127,345 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
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
Some nontrivial permanental mates
No full textAbstractTwo n × n doubly stochastic matrices A, B are said to form a permanental pair if per[tA + (1 − t)B] = perA for all t, 0⩽ t ⩽ 1, in which case A,B are called mates of each other. Let Mte(A) denote the set of all mates of A. We find some conditions for doubly stochastic matrices A,B to form a permanental pair and investigate some properties of the set Mte(A). We also find a class of doubly stochastic matrices with plenty of mates and show that a mate of a doubly stochastic matrix A need not be permutation equivalent to A, answering a question posed by E.T.H. Wang
Permanental mates and Hwang's conjecture
No full textAbstractLet Ωn denote the set of all n × n doubly stochastic matrices. Two unequal matrices A,B ∈ Ωn are said to form a permanental pair if per[tA + (1 − t)B] is constant for all t ∈ [0,1], in which case A and B are called permanental mates of each other. We characterize the sets of all matrices in Ω3 and Ω4 having their transpose as permanental mates. Using a generalization of the results, we disprove Hwang's conjecture which states that for n ≥ 4, any matrix in the interior of Ωn has no mate
Within-pair Copulations: Are Female Tree Swallows Feathering Their Own Nests?
No full textA variety of hypotheses has been proposed to explain why socially monogamous birds copulate repeatedly with their mates when only a single copulation is necessary to fertilize an entire clutch (Birkhead and Møller 1992, Petrie 1992, Hunter et al. 1993). Petrie (1992) hypothesized that a female should copulate frequently with her mate so as to reduce her mate’s involvement in extrapair copulations. By reducing her mate’s involvement in extrapair copulations, a female may: (1) avoid the transmission of parasites and sexually transmitted diseases (Hamilton 1990); (2) may avoid sperm depletion by her mate; and (3) may monopolize her mate’s paternal care (Petrie 1992)
Framed Natural Mates of Framed Curves in Euclidean 3-Space
No full textIn this study, we consider framed curves as regular or singular space curves with an adapted frame in Euclidean 3-space. We define framed natural mates of a framed curve that are tangent to the generalized principal normal of the framed curve. Subsequently, we present the relationships between a framed curve and its framed natural mates. In particular, we establish some necessary and sufficient conditions for the framed natural mates of specific framed curves, such as framed spherical curves, framed helices, framed slant helices, and framed rectifying curves. Finally, we support the concept with some examples
School mates
No full textGift of Dr. Mary Jane Esplen.Piano vocal [instrumentation]Mem'ry strays, to other days [first line]School mates we, [first line of chorus]B flat [key]Valse moderato [tempo]Popular song [form/genre]Children playing on wheeled cart by house [illustration]Etherington [graphic artist]D. S. Andrus & Co., Pianos, Sheet Music and Small Musical Instruments (Established 1860.) 21 W. Third St., Williamsport, PA. [dealer stamp]Publisher's advertisement on inside front and back cover [note
'Me and My Mates': Development and Evaluation of an Emotional and Social Competence Programme for Pre-Primary Children
No full textA well-accepted finding from past research is that children from low socio-economic status (SES) suburbs have a higher proportion of emotional and social competence problems that later manifest into psychopathology and social maladjustment than children from high SES suburbs. This thesis reports the development, trial and evaluation of a classroom-based emotional and social competence programme, 'Me and My Mates' for pre-primary-aged Western Australian children from low SES suburbs. It was hypothesised that children who participated in Me and My Mates would show significantly greater increases in emotional and social competence, as well as lower rates of emotional and behavioural problems, than children who did not participate.
A primary concern in developing the Me and My Mates programme was to identify crucial emotional and social competencies that constituted accepted emotional and social competence in pre-primary children. The identified competencies were: understanding emotions in self, emotional expressivity, emotional knowledge, emotional regulation, attribution of intent, empathy, sympathy, increased prosocial behaviour and minimal aggressive behaviour.
A pilot trial was undertaken and changes were made to the programme in light of the results. A second trial consisted of an experimental evaluation of the modified version. Four schools consented to participate in both trials, with one government and one private school in each of the experimental and control conditions. In Trial One, 110 child assessments, teacher questionnaires and parent questionnaires were completed at pre-intervention, post-intervention and three-month follow-up. In Trial Two, 68 child assessments were completed at pre-intervention, post-intervention and three-month follow-up.
Results from the child assessments in both trials indicated that emotional knowledge, sympathy, empathy and prosocial behaviour were significantly higher in children who participated in the programme at post-intervention and three-month follow-up compared to children in the control group, whereas hostile attribution of intent and aggression were significantly lower. Teacher and parent findings were also supportive of increases in children‘s emotional and social competence and partially supportive of lower rates of emotional and behavioural problems in children.
When assessed at three-month follow-up, 80% of the children in Trial One and 91% of the children in Trial Two used the emotional regulation techniques taught in the programme. Effect sizes were generally moderate to high, and were larger in Trial Two for most competencies.
The findings were similar to those described in previously published reports of programme evaluations in pre-primary children, supporting findings that classroom-based programmes can enhance and sustain emotional and social competence in five-year-old children. Extending on previous findings, empirical support was also provided for the enhancement of competencies that have previously not been measured including important social functions such as sympathy, empathy and lower hostile attribution of intent.
The goal of future research will be to investigate whether longer term positive outcomes for children who completed the Me and My Mates programme continue in their primary school years
Pragmatic Case Studies as a Source of Unity in Applied Psychology
No full textTo unify or not to unify applied psychology: that is the question. In this article we review pendulum swings in the historical efforts to answer this question—from a comprehensive, positivist, “top-down,” deductive yes between the 1930s and the early 60s, to a postmodern no since then. A rationale and proposal for a limited, “bottom-up,” inductive yes in applied psychology is then presented, employing a case-based paradigm that integrates both positivist and postmodern themes and components. This paradigm is labeled “pragmatic psychology” and, its specific use of case studies, the “Pragmatic Case Study Method” (“PCS Method”). We call for the creation of peer-reviewed journal-databases of pragmatic case studies as a foundational source of unifying applied knowledge in our discipline. As one example, the potential of the PCS Method for unifying different angles of theoretical regard is illustrated in an area of applied psychology, psychotherapy, via the case of Mrs. B. The article then turns to the broader historical and epistemological arguments for the unifying nature of the PCS Method in both applied and basic psychology.Peer reviewe
Permanental mates of doubly stochastic matrices
No full textAbstractIf A and B are n × n doubly stochastic matrices such that per[rA + (1 − r)B] = per A for all 0 ≤ r ≤ 1, then B is a permanental mate of A. Properties of permanental mates are considered. In particular, a recently published problem and conjecture are resolved
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