1,721,126 research outputs found
Maccallum, J R (John Ramsay), NX34558
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/400555Surname: MACCALLUM. Given Name(s) or Initials: J R (JOHN RAMSAY). Military Service Number or Last Known Location: NX34558. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 12512.219137
Item: [2016.0049.32848] "Maccallum, J R (John Ramsay), NX34558
University students' perceptions of collaborative learning and assessment
Full text linkAlthough collaborative learning is strongly supported in psychological learning theories and research findings it is not used extensively, especially in tertiary settings. The aim of the study reported here was to examine changes in adult students' perceptions of collaborative learning and assessment issues and the fairness of these practices in relation to their personal goals and learning preferences over the period of their participation in a semester course focussing on collaborative learning in both content and process
International year of older persons: Mentoring research project
Full text linkA report, by Judith MacCallum and Susan Beltman, Murdoch University, that identifies models of good practice of mentoring in school settings. The report looks at issues associated with the implementation of mentoring programs in school settings and key recommendations for consideration by Australian schools and education systems
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
Using a self-reflective journal to enhance science communication
Full text linkIn new times the ability to self-evaluate and reflect on one's own actions in communicating with others will be a crucial workplace skill. An innovative peer tutoring course for academic credit, by university science students in high schools, will be presented, with a review on its ability to develop a link between school tutoring and workplace communication. Course content relates to broad issues of science literacy, science communication and group situations and peer interactions. Students complete on-campus lecture and workshop component, and do 20-30 hours of in-school tutoring; assessment includes an examination, assignments in the form of journals, and a personal learning log of experiences.
Findings from the first two years of the course, based on data sources of students' journal entries and responses to the end of unit evaluations (1996, n = 21; 1997, n = 21) are presented. Analysis focuses on the development of reflective skills and students' awareness of their personal power in detecting and solving problems and developing strategies to promote two way communication. The use of self-evaluation through reflective journals was found to enhance the effectiveness of tutoring. Implications for developing the 'human side' of science will be discussed, and the appropriateness of the course to develop these often under-represented aspects of science
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
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