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Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Form und Stoff in Schillers Theorie der Ästhetischen Erziehung
No full textIn der hier vorliegenden Arbeit wird der Versuch unternommen, die Systematik von Schillers Theorie der Ästhetischen Erziehung des Menschen herauszuarbeiten. Leitend ist dabei das zentrale pädagogische Problem der Herstellung und Wahrung menschlicher Totalität. Da eine ausschließlich kantische oder ausschließlich hegelianische Lesart für eine Erfassung der Systematik von Schillers Theorie nicht ausreichend ist, wurde in dieser Arbeit der Versuch unternommen, durch eine hylemorphistische Lesart Unstimmigkeiten, die durch eine ausschließlich kantische oder hegelinische Lesart bestehen bleiben würden, aufzulösen. Der Hylemorphismus geht von einer Koprinzipialität von Form und Materie aus und da es in Schillers Abhandlung Über die ästhetische Erziehung des Menschen in einer Reihe von Briefen ein-deutige Hinweise dafür gibt, dass Schiller diese Koprinzipialität von Form und Materie ebenso voraussetzt, so scheint diese Lesart naheliegend.
Dieser Analyse werden vier Dimensionen, die in Schillers Theorie der ästhetischen Erziehung ausgemacht werden können, zugrunde gelegt. Das ist erstens die subjekt-theoretische Dimension, zweitens die sozial- und gesellschaftskritische Dimension, drittens die kunsttheoretische Dimension und viertens die pädagogische Dimension, in welcher die ersten drei Dimensionen, mit Blick auf pädagogische Theorie und Praxis, synthetisiert werden.
In der subjekttheoretischen Dimension von Schillers Theorie der Ästhetischen Erziehung kommt sein hylemorphistischer Denkansatz insbesondere anthropologisch in Formtrieb und Stofftrieb zum Ausdruck aber auch weitere anthropologische Grundlegungsmomente wie Person und Zustand, Vernunft und Sinnlichkeit, bleiben davon nicht unberührt. In der sozial- und gesellschaftskritischen Dimension zeigt sich dieser konkret in Schillers Dialektik von Materialismus und Idealismus. In der dritten Dimension, der kunsttheoretischen, erfasst der Hylemorphismus grundlegend das zentrale Moment von Kunstschaffen: das Wechselspiel von Form und Stoff im Kunstwerk. In der pädagogischen Dimension zeigt sich Schillers hylemorphistischer Denkansatz besonders deutlich in dem Zusammenstimmen von materialer und formaler Bildung.
In jeder der vier Dimensionen wird der Frage nach der Totalität des Menschen kontextuell nachgegangen. In der subjekttheoretischen Dimension ist Untersuchung der Wechselwirkung von Stoff- und Formtrieb, Sinnlichkeit und Vernunft, Person und Zustand leitend. Im Kontext der Sozial- und Gesellschaftskritik hingegen ist es die Frage nach der Möglichkeit der Transformation eines Naturstaates in einen Vernunftstaat. In der kunsttheoretischen Dimension werden die drei zentralen kunsttheoretischen Momente in Schillers Theorie der Ästhetischen Erziehung, das Gleichgewicht, die Harmonie und die Schönheit, dargestellt. Stellenweise wird hier bereits die Rolle dieser drei Momente für die Herstellung und Wahrung menschlicher Totalität. In einem letzten Schritt werden die Arbeitsergebnisse in eine pädagogische Synthese überführt und gezeigt, dass die Schönheit, als ästhetisches Spiel, als einzige in der Lage ist, dem Menschen zu ermöglichen, sich als Totalität, als Einheit und als frei zu erleben.In the present study an attempt is made to identify the classification of Schiller's theory of aesthetic education, focussing on the central educational problem of creating and preserving human totality. Given that an only Kantian or only Hegelian reading does not seem to be sufficient for detecting the classification of Schiller’s Theorie, an attempt was made to solve disagreements which would remain in an only Kantian or only Hegelian reading by applying the Hylemorphistic reading. A Hylemorphistic reading seems appropriate since it does assume a co-principiality of form and matter and Schiller’s On the Aesthetic Education of Man in a Series of Letters also gives clear indications that the author himself believed in the co-principiality of form and matter. The basic fundament of this analysis is laid by the four dimensions of Schiller’s Theory on the Aesthetic Education, which are: First, the subject theoretical dimension; Second, the socio-critical dimension; Third, the art theoretical dimension and fourth, the educational dimension which synthesizes the first three dimension with a view to the educational theory and practice.
The subject theoretical dimension expresses Schiller’s hylemorphistic approach in an especially anthropological manner in the formal and material impulsion, yet also other anthropological aspects like Person and Condition, Reason and Sensuousness are touched by it. In the socio-critical dimension, Hylemorphism is displayed in Schiller’s dialectic of materialism and idealism. In the art theoretical dimension, it basically defines the essential, crucial moment of artistic work: The interplay of form and matter. Finally, the educational dimension expresses Schiller’s hylemorphistic approach particularly clear in assembling material and formal education.
Each dimension asks for totality in a contextual way. The subject theoretical dimension focusses on analyzing the interaction of formal and material impulsion, sensuousness and reason, person and condition, while the socio-critical dimension asks for the possibility of transforming a state based on nature (Naturstaat) into a state based on reason (Vernunftstaat). The art-theoretical dimension displays the three central art-theoretical dimensions of Schiller’s On the aesthetic Education of Man, Balance, Harmony, Beauty. Here, he partially already refers to the role of these three moments for creating and preserving human totality.
This study closes by transferring its results into an educational synthesis and by depicting that only the aesthetic game's beauty may enable humans to feel as a totality, to feel as a unit, to feel free
Variations on the Author
Get PDF“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
Get PDFWe 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
Naturalistic metaphysics and education of John Dewey: educational consideration of the ontological continuity between experience and nature from the organic-holistic perspective
Get PDFIn 1.1, I illustrated the historical background of the philosophical debate on experience. For this, I first analyzed the theoretical assumption underlying the traditional concept of experience. By making a scrutiny into the difference between the representation and the object represented, I showed that the metaphysical and epistemological dualisms lay the foundations of the traditional concept of experience. I then discussed the several difficult philosophical problems that result from the two dualisms. Through this discussion, I highlighted the controversial points concerning the traditional concept of experience.
In 1.2, I showed how the experience is to be grasped conceptually from Dewey’s philosophical perspective. For this, I first discussed the atomistic world view deeply rooted in the traditional concept of experience and then opposed Dewey’s organic-holistic approach to it. In order to point up that experience must be understood in the sense of an organic movement and wholeness, I explained Dewey’s organic-holistic approach by his two principles, the sensory-motor coordination and the interaction between man and his environment. I then demonstrated that the regularity of experience is derived from the experience itself and that it is laid in Dewey’s redefinition of need, habit, emotion, mind, and consciousness as well as the functional relation between these psychological notions.
In 2.1, I provided the theoretical foundation for further developing Dewey’s epistemological reconstruction of experience to the ontological discussion on reality. For this, I used Dewey’s distinction between two modes of experience as the methodical starting point. On the basis of this distinction, I analyzed systematically the concept of quality which has the central place in Dewey’s metaphysics. This analysis elucidated the difference between the immediate being and the mediating function, which decides the logical status of the data. The distinction between existence and function developed into the discussion about the instrumental meaning and its practical validity. Thereby experience was functionally described in the sense of the construction of meaning and the transformation of action.
In 2.2, I showed that experience is ontologically consistent with the nature. For this, I first explained the concept of reality by the examples cited by Dewey. In order to point up Dewey’s assertion that reality appears as the qualitative existence which is had (or experienced) immediately and concretely in every present, I examined the controversy between Dewey and his contemporary realists. Through this examination, it was made clear whether reality is to be regarded as the object of knowledge and whether it is possible to know the past for its own sake. Subsequently, I dealt with Dewey’s critique of philosophical fallacy which equates the object of knowledge with the existential reality and then showed how this fallacy can be successfully overcome from Dewey’s philosophical perspective. Considering the fact that man is involved through his experience in the process in which reality appears as a qualitative natural event, I reconstructed metaphysically the Real, i.e. the qualities, in terms of Dewey against the backdrop of the controversy over the universals and then replaced the concept of reality which takes its valid place in the traditional metaphysics by the concept of nature. On the basis of the reconstruction of reality, I also discussed the possibility of the full fulfillment of meaning in the sense of the consummatory experience.
Based on the philosophically elaborated concepts of experience and nature, I clarified Dewey’s naturalistic approach to the education in 3.1. By analyzing the theoretical contrast between traditional and progressive education, I first made the interaction between children and their social environment the focal point of the discussion on the education. With emphasis on the social environment of the children which gives a reason for the fact that the education takes place always indirectly, I discussed the necessity of the reconstruction of the school environment. This discussion led to the consideration of both the implications of the problem-centered educational approach and the development of a teaching-learning method to be used to deal with the subject matters found from the viewpoint of the interaction between the children and their school environment. Subsequently, I examined the possibility how to apply the metaphysical theory developed by the later Dewey to the education. For this purpose, I subjected the school lessons to an aesthetic analysis. And through this analysis, I showed that the school lessons must be regarded as the reconciliation process between teaching and learning, in which a increasing understanding of what is good in the particular case is achieved, and that what is common to the expressions constitutive of the educational communication in the school lessons consists in the renewed instrumentality for further consummatory experiences.
In 3.2, I showed how Dewey’s naturalism can be apprehended in terms of theory of Bildung. For this, I first made clear two important conditions under which Dewey’s naturalism can be meaningfully dealt with in terms of theory of Bildung. Under these conditions, I systematically examined German discussion on the concept of Bildung and ascertained that the human relation to the whole, which is underlying the concept of Bildung, is fundamental to Dewey’s naturalism. In the two following sub-chapters, I analyzed in more detail how the discussion on experience can develop into a more exact definition of the concept of Bildung and how the permanent growth of the life can be accentuated in the connection with the whole. From this analysis, I concluded that the ideal of human perfection is concretely realized through the democratic way of life and that the process of the formation of the Self is intensively expressed in Dewey’s concept of the growth of nature as a whole.
The result of my investigation is as follows: Man is essentially in and with nature which is defined as the ontological continuity. All Existence has its ground in the interaction between man and his environment, which Dewey calls experience. Due to the permanent participation of the human being in the experiential events, the ontological totality is understood as processual rather than as static. The ontological process presents itself as the perpetual circulation between the immediate and the mediated experience. Human life manifests itself in this circulation. The pedagogical considerations that are taken into account mainly with regard to the further growth of the life must therefore focus on the qualitative improvement of the experiential events, which is resulting from the circulation between two modes of experience. Through the qualitative improvement of the experiential events, the ontological process is more and more expanded and differentiated. On this account, the naturalistic metaphysics is included in the pedagogical considerations. Depending on the degree and extent to which the qualitative improvement of the experiential events influences the extension and differentiation of the ontological process, the pedagogical considerations take shape in two different points of view: Education and Bildung
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe 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
The Online Tutoring Language Game -In Support of Knowledge Sharing in Online Learning Communities -
No full textDas Sprachspiel des Online-Tutorings -
Zur Unterstützung von Wissenskommunikation in lernenden Online-Gemeinschaften - Eine Analyse im Kontext beruflicher Weiterbildung –
Die Dissertation beschäftigt sich mit der Unterstützung der Wissenskommunikation und –konstruktion in Online-Gruppen durch Online-Tutoring. Dabei werden die kommunikativen Handlungen der Online-Lernenden und –Tutoren als ein Sprachspiel betrachtet, als schriftsprachliche Handlungen in der Interaktion.
Der Begriff des Sprachspiels ist ein heuristischer Begriff, der von Ludwig Wittgenstein in sprach-philosophischer Auseinandersetzung eingeführt wurde. Wittgenstein hat sich in seinen "Philosophischen Untersuchungen" mit der Alltagssprache und ihrer Vieldeutigkeit beschäftigt. Danach ist der Sinn der Wörter abhängig vom Kontext, in dem sie Verwendung finden. Im Begriff des Sprachspiels bringt er diese Kontextabhängigkeit zum Ausdruck. Die Bedeutung eines Wortes liegt demnach nicht in dem Wort selbst und auch nicht in dem Gegenstand, den das Wort benennt, sondern einzig und allein in seiner Praxis. Das Sprachspiel ist Sprachpraxis, der Gebrauch der Sprache Ausdruck von Sinn. Handlung und Sprache im kooperativen Online-Lernen zu untersuchen, liegt nahe, wenn an die Stelle linearer Wissensvermittlung der wechselseitige Austausch zwischen Lernenden und Lernhelfern tritt und damit das Interesse an unterstützenden als auch hemmenden Faktoren einhergeht. Im Vergleich zur Entwicklung von Technologien und Werkzeugen für die Online-Kooperation ist die Erforschung der Frage nach Möglichkeiten und förderlichen Bedingungen, Wissenskommunikation und -konstruktion in lernenden Online-Gemeinschaften durch Online-Tutoring zu unterstützen, mit weniger Anstrengungen verfolgt und konkretisiert worden. Hier setzt die vorliegende Arbeit an. Sie untersucht, wie Online-Tutoren in asynchronen Kommunikationsumgebungen (Diskussionsforen) durch Sprachspielzüge die Wissenskommunikation in Online-Gruppen unterstützen. Die zentrale Fragestellung richtet sich darauf, wie Online-Tutoren zur Entwicklung kognitiver Präsenz in der Online-Gruppe beitragen können. Kognitive Präsenz ist ein Begriff, der dem Konzept des kritischen Denkens nahe ist.The Online Tutoring Language Game-
In Support of Knowledge Sharing in Online Learning Communities
- An Analysis in the Context of Advanced Professional Training –
The thesis concerns the written language approaches of online tutors in providing support for problem-based task processing through online groups. It considers the process of negotiation, apportionment and creation of meaning in online groups and the support thereof through online tutoring from a language game perspective. The term language game is a heuristic term introduced to philosophical language discourse by Ludwig Wittgenstein and which is suited to the analysis of communicative approaches. The thesis understands learning to mean an active process of knowledge sharing and construction in a group’s written language computer-moderated discourse initiated through the processing of situation- and case-specific tasks. Online tutoring is understood to be a specific form of linguistically-communicated reality comprising didactic approaches based on language games in the context of computer-moderated, text-based communication. It is from this perspective that the thesis addresses the capacity to initiate, participate in and actively contribute to the online tutoring language game with the goal of interaction via socially shared knowledge.
The thesis concentrates on the language game tactics used by online tutors to contribute to knowledge sharing and construction in online groups. The study identifies and describes the contexts and interactions between cognitive and interactive activity in online groups and the language game tactics of the online tutors. The focus is on the ethnography of the language game in the respective online groups through the description a) of participation processes and cognitive presence, b) of the typical forms of language use in online tutorial support and c) of event points in online tutorial approaches to the promotion of online cooperation.
To this end a plural method approach was adopted which integrates the different processes of social research: open, non-participative observation of the communicative interactions, individual interviews in Chat and Face-to-Face, qualitative content analysis and interaction analyses of selected sequences. The qualitative-subjective dimensions of the learners and the online tutors expressed in evaluations and perceptions were surveyed by means of qualita-tive interviews. Case analyses provided differentiated insights into the shifts of language game tactics and the patterns of interaction in the online groups. The results of the thesis are presented as a system of categories for the online tutors’ language game tactics and their tone styles, as well as for the online learners’ interactive and cognitive tactics.
The results of the case study confirm research results on the marginal development of cognitive presence in online groups and indicate the need for support from knowledge sharing and construction processes. A number of causes of superficial learning in online groups can be derived from the results, including inadequate interactive support through the online tutors’ language approaches. Recommendations for the configuration of the online tutoring language game are provided on the basis of the theoretical and empirical results. A review of the analysis is carried out in the context of a critical reflection on the research process and its results, including a discussion of their aptitude for generalisation
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
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