1,721,029 research outputs found
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
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
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
Accompanying temporarily excluded middle school students : resources and tensions surrounding the regulation of the school system and relations between pupils and teachers
No full textCette thèse vise à révéler les tensions, mais aussi les ressources probables, d'un système de régulation de l'ordre scolaire qui repose sur des procédures disciplinaires et sur la délégation de la responsabilité d’élèves temporairement exclus au sein de dispositifs hors de l’école. Seront mis en perspective les récits d'expériences scolaires, les données issues de divers questionnaires, les postures professionnelles, les logiques institutionnelles, les expérimentations et les politiques publiques, afin d'apporter un certain éclairage sur ce phénomène d'opposition de certains élèves à l'ordre scolaire, particulièrement face aux enseignants, figures de l'institution scolaire qui auront aussi notre intérêt.Après l’explication du contexte de la recherche et de la méthodologie employée, seront évoquées les problématiques liées aux populations des territoires défavorisés. De la population à l’approche territoriale, il s’agira de resituer l’existence des dispositifs à l'échelle politique globale, d’analyser le fonctionnement et les effets de ceux de notre étude. Les effets escomptés seront mis en joue avec les effets réellement observés et ressentis par les différents acteurs interrogés. Ainsi, l’expérience scolaire partagée des élèves et la conceptualisation des difficultés et des besoins alors recensés nous conduiront à une interrogation vis-à-vis de leurs relations avec les enseignants. Afin de procéder à une comparaison cohérente, l’étude des perceptions d’enseignants en fonction des appartenances territoriales de l’établissement nous permettront de rendre compte de nuances non négligeables et à fort potentiel néfaste pour le rapport à l’élève. La relation enseignants-élèves pourra enfin être envisagée comme le réceptacle des diverses tensions qui se jouent à une échelle plus générale de l’institution et de la société. À ce titre, cette relation sera envisagée comme le pivot incontournable pour penser les ressources à mobiliser pour une meilleure expérience des uns et des autres au sein des collèges de ces territoires. Des pistes d’actions seront alors envisagées à l’aune des quelques expérimentations étudiées par ailleurs.This thesis aims to reveal the tensions, but also the probable resources, of a system of regulation of the school system which is based on disciplinary procedures and on the delegation of the responsibility of pupils temporarily excluded within devices outside the school. The stories of school experiences, data from various questionnaires, professional postures, institutional logic, experiments and public policies will be put in perspective, in order to shed some light on this phenomenon of opposition of some students to the school system, especially with regard to teachers, figures of the school institution who will also have our interest.After explaining the context of the research and the methodology used, the issues related to the populations of the disadvantaged territories in the sociology of education will be discussed. From the population to the territorial approach, it will be a question of resituating the existence of the devices on the global political scale, to analyze the functioning and the effects of those of our study. The expected effects will be put into play with the effects actually observed and felt by the different actors interviewed. Thus, the shared school experience of the students and the conceptualization of the difficulties and needs then identified will lead us to question their relations with the teachers. In order to make a coherent comparison, the study of teacher perceptions based on the school's territorial affiliations will allow us to account for significant nuances and with a great potential to harm the report to the student. The teacher-pupil relationship can finally be seen as a receptacle for the various tensions that are playing out on a more general scale of the institution and society. As such, this relationship will be considered as the essential pivot to think resources to mobilize for a better experience of each other within the colleges of these territories. Action tracks will then be considered in the light of the few experiments studied elsewhere
Learning how to become a disruptive student on the fringes of school : an ethnographic look at the handling of school deviance
No full textCette recherche de type ethnographique a été menée en Seine-Saint-Denis, dans le cadre d’un dispositif prenant en charge les collégiens temporairement exclus de trois établissements scolaires. Sur ce territoire marqué par un fort phénomène de ségrégation, et dans un contexte où les politiques d’éducation mises en place par des acteurs extérieurs à l’école se déclinent au niveau local en fonction des besoins supposés des populations, l’Éducation nationale sous-traite la responsabilité des collégiens désignés comme « perturbateurs » et qu’elle n’arrive plus à gérer en son sein à une association locale, afin de leur assurer un encadrement durant le temps de la sanction et de leur éviter une situation de désœuvrement , mais aussi de leur réapprendre le métier d’élève qu’ils sont supposés ne pas maîtriser. Notre analyse s’appuie en particulier sur la sociologie des inégalités scolaires et des déviances à l’école, afin d’interroger la constitution de carrières scolaires dites « perturbatrices » dans un contexte de ségrégations urbaine et scolaire. Pour ce faire, nous montrons dans un premier temps les représentations construites par les collégiens autour de leur parcours scolaire et de leur place dans l’école, afin de mettre en lumière certains éléments liés au contexte socio-scolaire favorisant l’adoption de comportements dits perturbateurs de l’ordre scolaire. Dans un second temps, ce sont les effets de cette forme de sous-traitance de ceux qui posent problème à l’école vers des acteurs non scolaires sur les comportements sanctionnés que nous interrogeons ; ou, en d’autres termes, c’est l’apprentissage du métier d’élève à la marge de l’école que nous mettons en question.This ethnographic research has been conducted in Seine-Saint-Denis, within the context of a facility taking care of temporary expelled pupils from three different schools. On this highly segregative ground, and in a situation where educational politics are implemented by external agents in regard of the populations alleged needs, French National Education outsources the care of students marked as « disruptive » to a local association – so they can be watched over and kept busy while expelled, but also be taught their role as students, a role they supposedly don't grasp. Our analysis relies on the sociology of school inequities and deviances, in order to examine the construction of a so-called « disruptive » school career, in a context that is segregative both on a urban level and on a school level. To do so, we first take a look at the representations the students themselves forge about their school history and position : this allow us to highlight a few contextual factors fostering troublesome behaviors. Then, we examine the effects of the subcontracting of the unruly pupils to external agents on the sanctioned behaviors we're interested with. In other word, we address the apprenticeship of student careers on the fringes of school
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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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