1,721,020 research outputs found
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
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
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
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
منهج تعليم اللغة العربية فى معهد المحسنين الإسلامي كرينجي بجامبي : دراسة تحليلية تقويمية
Full text linkمستخلص البحث
ينطلق هذا البحث من الواقعية الإجتماعية التي تكون فى المجتمع، حيث كثير من الطلبة الذين يعترفون أنهم خريجون فى المدرسة التي تعلّم فيها اللغة العربية ولكن لايفهموها جيدا شفهيا أو تحريريا. لأنهم يتعلمون اللغة العربية مجبرا والمنهج المستخدم أيضا لا يناسب باحتياجاتهم ومتطلباتهم. وينطلق أيضا من مشكلة تعليم اللغة العربية فى المعاهد الإسلامية الناتجة عن الاستناد إلى المناهج التقليدية التى لاتتناسب بمنظور منهج تعليم اللغة العربية لغير الناطقين بها. ويأتي معهد المحسنين كرينجي جامبي الفرصة لتعليم اللغة العربية الى من لديهم الرغبة فى تعلمها. وله منهج خاص الذي ألّفه قائمون المعهد على أساس القرآن والحديث.
أما الأهداف من هذا البحث هي: 1) لتحليل وتقويم منهج تعليم اللغة العربية فى معهد المحسنين كوتو فيتاي كرينجي جامبي من حيث الأهداف والمحتوى والطرق والوسائل والتقويم. 2) لتحليل وتقويم ملائمة المنهج المكتوب بتنفيذه فى العملية التعليمية.
أما مدخل البحث فى هذا البحث فهو المدخل النوعي بمنهج الوصفي التحليلي التقويمي. وأما مصادر البيانات فهي من وثائق المعهد ومديره وأساتذه وطلاّبه. وتجمع البيانات فى هذا البحث بطريقة المقابلة والملاحظة والتوثيق.
تدلّ نتائج البحث على أن منهج تعليم اللغة العربية فى معهد المحسنين كرينجي جامبي هو: 1) أهداف تعليم اللغة العربية فى معهد المحسنين كوتو فتاي كرينجي جامبي هي تحصيل الطلبة أو الخرّيجين الجيدين لديهم قدرة فى اللغة العربية الفعّالة شفهيا أو تحريريا وفهم القرآن الكريم والحديث الشريف. 2) محتوى تعليم اللغة العربية فى هذا المعهد فقد يستخدم الكتب "سلسلة تعليم اللغة العربية" التي تتناول على الكفاءات الثلاثة (الكفاءة اللغوية-والكفاءة الإتصالية-والكفاءة الثقافية). ويتكوّن على عشرة مواد وهي اللغة العربية، والقواعد، والأصوات، والإملأ والخط، والقراءة، والتعبير الشفهي، والتعبير التحريري، والتدريبات، والبلاغة، والأدب. 3) طرق تعليم اللغة العربية المستخدمة فى هذا المعهد هي الطريقة المباشرة، والقواعد والترجمة، والإتصالية، والسمعية البصرية، والقراءة، وطريقة الإنتقائية. 4) وسائل تعليم اللغة العربية المستخدمة فى هذا المعهد هي السبورة والمقلمة والكتاب المدرسي وقد استخدم وسائل التلفاز فى الوقت الخاص. 5) وأما التقويم المستخدم هو إختبار تحديد الفصل، واختبار نصف الفصل ونهايته، وبجانب ذلك هناك اختبار لكل نهاية تعليم المادة.
وأما ملائمة بين المنهج المكتوب بتنفيذه فى العملية التعليمية وجه العام قد يسير كما المرجوه، كالأهداف والطرق والتقويم وكلها مكتوبة فى خطة التدريس. ومع ذلك أن الوسائل لم تسير بالكمال، لأن احدى الوسائل المكتوبة فى المنهج لا يوجد فى التعليم. وما زال أن يستخدم المعهد الوسائل التقليدية ولم يستخدم الوسائل الحديثة كمعمل اللغة.
ABSTRACT
This Research was taken from the reality that happened in society which many students who admitted that they were alumni of formal school was teached arabic, But most of them didn't have ability In understanding arabic goodly by oral or writing because they studied forcely, And curriculum was used in learning was not suitable their need. This research was taken from the emphatic to curriculum of arabic learning in education scope. that was not suitable with curriculum of arabic learning criteria for non arab. Al-Muhsinin Islamic Boarding school appeared for answering the reality. With teaching to whoever wants to learn and its curriculum of learning arranged based on Al-qur'an and Al-Hadis.
The aim of this research is : 1) to analyze and to evaluate the curriculum of arabic learing in al-Muhsinin Islamic Boarding School 2) to analyze and to evaluate the stability in learning process.
The Method was used in this research was Evaluative Analytic Descriptive and its approach was cualitative. The source of the data based on documents, Head master, teachers, and the Islamic Students of Almuhsinin Islamic Boarding school. collecting data done by interview method, Observation, and documentation.
This research showed that Arabic Curriculum in Al-Muhsinin Islamic Boarding School, Kerinci Jambi consist of : 1) The aim of Arabic learning in Al-Muhsinin Islamic Boarding School was created the Islamic students who mastered arabic's skill active and passive could ubderstand Al-Qur'an and Hadis. 2) Arabic Learning material was used "Sil silatu ta'limi Allughatul A'arabiyah" that including with three competention : Speaking, Communication, and culture. competention and the subject consist of ten : Arabic, qawaid, Ashwat, Imla', Khat, Qiro'ah, Ta'bir Syafahi, Ta'bir Tahriri, Tadribat, Balaghah and Adab. 3) Learning method was direct method, grammar and translation, communicativ method, audio-visual, reading method, quetion and answer method, and wirting method 4) Learning Media used was: Whiteboard, marker, and book, but sometimes by using television. 5) Evaluation was used by replacement classroom, Mid Semester Examination, And Final Examination and there was another evaluation in the end of material learning and there was suitability between Islamic boarding school curriculum with practising in learning process. Generally it was run up goodly such as, Aim, material and evaluation, that repeated in lesson plan but by the aim although it was including four language skills but applicationally speaking must be focused in this research and in this case it was not suitable with the aim of Arabic learning for native speaker.And in terms of learning media still found discrepancies existing facilities in the curriculum but is not found in learning. And learning media is not yet using modern media such as learning to use the language lab
ABSTRAK
Penelitian ini berangkat dari realita yang terjadi di masyarakat, dimana banyaknya siswa yang mengaku lulusan dari sekolah formal yang diajarkan bahasa Arab, tetapi mereka tidak mampu memahami bahasa Arab dengan baik, secara lisan maupun tulisan. Karena mereka mempelajarinya secara terpaksa dan kurikulum yang digunakan pun tidak sesuai dengan kebutuhan mereka. Penelitian ini juga bertolak dari keprihatinan terhdap kurikulum pembelajaran bahasa Arab di berbagai lembaga pendidikan yang tidak sesuai dengan kriteria kurikulum pembelajaran bahasa Arab bagi Non Arab, sedangkan Pondok Pesantren Al-Muhsinin Koto Petai Kerinci Jambi hadir ingin menjawab realita tersebut dengan mengajarkan bahasa Arab hanya kepada siapa yang berkeinginan untuk memahaminya dan kurikulum pembelajarannya disusun berdasarkan al-Quran dan hadis.
Adapun tujuan dari penelitian ini adalah: 1) untuk menganalisis dan mengevaluasi kurikulum pembelajaran bahasa Arab yang ada di Pondok Pesantren Al-Muhsinin Koto Petai Kerinci Jambi, 2) untuk menganalisis dan mengevaluasi kesesuaiannya dengan penerapan dalam proses pembelajaran.
Metode yang digunakan dalam penelitian ini adalah deskriptif analitik evaluatif. Sedangkan pendekatannya adalah kualitatif. Sumber data penelitian ini berasal dari dokumen-dokumen, pimpinan pondok , para pengajar, dan santri Pondok Pesantren Al-Muhsinin Koto Petai Kerinci Jambi. Pengumpulan data dalam penelitian ini dilakukan dengan metode wawancara, observasi dan dokumentasi.
Hasil penelitian menunjukkan bahwa kurikulum pembelajaran bahasa Arab di pondok pesantren Al-Muhsinin Kerinci Jambi adalah: 1) tujuan pembelajaran bahasa Arab di Pondok Pesantren Al-Muhsinin Koto Petai adalah meghasilkan santri atau lulusan yang menguasai keterampilan berbahasa Arab aktif baik lisan maupun tulisan serta mampu memahami al- Qur’an dan Hadits. 2) Materi pembelajaran bahasa Arab menggunakan kitab “silsilatu ta’limi allughati al-‘arabiyah” yang mencakup tiga kompetensi yaitu kompetensi berbahasa, kompetensi komunikasi dan kompetensi budaya. Sedangkan mata pelajarannya terdiri dari sepuluh mata pelajaran yaitu bahasa Arab, Qawa’id, Ashwat, Imla’ Khat, Qira’ah, ta’bir syafahi, ta’bir tahriri, tadribat, balaghah dan Adab. 3) Metode pembelajaran yang digunakan yaitu metode Mubasyirah, Qawaid dan Tarjamah, Ittishaliyah, Sam’iyah Bashariyah,dan metode intiqaiyah. 4) Media pembelajaran yang digunakan adalah papan tulis, Spidol dan buku pembelajaran serta kadang menggunakan media televisi pada waktu tertentu. 5) Evaluasi yang digunakan adalah tes penempatan kelas, ujian tengah semester dan ujian akhir semester, selain itu ada juga evaluasi setiap akhir pembelajaran suatu materi.
Adapun kesesuaian antara kurikulum Pondok dengan penerapannya dalam proses pembelajaran secara umum sudah berjalan sebagaimana mestinya, seperti halnya tujuan, materi, metode dan evaluasi yang tertuang dalam Rencana Pelaksanaan Pembelajaran. Namun dari segi tujuan meskipun mencakup empat keterampilan berbahasa tetapi secara aplikatif keterampilan berbicara lebih difokuskan dan hal ini tidak sesuai dengan tujuan pembelajaran bahasa Arab bagi penutur asing. Dan dari sisi media pembelajaran masih ditemukan ketidak sesuaian sarana yang ada dalam kurikulum akan tetapi tidak ditemukan dalam pembelajaran. Dan media pembelajaran pun belum menggunakan media pembelajaran modern seperti menggunakan laboratorium bahas
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