1,720,956 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
Impacto de la carencia de recursos tecnológicos en el desarrollo de las competencias digitales docentes de la Unidad Educativa Intercultural Bilingüe “Rio Jubal”
No full textThis case study analyzed the impact of the lack of technological resources on the development of digital competencies among teachers at the UEIB Rio Jubal, Alausí canton (Ecuador). It was conducted using a mixed, descriptive-explanatory, non-experimental, and cross-sectional approach. This allowed for an examination of the institutional reality using three data collection techniques: a survey of 25 teachers, an interview with a principal, and a documentary analysis of institutional reports and regulatory guidelines. The results showed that the institution had significant limitations in technological infrastructure, with a partially operational computer lab, unstable connectivity (10 Mbps), and the absence of a formal technological investment plan. In terms of digital competencies, teachers revealed strengths in the selection of digital resources and in promoting critical use of the internet; however, weaknesses were identified in the use of virtual platforms, digital assessment, and the generation of online collaborative activities. Likewise, 64% of teachers indicated that a lack of resources frequently affected their ability to innovate, while 76% expressed an urgent need for ongoing training. The interview and institutional documents confirmed these perceptions and pointed to the absence of sustainable strategies for incorporating ICTs into the Intercultural Bilingual Education modality. It was concluded that the lack of technology negatively impacted the pedagogical appropriation of ICTs, widening the teacher-student digital divide. Overcoming this problem requires sustained investment in infrastructure, ongoing training aligned with international frameworks such as DigCompEdu, and the updating of the MOSEIB with an approach that articulates intercultural and digital aspects.El estudio de caso analizó el impacto de la carencia de recursos tecnológicos en el desarrollo de las competencias digitales de los docentes de la UEIB Rio Jubal, cantón Alausí (Ecuador), desarrollado bajo un enfoque mixto, descriptivo-explicativo, no experimental y transversal, que permitió examinar la realidad institucional a partir de tres técnicas de recolección de datos: encuesta a 25 docentes, entrevista a un directivo y análisis documental de informes institucionales y lineamientos normativos. Los resultados mostraron que la institución presentó limitaciones significativas en infraestructura tecnológica, con un laboratorio informático parcialmente operativo, conectividad inestable (10 Mbps) y ausencia de un plan formal de inversión tecnológica. En términos de competencias digitales, los profesores revelaron fortalezas para la selección de recursos que son digitales y en la promoción del uso crítico de Internet; sin embargo, se identificaron debilidades en el uso de plataformas virtuales, la evaluación digital y la generación de actividades colaborativas en línea. Asimismo, un 64 % del profesorado indicó que la falta de recursos afectó de manera frecuente su capacidad de innovar, mientras que un 76 % manifestó la necesidad urgente de recibir capacitación continua. La entrevista y los documentos institucionales confirmaron estas percepciones y señalaron la ausencia de estrategias sostenibles de incorporación de TIC en la modalidad de Educación Intercultural Bilingüe. Se concluyó que, en cuanto la carencia tecnológica condicionó negativamente la apropiación pedagógica de las TIC, ampliando la brecha digital docente-estudiantil. Superar esta problemática exige inversión sostenida en infraestructura, capacitación continúa alineada a marcos internacionales como DigCompEdu y la actualización del MOSEIB con un enfoque que articule lo intercultural con lo digital
Impacto de la carencia de recursos tecnológicos en el desarrollo de las competencias digitales docentes de la Unidad Educativa Intercultural Bilingüe “Rio Jubal”
Full text linkThis case study analyzed the impact of the lack of technological resources on the development of digital competencies among teachers at the UEIB Rio Jubal, Alausí canton (Ecuador). It was conducted using a mixed, descriptive-explanatory, non-experimental, and cross-sectional approach. This allowed for an examination of the institutional reality using three data collection techniques: a survey of 25 teachers, an interview with a principal, and a documentary analysis of institutional reports and regulatory guidelines. The results showed that the institution had significant limitations in technological infrastructure, with a partially operational computer lab, unstable connectivity (10 Mbps), and the absence of a formal technological investment plan. In terms of digital competencies, teachers revealed strengths in the selection of digital resources and in promoting critical use of the internet; however, weaknesses were identified in the use of virtual platforms, digital assessment, and the generation of online collaborative activities. Likewise, 64% of teachers indicated that a lack of resources frequently affected their ability to innovate, while 76% expressed an urgent need for ongoing training. The interview and institutional documents confirmed these perceptions and pointed to the absence of sustainable strategies for incorporating ICTs into the Intercultural Bilingual Education modality. It was concluded that the lack of technology negatively impacted the pedagogical appropriation of ICTs, widening the teacher-student digital divide. Overcoming this problem requires sustained investment in infrastructure, ongoing training aligned with international frameworks such as DigCompEdu, and the updating of the MOSEIB with an approach that articulates intercultural and digital aspects.El estudio de caso analizó el impacto de la carencia de recursos tecnológicos en el desarrollo de las competencias digitales de los docentes de la UEIB Rio Jubal, cantón Alausí (Ecuador), desarrollado bajo un enfoque mixto, descriptivo-explicativo, no experimental y transversal, que permitió examinar la realidad institucional a partir de tres técnicas de recolección de datos: encuesta a 25 docentes, entrevista a un directivo y análisis documental de informes institucionales y lineamientos normativos. Los resultados mostraron que la institución presentó limitaciones significativas en infraestructura tecnológica, con un laboratorio informático parcialmente operativo, conectividad inestable (10 Mbps) y ausencia de un plan formal de inversión tecnológica. En términos de competencias digitales, los profesores revelaron fortalezas para la selección de recursos que son digitales y en la promoción del uso crítico de Internet; sin embargo, se identificaron debilidades en el uso de plataformas virtuales, la evaluación digital y la generación de actividades colaborativas en línea. Asimismo, un 64 % del profesorado indicó que la falta de recursos afectó de manera frecuente su capacidad de innovar, mientras que un 76 % manifestó la necesidad urgente de recibir capacitación continua. La entrevista y los documentos institucionales confirmaron estas percepciones y señalaron la ausencia de estrategias sostenibles de incorporación de TIC en la modalidad de Educación Intercultural Bilingüe. Se concluyó que, en cuanto la carencia tecnológica condicionó negativamente la apropiación pedagógica de las TIC, ampliando la brecha digital docente-estudiantil. Superar esta problemática exige inversión sostenida en infraestructura, capacitación continúa alineada a marcos internacionales como DigCompEdu y la actualización del MOSEIB con un enfoque que articule lo intercultural con lo digital
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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