1,721,030 research outputs found
Complete Genome Sequence of Chlamydia abortus MRI-10/19, Isolated from a Sheep Vaccinated with the Commercial Live C. abortus 1B Vaccine Strain
Full text linkWe report the complete genome sequence of Chlamydia abortus MRI-10/19, recovered from the infected placenta of a sheep that had been vaccinated with the commercial live attenuated C. abortus 1B vaccine strain. Comparative analysis revealed 1 single nucleotide polymorphism (SNP) difference and 4 indels compared to the vaccine strain.EEA MercedesFil: Livingstone, Morag. Moredun Research Institute; Reino UnidoFil: Caspe, Sergio Gaston. Instituto Nacional de Tecnología Agropecuaria (INTA). Estación Experimental Agropecuaria Mercedes; ArgentinaFil: Caspe, Sergio Gaston. Moredun Research Institute; Reino UnidoFil: Longbottom, David. Moredun Research Institute; Reino Unid
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
Knowledge that counts: an examination of the theory practice gap between business and marketing academics and business practitioners examined in respect of their respective epistemic stances
Full text linkThis work examines and presents evidence for the existence of a gap in epistemological views between academic and practice marketers. Few if any academics would seem to challenge the ‘gap’ premise but the importance of any gap and its nature are issues about which little agreement exists. The intractable nature of the academic practitioner gap has a long history of interesting and diverse debate ranging from Dewey’s argument about the true nature of knowing to contributions based on epistemic adolescence, ontological differences and more pragmatic suggestions about different tribes. Others include the rigour versus relevance issue, failures in curriculum or pedagogy and a clash between modernist and postmodernist epistemologies. Polanyi’s description of tacit versus explicit knowledge further extends the debate as do issues of knowledge creation and dissemination in particular through Nonaka.\ud
\ud
Irrespective of approach actual evidence for a gap was largely based on argument rather than empirical proof. This work address that lack. The intractability of the gap suggests that it is at root, epistemic. To identity the existence of a gap in such terms a domain specific epistemic questionnaire developed by Hofer was used. A factor analytic process extracted a common set of factors for the domain of marketers. Five epistemic factors were identified. Three of these showed significant difference in orientation between practitioners and academics confirming that the theory practice gap is tangible and revealing an indication of its nature\ud
\ud
Broadly results from factor analysis with interpretation informed by factor item structure and prior theoretical debate suggests that academics and practitioners views on knowledge and how they come to know share similarities and differences. Academics are more likely to see knowledge as stable, based on established academic premise legitimized from academy. Practitioners are more likely to see knowledge as emerging from action, as dynamic and legitimised by results. Other significant findings included the emergence of dialogue as a means of closing the gap, and the emergence of a group of academics with significant practice experience termed here as, hybrids, who are located in the Academy but mostly share their epistemic views with practitioners. Correlation analysis showed that academic propensity to engage in dialogue with practice moved academic factor scores towards practitioners. This shows that dialogue has a clear role in both perpetuating the gap in its absence or reducing it. Fundamentally dialogue plays a clear role in bridging the two epistemologies and in providing for additional epistemic work. \ud
\ud
Finally a solution to bridging the gap has been proposed. The model called dialogic introspection melds dialogue and introspection to create epistemic doubt, the volition to change and a means of resolution. The model avoids prescription of what form knowledge should take but instead adopts a stance similar to more mature disciplines like medicine in which the status of academic work is enhanced in line with its relevance to practice which itself is embodied in dialogue. \ud
\ud
This approach recognizes the centrality of epistemology as shaping the conditions necessary for recognizing epistemologies as hierarchies in which the epistemology most capable of additional epistemic work is the most desirable. Such an epistemology would have the capacity to add epistemic work and reinforces Nonaka’s call for epistemology to be recognized as central to knowledge creation
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
Building a relational capability in business service relationships: the exploration of learning needs in stages of relationship development
Full text linkContext and Objectives: There is an increasing recognition that there is great potential in utilizing learning in client relationships as this can enable service providers to develop relational capabilities and more successfully manage relationships. Building on this premise, the present study argues that learning in relationships relates to the ability to learn from the local context to leverage relationship success. To do this, requires an understanding of what drives success in each stage of relationship development and how this can be achieved to ensure success. The aim of the research is to explore the potential for learning in business service relationships, through the exploration of learning needs relevant in stages of relationship development. Learning needs are defined as what service providers need to learn about how to leverage successful relationships at each stage of development.\ud
\ud
Research Methodology: The study employs two qualitative case studies of business service providers that provide contextually differing embedding conditions for relationships and learning. Data has been gathered through interviews with individual service providers, observation of practice and organisational documentation. The research undertaken explores service providers’ approach towards relationship development, with the aim of identifying critical factors influencing success in each relationship stage and corresponding opportunities for learning through the experiences and challenges faced by service providers in practice. \ud
\ud
Findings: Results highlights that learning from the local context is critical for managing relationship success. Critical success factors for each stage are identified from the experiences and challenges faced by service providers across the two cases. These are translated into learning needs for each stage that aim to guide service providers’ attempts to learn from the local context in order to inform and adapt their approach. The appreciation of learning needs in relation to the unique context of each organisation directs attention to corresponding guidelines for practice. The research concludes with the proposition of a theoretical model for learning in relationships as well as a practical learning needs framework that can be incorporated in service providers’ practices for managing client relationships. Importantly results suggest that becoming relationally capable requires a transition to embracing a learning orientation in terms of both philosophy and process.\ud
\ud
Research Relevance and Implications: The study extends the potential for the creation of a relational capability in business relationships through the exploration of learning needs. Findings suggest that relationship management can be viewed as a cyclical process of learning and adaptation where success at each stage rests on the ability to read and learn from the local context and engage in appropriate actions in practice. The study contributes towards practice, by providing a practical framework through which service providers can develop relational learning. Exploration and appreciation of learning needs in stages of relationship development can aid service providers in the establishment of appropriate approaches towards intervention or stimulation of relationship success
- …
