração de
crianças imigrantes, debates sobre heranças culturais e linguísticas até às "opiniões acerca da
língua" dos pais migrantes (Billig 1986)) interagiam e eram negociadas na sala de aula da escola
complementar e nos lugares à volta dela.
O estudo assume uma perspectiva teórica inspirada pelo estudo de socialisação linguística
(Kramsch 2002; Lemke 2002; Scollon 2002; Bayley e Schecter 2003 etc.), enquadrada numa
perspectiva sociocultural em relação à literacia e aprendizagem (Vygotsky 1978; Rogoff 1991;
Barton 1994; Lave e Wenger 2003 etc.), em estudos de multilinguismo (Shohamy 2006; Heller
2007; Blackledge e Creese 2010; Blommaert 2006, 2010; Lytra e Martin 2010; Pennycook 2010),
em estudos sobre construção de espaço social (Latour 1996; Low e Zuniga 2004; Brandt e Lincoln
2002), e estudos sobre educação bilingue e multilingue (Hornberger 2002; García 2009).
Em termos dos métodos, este trabalho representa uma etnografia longitudinal (2004-2012) de
práticas de linguagem, escrita e leitura que tenciona encontrar ligações entre o nível micro das
práticas diversas da linguagem, ensino/aprendizagem de escrita e leitura na escola complementar,
com as do ensino e aprendizagem de português como língua não-materna em estabelecimentos
de ensino regulares, e situá-las no nível macro de políticas e práticas linguísticas em estados
europeus e pós-sovieticos.
O estudo constrói uma perspectiva descritiva e analítica utilizando um espectro de métodos de
pesquisa, e.g. análise textual de documentos legislativos, análise multimodal de artefactos
literários e dados visuais (fotografias etnográficas), assim como dados interaccionais, de
observação participada e entrevistas semi-estruturadas com legisladores, pais e crianças.
A posição crítica deste estudo etnográfico não se limita em descrever as políticas e ideologias da
língua e literacia e a distribuição de poder simbólico da perspectiva top-down, mas procura também identificar os espaços de contestação nas práticas locais, que podem potencialmente dar
lugar às novas políticas de escalas superiores.
Os resultados da investigação enquadram-se em três categorias: 1) tendências em políticas e
práticas de top-down; 2) contestação e tendências emergentes em políticas e práticas de bottomup;
3) reflexões teóricas e metodológicas em torno de construção de novos enquadramentos para
multilinguismo
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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