1,720,955 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
Inclusion of the primry student with Down syndrome in the sixth grade
Get PDFInclusion is a process that provides children with special needs (SEN) the opportunity to be
educated together with their peers. It is based on the inclusion of the individual in both the
school and social environment and emphasizes the acceptance of mutual differences.
Inclusion does not only ensure the optimal development of the potential of some children but
strives for higher quality teaching and inclusion of all children. The majority of children with
special needs have the opportunity to be educated in regular elementary schools but children
with intellectual impairment, including children with Down syndrome (DS), are deprived of
this. Indeed, the Placement of Children with Special Needs Act (2011) states that children
with intellectual impairment have the option of being included in an adapted educational
program that is carried out together with their peers in regular elementary schools. This
enables education with an adapted course and curriculum, as well as transitions between
education levels. Unfortunately, this is not implemented in practice. Therefore,
comprehensive systemic changes in the field of education and legislation would be necessary.
The implementation of inclusive practice does not only depend on the latter but is influenced
by several factors. One of them is support on the school level. School management must
promote inclusivity and provide professional workers with professional training. The extent to
which inclusion is implemented in practice depends on the teacher's educational competence.
Peers also influence successful integration because they spend a large part of the day together.
An important factor is also the family which must provide support to the child during different
periods of growing up. It is also essential for successful inclusion that there is good
cooperation between professionals and the family.
The master's thesis is based on the presentation of an example of good practice. By the
obtained results, we have provided insight into the inclusion of a student with DS in a regular
elementary school and shed light on the factors that influence the success of inclusion.
In our master's thesis, we were interested in how various factors influence the implementation
of inclusion in practice, what the necessary conditions are, and what can be the advantages
and obstacles. We wished to investigate what sources of help were available to parents and
professionals and how much support they and the student with DS received in this process.
We wanted to show what challenges teachers face when teaching, what the effective
adaptations of the learning environment and work strategies are, how the characteristics and
special needs of a student with DS affect the educational field and social inclusion, and what
the role of the assistant and the family is.
For this purpose, we included the following persons in the research sample: seven teachers
who taught a student with DS, a provider of additional professional assistance, his assistant,
the student, his parents, and 22 classmates. We conducted a semi-structured interview with
the student. To determine the social position of the student with DS in the classroom, we
produced a sociogram. For the other participants, we wrote a questionnaire with open-ended
questions. We also analyzed documents from the student's personal folder. We processed all
the collected data qualitatively and supported the results with the theoretical insights of
various authors.
Based on the analysis of the collected data, we ascertained that the contribution of all
participants is necessary for successful integration: the parents, the school management with
professional workers, the assistant, peers, and, of course, also the will of the student with DS
and his abilities. We ascertained that support is needed on the level of the wider environment,
school, and classmates. In the process, parents and professional workers must cooperate. The
student with DS achieved his educational goals with appropriate adaptations and good support
from family and school. Through the research, we also ascertained that the student with DS
has fairly well-developed social competencies, has no major problems with integration into
the wider environment, and is well accepted by his peers. The biggest challenge for teachers
when teaching a student with DS is planning the work and adapting the content. At the same
time, they highlight this as very important because well-planned individual goals for each
subject are essential for work. Parents and teachers agree that the education of children with
DS needs more support from the government
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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