1,720,956 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
A selection of Istrian folk songs for teaching musical culture
No full textU ovom se radu kroz analizu istarskih tradicionalnih napjeva pokazuje kako ti napjevi mogu izgledati u nastavi glazbene kulture te koji utjecaj imaju u odgojno-obrazovnom procesu učenika. U analizi primjera vidi se kako odabrani napjevi sadrže sve segmente za kvalitetan razvoj učenika te način na koji se oni mogu sprovesti kroz nastavni proces. U radu se donosi zbirka od 8 tradicionalnih pjesama istarskog podneblja, za svaki razred osnovne škole po jedan primjer (po izboru). Isto tako, donosi se metodički pristup za 8 tematskih jedinica koje se mogu koristiti u nastavi glazbene kulture od prvog do osmog razreda, vezano uz zavičajnu baštinu, u ovom slučaju istarsku zavičajnu baštinu, što je u otvorenom pristupu propisano i važećim Kurikulumom. Reakcija učenika na ovu vrstu glazbe možda neće biti uvijek onakva kakvu priželjkujemo, ali ako je prikažemo na njima zanimljiv i interesantan način, ona može zauzeti veoma važno mjesto u njihovom odgojno-obrazovnom procesu i nešto što će zauvijek zapamtiti i nositi sa sobom i, nadamo se, dalje prenositi. Tradicionalna glazba kao takva jedan je od važnih elemenata kulturne baštine te veoma bitan segment u nastavi glazbene kulture pa je treba češće isticati i uvrštavati u nastavu jer može uvelike obogatiti nastavni sat, ali i pridonijeti promoviranju i očuvanju kulturne baštine.This paper, through the analysis of traditional Istrian songs, demonstrates how they can be integrated into music education and what impact they have on the educational process of students. The analysis of examples shows that the selected songs contain all the elements necessary for the quality development of students and how they can be implemented in the teaching process. The paper includes a collection of eight traditional songs from the Istrian region, one example for each grade of primary school (selected by choice). Additionally, it provides a methodological approach for eight thematic units that can be used in music education from first to eighth grade, related to local heritage, in this case, Istrian heritage, as prescribed by the current curriculum. The reaction of students to this type of music may not always be as expected, but if presented in a way that is engaging and interesting to them, it can take an important place in their educational process, becoming something they will remember and carry with them, and hopefully pass on. Traditional music is one of the key elements of cultural heritage and a very important segment of music education, so it should be emphasized and incorporated more often into the music curriculum, as it can greatly enrich lessons and contribute to the promotion and preservation of cultural heritage
A selection of Istrian folk songs for teaching musical culture
No full textU ovom se radu kroz analizu istarskih tradicionalnih napjeva pokazuje kako ti napjevi mogu izgledati u nastavi glazbene kulture te koji utjecaj imaju u odgojno-obrazovnom procesu učenika. U analizi primjera vidi se kako odabrani napjevi sadrže sve segmente za kvalitetan razvoj učenika te način na koji se oni mogu sprovesti kroz nastavni proces. U radu se donosi zbirka od 8 tradicionalnih pjesama istarskog podneblja, za svaki razred osnovne škole po jedan primjer (po izboru). Isto tako, donosi se metodički pristup za 8 tematskih jedinica koje se mogu koristiti u nastavi glazbene kulture od prvog do osmog razreda, vezano uz zavičajnu baštinu, u ovom slučaju istarsku zavičajnu baštinu, što je u otvorenom pristupu propisano i važećim Kurikulumom. Reakcija učenika na ovu vrstu glazbe možda neće biti uvijek onakva kakvu priželjkujemo, ali ako je prikažemo na njima zanimljiv i interesantan način, ona može zauzeti veoma važno mjesto u njihovom odgojno-obrazovnom procesu i nešto što će zauvijek zapamtiti i nositi sa sobom i, nadamo se, dalje prenositi. Tradicionalna glazba kao takva jedan je od važnih elemenata kulturne baštine te veoma bitan segment u nastavi glazbene kulture pa je treba češće isticati i uvrštavati u nastavu jer može uvelike obogatiti nastavni sat, ali i pridonijeti promoviranju i očuvanju kulturne baštine.This paper, through the analysis of traditional Istrian songs, demonstrates how they can be integrated into music education and what impact they have on the educational process of students. The analysis of examples shows that the selected songs contain all the elements necessary for the quality development of students and how they can be implemented in the teaching process. The paper includes a collection of eight traditional songs from the Istrian region, one example for each grade of primary school (selected by choice). Additionally, it provides a methodological approach for eight thematic units that can be used in music education from first to eighth grade, related to local heritage, in this case, Istrian heritage, as prescribed by the current curriculum. The reaction of students to this type of music may not always be as expected, but if presented in a way that is engaging and interesting to them, it can take an important place in their educational process, becoming something they will remember and carry with them, and hopefully pass on. Traditional music is one of the key elements of cultural heritage and a very important segment of music education, so it should be emphasized and incorporated more often into the music curriculum, as it can greatly enrich lessons and contribute to the promotion and preservation of cultural heritage
Native Culture and Traditional Music of Istria in the Education for Students
No full textDanas, nastavno područje glazbena kultura, ne sadrži samo glazbeni odgoj učenika, već ga prožimaju dva temeljna načela: jedno je psihološko, a drugo kulturno-estetsko. Važno mjesto u nastavi glazbene kulture dobiva stvaranje interesa učenika prema tradicijskoj kulturi, a posebno tradicijskoj glazbi kroz tradicijska glazbala, plesove, običaje i sve vrijednosti istarskog zavičaja, koji se međusobno prožimaju i utječu na oblikovanje kako ukusa u glazbi tako i obogaćuju estetske vrijednosti učenika. Osim toga, učenici ne uče samo tradicijsku glazbu, već uče i jezik, dijalekt i kulturu koja je sastavni dio tradicijske glazbe. U ovom radu dat je primjer izvođenja nastavnog sata kroz učenje i vrednovanje tradicijske glazbe Istre koja je usko povezana s društvenim i kulturnim kontekstom i koji je sastavni dio odgojno-obrazovnog procesa u samoj istarskoj regiji. Osim toga, razumijevanje i korištenje tradicijske glazbe Istre ukazuje i na sposobnost učitelja da spoznaju i vrednuju različitost elemenata tradicijske kulture, te je koriste kontekstu nastave glazbe.Today, music teaching area is not only about teaching students about music, it is consisted of psychological and cultural-aesthetic aspects. An important place in the teaching of musical culture is the creation of students' interest in traditional culture, especially through traditional instruments, dances, customs and all the values of Istrian homeland, which interpenetrate each other and influence the formation of taste in music and enrich the aesthetic values of the students. In addition, students not only learn traditional music, but also learn the language, dialect and culture that is an integral part of traditional music. In this paper, an example of conducting a lesson through learning and evaluating the traditional music of Istria is given, which is closely related to the social and cultural context and which is an integral part of the educational process in the Istrian region itself. In addition, the understanding and use of traditional music of Istria also indicates the ability of teachers to recognize and value the diversity of elements of traditional culture, and use it in the context of music teaching
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
- …
