1,720,964 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
No full text“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
No full textWe 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
No full textWe 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
Fu-Go: Mathematical investigations of Japan’s World War II balloon attack in the secondary classroom
No full textL’amour bienveillant et la capacité dans un cours de mathématiques
No full textI imagine mathematics to be a place of loving kindness and capability. Loving kindness is a way of being together, one that affords and sustains capability; and making the (math) classroom a place of loving kindness consists in taking an active interest in one other. Nussbaum (2011) characterizes capability as an answer to the following question: “What is each person able to do and to be?” (p. 18). Drawing on Nussbaum’s (2011) capabilities approach as a broad, normative framework for characterizing individual well-being in the context of teaching and learning, I inquire into my experience teaching a mathematics class in which we cooperatively built 14-foot Prospector canoes. I explore the potential for a hermeneutic pedagogy as a means to both interpret and cultivate capability, and to identify three specific, significant capabilities that emerged in our work together—autonomy, affiliation and hermeneutic imagination—as valuable in and of themselves, yet also essential to cultivating and securing additional capabilities, and to furnishing a space for loving kindness in the mathematics classroom.Je vois dans les mathématiques une occasion de manifestation d’amour bienveillant et decapacité. L’amour bienveillant est une mode d’etre ensemble qui provoque et soutient la capacité; et rendant la salle de classe une espace de capacité veut dire prendre un interêt actif envers l’un et l’autre. Nussbaum (2011) décrit la capacité comme la réponse à la question suivante : “Qu’est-ce qui caractérise ce que chaque personne est capable de faire et d’être?” S’appuyant sur l’approche des compétences de Nussbaum (2011) comme un large cadre conceptuel normatif qui caractérise le bien-être de l’individu dans le contexte didactique, je porte un regard rétrospectif sur mes expériences à enseigner les mathématiques au cours desquelles nous avons construit ensemble des canots de prospection mesurant de quatorze pieds. J’explore le potentiel d’une pédagogie herméneutique comme moyen d’interpréter et cultiver la capacité et d’identifier trois capacités significatives dans nos travaux collectifs—autonomie, affiliation et l’imagination herméneutique—comme étant fort précieux, autant précieuses en soi qu’essentielles à cultiver et à sécuriser des capacités additionnelles, et aussi pour nourir un espace pour l’amour bienveillant dans la salle de classe
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