1,720,965 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
"Presuming competence and assuming that accommodations will be the inroads to access and participation": factors facilitating inclusive research and peer mentoring as opportunities for social inclusion for people with intellectual/developmental disabilities
Get PDFPeople with intellectual/developmental disabilities experience exclusion from social spaces. In this dissertation, I address social inclusion in: a) research and b) peer relationships in the context of mental health services.
To address inclusion in research, we conducted key informant interviews with academic researchers (n = 8) and co-researchers with intellectual disability (n = 6) who have expertise in inclusive research (study 1). Using principles of grounded theory we analyzed the data and developed a conceptual model describing the contextual factors and team-level factors that coalesce to foster and maintain inclusive research collaborations. We found that team members’ values and characteristics influence inclusive research collaborations and drive a commitment to accessibility. Additionally, perceived personal and societal benefits contribute to co-researcher involvement. Contextual factors, including funding and partnership duration, influence teams’ processes and structures. These processes and structures influence the extent to which co-researchers perceive the inclusive research team to be co-facilitated or academic-facilitated. This model describes how contextual and team-level factors and processes may be optimized to support co-researcher engagement in inclusive research.
To address peer relationships in the context of mental health services, I used a stakeholder-driven approach to develop a peer mentoring intervention for young adults with intellectual/developmental disabilities and co-occurring mental health conditions (study 2). This approach included partnership with 3 young adults with intellectual/developmental disabilities and co-occurring mental health conditions and a 7 member advisory board composed of self-advocates and professionals. In addition, I conducted focus groups with mental health clinicians (n = 10), peer support specialists (n = 9), and transition specialists (n = 20) to identify the desired peer mentoring outcome and intervention components and content that may facilitate these outcomes. The focus group participants identified several relationship-driven and outcome-driven actions peer mentors may use to support outcome achievement. Stakeholders also identified five components relevant to the intervention: safety considerations, mentor matching, degree of intervention structure, mentor training and support, and collaboration with mentees’ support teams. These findings draw attention to the importance of social relationships and individualization of both mentoring and supports for mentors.
Together, these two studies highlight the importance of valuing the unique strengths of people with disabilities and the need for task and environmental adaptations to foster social inclusion of people with intellectual/developmental disabilities.2021-06-18T00:00:00
Asian immigrant parents' perceived parental role and role enactment while accessing and using health and education services for their child with developmental disabilities in the United States
Get PDFAsian immigrants are the fastest growing immigrant population in the United States. The literature documents that Asian immigrant parents of children with developmental disabilities (DD) face additional barriers when they access and utilize services in the United States, compared to U.S.-born parents. However, we have a limited understanding of how they respond to these barriers and what they want to achieve while supporting their child with DD, especially when their children transition from high school to adulthood. While there are some studies about Asian immigrant parents of children with DD, these studies singularly attribute barriers to cultural differences between Asian immigrant parents’ cultural backgrounds and the mainstream American culture. Furthermore, previous research has only documented parents’ experiences at one time point, thus limiting the understanding of the potential influence of acculturation when Asian immigrant parents support their child with DD in the United States over time. To achieve the goal of this dissertation, which is to understand how and why Asian immigrant parents are involved in the lives of their child in relation to their acculturation process, I conducted two qualitative studies grounded in role theory and acculturation theory.
In study 1, I built on previous qualitative studies related to Asian immigrant parents’ experiences while accessing and utilizing services for their child with DD by conducting a meta-synthesis. I identified 11 qualitative studies for analysis, and examined these studies using a constant comparative approach and thematic analysis. Based on the analysis, I proposed a theoretical framework to describe parents’ role enactment as an evolving process influenced by acculturation that spirals them towards their ultimate parental goal of helping their child with DD thrive and live happily. The framework also describes how system factors are intertwined with parents’ individual factors to facilitate or impede their role enactment.
In study 2, to address the lack of understanding of how Asian immigrant parents’ experiences while supporting their child with DD transition to adulthood, I conducted a narrative study with five Chinese-speaking immigrant parents whose children with DD were between 20 and 34 years old. Parents participated in a sequence of three, in-depth narrative interviews to share stories about how they perceived and enacted their parental role while supporting their child’s transition to adulthood. I used the listening guide to systematically analyze the data. Participants’ described their perceived parental role as helping their young adult child with DD live a happy and meaningful life. This role included two role facets: helping their child develop independent living skills and planning for their child’s adult life. Parents’ narratives revealed that their role enactment was not only influenced by their lifeworlds, but that parents could also actively shape their lifeworlds. Parents’ perceptions about their capacities to shape their lifewolds varied. Some parents were more empowered to change their lifeworlds, while other parents tended to adjust to their lifeworld. Parents’ cumulative interactions with American society gradually shaped how they framed their experiences of role enactment and the way they enacted their parental role. Parents felt it was “just harder” for them to enact their parental role as immigrants. Despite this, parents’ perceived the societal attitudes towards disability in American society positively influenced their role enactment and made them feel that the United States could be home for their family.
Together, these two studies highlighted that parents’ role enactment is a dynamic temporal process, which is influenced by their cumulative interactions with components in their lifeworlds. Although Asian immigrant parents experience unique challenges related to their status as immigrants while enacting their parental role, they demonstrated resilience in the face of these challenges. The findings of this dissertation can inform researchers’ and practitioners’ understandings of how to develop parent interventions for Asian immigrant parents to help their child thrive and live happily and how to create a culturally safe environment to facilitate realization of their desired role
Supporting opportunities for adult readiness (SOAR): an occupationl therapy program for transition age youth with disabilities
Get PDFFederal law mandates that transition plans and services be in effect for students with disabilities by the time they turn 16, in order to optimize students’ successful movement from high school into postsecondary areas including postsecondary education, competitive employment, independent living, and community participation. Despite currently available services, however, students with disabilities continue to exhibit worse outcomes than their peers in the aforementioned areas. Occupational therapists (OTs) have professional expertise and knowledge that may contribute to improved postsecondary outcomes for these students, yet the majority of school-based OTs do not work with transition age-youth or address goals related to transition planning. This may be due to OTs’ perceptions that other professionals handle transition services, lack of understanding of the role of OT by other team members, lack of funding within schools, and inadequate time on OTs' caseloads to address services not mandated in a student’s Individualized Education Program (IEP).
Los Angeles Unified School District (LAUSD) is currently the second largest school district in the country and operates several Career and Transition Centers (CTCs) for students with disabilities aged 18–22. Following a literature review of OTs’ previous and potential role in transition, this paper proposes a model for an OT-led transition program for use within LAUSD. Supporting Opportunities for Adult Readiness (SOAR) is a multi-faceted and multipronged approach to team capacity building. It targets CTC staff and families, as well as district OTs, to maximize their skills and capabilities in supporting youth with disabilities as they transition into adulthood. The program is based on the Knowledge to Action framework (KTA), which posits that a deliberate and thoughtfully planned effort to disseminate knowledge with stakeholders will result in the more effective utilization of that knowledge. Using KTA as a road map, SOAR outlines a range of strategies, including trainings, consultations, publication of written materials, and models of ongoing support to best serve the target populations. SOAR presents a dynamic and evolving set of program activities that collectively can impact the perceptions and role of OTs within LAUSD. Methods for program evaluation and dissemination, as well as potential funding sources are discussed
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