1,721,106 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
Full text linkWe 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
Cloning and Characterization of 1-Aminocyclopropane-1-carboxylate Oxidase cDNAs from Guava（Pisdium guajava L.） Varieties with Different Ripening-behaviour
No full text番石榴（Psidium guajava L.）為常綠熱帶果樹，果實富含維生素、礦物質及具抗氧化能力之特點，為臺灣極具發展潛力之經濟果樹。本島栽培番石榴品種依果實後熟特性可分為更年型與非更年型。試驗分析目前臺灣常見的非更年型番石榴栽培品種：‘珍珠拔’、‘水晶拔’、‘帝王拔’、‘二十世紀拔’及大村‘紅心拔’，果實採收後於20℃貯藏204 hr過程之乙烯生成率皆低於 0.20 μL C2H4‧kg-1‧hr-1，試驗期間皆沒有顯著乙烯生成的變化；相較於更年型品種‘梨仔拔’果實於20℃環境貯藏，其乙烯生成率可達71.02 μL C2H4‧kg-1‧hr-1，明顯高於非更年之品種。非更年型番石榴品種於自然環境下果實缺少大量的自生乙烯，而無劇烈軟化、轉色、濃郁香味生成的後熟反應，因此具有較長的儲運壽命與商品價值；而另以外施丙烯處理的結果顯示，丙烯可誘導非更年型番石榴果實進行後熟相關的生理變化，卻無法產生大量系統Ⅱ內生乙烯，顯示其後熟機制應與乙烯之生合成能力有著密切的關係，而非乙烯感受能力的差異所致。
以RT-PCR（reverse transcriptase- polymerase chain reaction）策略針對‘珍珠拔’及‘梨仔拔’兩品種番石榴組織進行ACO cDNA之選殖，兩品種果實皆可分離出兩個相同的番石榴cDNA選殖系，分別具有1,259及1,241個核苷酸，推估可轉譯出321個胺基酸，具有ACO活性相關的12個胺基酸與 4 個白胺酸拉鍊（leucine zipper）的結構位，其估算分子量為36.21及36.28 kDa，等電點（pI）為5.39 及 5.78。進一步將兩cDNA選殖系由大腸菌異源表現系統表達，皆能產生具有ACO活性的融合蛋白質，確認其為番石榴 ACO cDNA選殖系，分別命名為Pg-ACO1及Pg-ACO2。南方氏墨點法分析結果推估ACO基因在番石榴組基因的拷貝數約為4至5個。
北方墨點分析及RT-PCR分析Pg-ACO1及Pg-ACO2的表現結果，番石榴果實及枝條具有Pg-ACO1及Pg-ACO2轉錄產物的累積，而花朵及葉片無顯著轉錄產物的累積。Pg-ACO1於‘珍珠拔’與‘梨仔拔’分別於花後第60及120天持續表現至採後第12天，轉錄產物累積於不同天數並無明顯變化；Pg-ACO2於‘珍珠拔’與‘梨仔拔’皆於花後第15天幼果可偵測到轉錄產物的累積，隨後表現降低，分別於花後第60及120天才又恢復mRNA累積的情形。‘梨仔拔’果實Pg-ACO1及Pg-ACO2轉錄產物累積量於後熟過程皆有顯著上升趨勢，‘珍珠拔’則於採後貯藏期間持續表達。以100 μL‧L-1乙烯及10 mg‧L-1 1-MCP處理‘梨仔拔’番石榴綠熟果實，結果顯示Pg-ACO1及Pg-ACO2皆可受到乙烯誘導而增加轉錄產物的累積量；而1-MCP處理則具有壓抑兩者表達的效果，因而推估兩者皆具“系統Ⅱ”乙烯生成特性的ACO cDNA選殖系，兩選殖系皆可於‘珍珠拔’果實發育第60天即可偵測到轉錄產物的累積，又可於果實後熟階段表達，兩者表現的特性類似番茄無明顯系統區分的ACO基因，皆能參與果實乙烯生成系統Ⅰ與系統Ⅱ期間的乙烯生合成。果實組織酵素活性分析的結果得知，‘珍珠拔’果實組織ACO活性於採後第0~10天皆顯著高於‘梨仔拔’果實組織，顯示兩類型品種果實組織皆具催化ACC為乙烯的能力。
由上述結果指出，‘梨仔拔’與‘珍珠拔’之後熟特性差異並非Pg-ACO1及Pg-ACO2無法表達或缺乏ACO活性所造成。Pg-ACO1及Pg-ACO2於番石榴果實乙烯生成並無明顯的系統區分，Pg-ACO2為果實後熟主要表達的ACO。Guava (Psidium guajava L.) is a tropical evergreen fruit crop of Myrtaceae, and its fruit is rich in vitamins and minerals and has antioxidant capacity. The guava cultivars in Taiwan are divided into 2 groups, climacteric and non-climacteric, based on their ripening behavior. Five of the common non-climacteric guava cultivars in Taiwan, ‘Jen-Ju Bar’, ‘Shuei-Jin Bar’, ‘Di-Wang Bar’, ‘Er-Shr-Shr-Ji Bar’ and ‘Hung-Shin Bar’, and one of the climacteric guava cultivar, ‘Li-Tzy Bar’, were used to investigated the postharvest physiology. The ethylene production of non-climacteric fruits remained under 0.20 μL‧kg-1‧L-1 during 204 hours storage at 20℃, while that of climacteic fruits could reach 71.02 μL‧kg-1‧L-1. Treatment of exogenous propylene induced the ripening related response of non-climacteric cultivar guava, indicating that the ripening mechanism in cultivars of this group is closely linked with ethylene synthesis instead of ethylene perception.
The two ACO cDNA clones in ‘Jen-Ju Bar’ and in ‘Li-Tzy Bar’ tissues were isolated by RT-PCR (reverse transcriptase- polymerase chain reaction). The numbers of base pairs, molecular weights of the derived amino acid sequence, and the pI value of these two cDNA clones were 1,259 and 1,241, 36.21 and 36.28 kDa, and 5.39 and 5.78, respectively. It was estimated that both of the cDNA clones were able to translate 321 amino acids, in which with 12 ACO activity related conserved residues and 4 leucine zipper sites. Fusion proteins of the two cDNA clones obtained by using E. coli heterologous expression system demonstrated ACO enzymatic activity, which confirm that the two cDNA clones are guava ACO cDNA clones, and thus named as Pg-ACO1and Pg-ACO2.The result of Southern blotting suggested that the copy number of ACO genes in guava genome is approximately 4 or 5.
The results of northern blotting and RT-PCR assay on Pg-ACO1and Pg-ACO2 showed that there was accumulation of transcripts of Pg-ACO1and Pg-ACO2 in guava fruits and shoots but not significant in flowers and leaves. Pg-ACO1 in ‘Jen-Ju Bar’ and in ‘Li-Tzy Bar’ constitutively expressed from 60 and 120 days after anthesis, respectively, to 12 days during postharvest. Pg-ACO2 transcripts in ‘Jen-Ju Bar’ and in ‘Li-Tzy Bar’ were detectable in the 15th day after anthesis, and then decreased until the 60th and 120th day after anthesis, respectively. Transcripts of Pg-ACO1and Pg-ACO2 in ‘Li-Tzy Bar’ fruit significantly increased during ripening, and that in ‘Jen-Ju Bar’ constitutively expressed during storage. The results of 100 μL‧L-1 ethylene and 10 mg‧L-1 1-MCP treatments showed that the transcripts of Pg-ACO1 and Pg-ACO2 in mature green ‘Li-Tzy Bar’ were both increased by ethylene elicitation and suppressed by 1-MCP. Therefore, it was inferred that two ACO cDNA clones possess the characteristics of “system Ⅱ” ethylene synthesis. However, in ‘Jen-Ju Bar’ fruits, the two ACO transcripts were detected from 60th day after anthesis to 12th day postharvest suggesting that both ACO clones might be involved in ethylene biosynthesis in both fruit development and ripening stage and that the two ACO transcripts possess characteristics of both “system Ⅰ” and “system Ⅱ”. In addition, the ACO activity of ‘Jen-Ju Bar’ was significantly higher than that of ‘Li-Tzy Bar’ during the first 10 days postharvest.
The results shown above indicate that the difference in the ripening behaviors between ‘Li-Tzy Bar’ and ‘Jen-Ju Bar’ is neither caused by silence of Pg-ACO1and Pg-ACO2 nor by the lack of ACO activity. Furthermore, according the ethylene and 1-MCP experiment on ACO transcripts in ‘Jen-Ju Bar’ fruits, it is hard to conclude which system of ethylene synthesis that both of Pg-ACO1 and Pg-ACO2 belong to
Inquiring Based Discussion in General Physics Laboratories
No full text傳統普通物理學實驗教學以教學者為中心，學生按教材的步驟重複實驗，學生僅被動重複實驗步驟來驗證物理原理與現象。課堂上讓學生思考辯的機會太少，只強調學生『做』實驗，而不是『學會如何做實驗』，難以強化學生探索與思辨能力。教育理論家艾德格˙戴爾(1969)提出的學習金字塔理論中提到學生學習效果，其中以互動合作學習的效果最大。論文報告在普通物理實驗課程中運用『提引問題與同儕討論』，達到激發學生思維建構與實驗探索意義的研究。本研究嘗試設計與實驗單元探究目標有關的概念問題，在普通物理實驗教學施以誘導提引問題，從事互動問答與同儕討論，循序對實驗目的、基礎物理概念、實驗儀器操作、數據分析、問題探討等獲得深化思維。提引問題過程中同時配合運用『即時答問回饋教學系統』，以即時獲得學生對問題概念的反映，並據以進一步實施同儕討論，激發對問題深化思索，達到對實驗探索意義的思維建構。本研究提出以探索提問與同儕討論結合IRS的普物實驗教學流程模式。研究歸納得到，在普通物理實驗教學，施以探索提問配合即時問答回饋系統，可以有效使學生主動參與討論，增進學習動機與深化對實驗探究思維。提引問題的設計，必須對包含實驗探究目標與實驗單元相關概念，涵蓋知識層面、理解層面、分析層面及應用層面，達到有效深化思維與建構學習的目標。While traditional experiment teaching on general physics centers on the teachers, students merely repeat the experiment steps based on teaching materials, to verify physical principles and phenomena. Few opportunities are available for students to think and discuss (with others) in class; we used to emphasize too much on “doing” the experiment, rather than on “how” to do it, which makes it harder to accomplish the goal of strengthening students’ ability to further explore and speculate on a question given. According to the education theorist Edgar Dale (1969), cooperative learning is the most effective instruction to bring out student learning outcomes in his theory of the Learning Pyramid.This thesis report applies “inquiry and peer discussion” to general physics experiment courses, to achieve the study purpose of constructing students’ thinking ability for exploring the meaning of doing experiment. The study is aimed to design concept problems related to the investigated objects of each experiment unit. It practices guiding inquiry on general physics experiment courses, adopting interactive Q & A for peer instruction, in order to acquire deeper thoughts on some general ideas, such as experiment purpose, basic physical concepts, instrument operation, data analysis and analysis probe, etc. Along the inquiry process, the study implements simultaneously the “instant response teaching system”, to help students reflect immediately on questions. Furthermore, it requires peer instruction to inspire deeper thoughts of students to meet the goal of constructing their logic thinking on the meaning of doing experiment. This study provides a teaching process model of general physical experiment which combines exploring inquiry with peer instruction and instant discussion.he study generalizes an idea that, by performing exploring inquiry which combines the instant response system, teachers can effectively inspire students to participate in discussion spontaneously, increasing their learning motives and deepening their thoughts of exploring the experiment. In addition, the design of guiding questions must cover the complete concepts in relation to investigated objects in different experiment units, including knowledge perspective, understanding perspective, analysis perspective, and applying perspective, to effectively attain the learning purpose of constructing students’ ability of deeper thinking.誌謝...................................................i文摘要...............................................iiBSTRACT...............................................iii目錄.................................................vii目錄.................................................xhapter 1 緖論.........................................11.1 研究背景與動機...............................11.2 研究目的 .....................................31.3 研究問題 .....................................41.4 研究範圍與限制...............................41.5 名詞解釋.....................................4hapter 2 文獻探討.....................................62.1 實驗教學.....................................6 2.1.1 實驗教學的類型...............................8 2.1.2 物理實驗教學目標與評量.......................82.2 即時互動問答回饋系統（IRS）..................13 2.2.1 即時回饋的理念...............................14 2.2.2 IRS 的應用時機與功能.........................15 2.2.3 IRS 即時回饋系統運作方式.....................17 2.2.4 IRS 應用於課堂的效益.........................182.3 同儕教學法(Peer instruction).................192.4 國外大學的普通物理學實驗教學分析.............23hapter 3 研究方法及步驟...............................263.1 研究對象.....................................26 3.1.1 研究流程.....................................273.2 研究設計.....................................283.3 實驗活動設計.................................313.4 研究工具.....................................353.5 資料分析與認知測驗數據.......................42hapter 4 研究結果.....................................434.1 前導研究.....................................43 4.1.1 期初教學問卷結果分析.........................43 4.1.2 專家觀點與問卷結果...........................48 4.1.3 實驗單元喜好問卷分析結果.....................534.2 預習測驗與即時同儕討論教學結果分析...........61 4.2.1 預習測驗結果分析.............................61 4.2.2 期中教學問卷.................................754.3 延宕測驗分析結果.............................784.4 期末問卷與教師訪談結果分析...................87 4.4.1 期末普通物理實驗學生態度問卷.................87 4.4.2 期末教師問卷與訪談結果.......................1014.5 綜合討論.....................................106hapter 5 結論與建議...................................1135.1 結論.........................................1135.2 建議.........................................116錄1 預習測驗問題....................................119錄2 延宕測驗試題....................................126錄3 期初問卷.......................................131錄4 期中問卷.......................................131錄5 期末實驗單元喜好問卷...........................131錄6 期末教學滿意度問卷期...........................132錄7 普物實驗教學專家問卷...........................137考文獻...............................................13
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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