1,721,212 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
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
Conhecimento específico e pedagógico : uma integração possível na disciplina de metodologia de ensino de física
Get PDFEste trabalho teve como foco melhorar a formação do professor de Física, a partir da integração entre conhecimento específico e pedagógico. Tomou-se, como fundamento, além das idéias de Vygotsky, através da interação entre aluno-aluno e aluno-professor, como forma de se adquirir conhecimento, as pesquisas realizadas por autores preocupados com a formação inicial de licenciandos. Reformulou-se a disciplina de Metodologia de Ensino de Física I, de 60h-aula, que corresponde a 20 encontros de três horas cada um, do curso de licenciatura em Física da UNISINOS-RS, tendo em vista que a sua forma de abordagem era puramente experimental. Com a reformulação, realizada no 1o semestre de 2005, os licenciandos tiveram a oportunidade de conhecer alguns resultados de pesquisa em ensino de Física e integrá-los à sua formação de professor, através da elaboração de unidades didáticas. Esta integração pôde ser verificada nas unidades didáticas elaboradas, pois, obrigatoriamente, tinham que ter suporte pedagógico através de um autor de teorias de ensino-aprendizagem (e.g., Piaget, Vygotsky, Ausubel, Freire) ou em um dos epistemológos indicados (e.g, Popper, Kuhn, Lakatos, Laudan). Os experimentos desenvolvidos, pelos licenciandos, não foram meramente ilustrativos ou demonstrativos, complementares à teoria, mas se mostraram necessários para a real compreensão dos temas pertinentes à disciplina. Para a coleta e análise de dados, também foram utilizados, como instrumento complementar, dois questionários do tipo aberto, um sobre teorias de ensino-aprendizagem e o outro sobre epistemologia. Estes questionários foram aplicados em dois momentos: na primeira e na última aula, justamente para comparar noções sobre teorias de ensino-aprendizagem e epistemologia, expressas diretamente pelos licenciandos. Observou-se a possibilidade e adequação de desenvolvimento de atividades integradoras, considerando os diferentes enfoques metodológicos e suas bases epistemológicas. As modificações realizadas na disciplina de Metodologia de Ensino de Física I, atualmente denominada Ambiente de Aprendizagem de Física I, foram resultado de um processo, em que se abandonou o modelo tradicional, adotando um outro, inovador, no qual os alunos foram motivados a integrar o conhecimento específico com o pedagógico.The focus of this research is to improve the development of Physics teachers by means of integration between specific and pedagogical knowledge. Besides Vygotsky‟s ideas, in which knowledge is acquired through a student-student and a student-teacher interaction, researches done by authors that are concerned about the early education of college students were also taken as groundwork. The subject “Physics Education Methodology I”, from the College of Physics – UNISINOS/RS, a 60-hour discipline taught in 20 meetings, 3 hours each, was reformulated, given its purely experimental approach. As a result of that reformulation, which was conducted in the first semester of 2005, college students had the opportunity to explore some research results in Physics Education and integrate them into their teaching formation through the development of teaching units. The integration in the developed teaching units could be verified due to their need of a pedagogical support by a Teaching/Learning Theories author (e.g., Piaget, Vygotsky, Ausubel, Freire) or by one of the selected epistemology authors (e.g., Popper, Kuhn, Lakatos, Laudan). The experiments developed by the students weren‟t only illustrative or demonstrative, complementary to the theory, they were also necessary for real understanding of the topics relevant to the subject. Two open questionnaires, one about Teaching/Learning Theories and the other about epistemology, were also used as an additional instrument for collecting and analyzing data. These questionnaires were administered in the first and in the last class, in order to compare Teaching/Learning Theories and epistemology notions directly mentioned by the students. The possibility and appropriateness of the development of integrative activities were perceived, considering the different methodological approaches and its epistemological basis. The changes made to the subject “Physics Education Methodology I”, now called “Physics Learning Environment I”, were the result of a process, in which the traditional model was abandoned and another one - more innovative where the students were motivated to integrate specific and pedagogical knowledge - was adopted
Pensamento Bakhtiniano e perspectivas críticas : elementos para uma formação contra-hegemônica de professores de ciências
Get PDFO presente trabalho, de natureza teórica, está inserido no contexto da formação de professores de Ciências, abordando-a sob a ótica do pensamento bakhtiniano em correlação com as perspectivas críticas de ensino de ciências. O objetivo da pesquisa reside em construir uma possível perspectiva de formação contra-hegemônica de professores de Ciências à luz do pensamento bakhtiniano e investigar a possibilidade de perspectivas críticas de ensino de ciências, como Ciência, Tecnologia e Sociedade, Letramento Científico e Questões Sociocientíficas, constituírem um caminho para a promoção de formações contra-hegemônicas como a construída neste trabalho. O desenvolvimento da pesquisa se dá a partir/com/em torno do pensamento bakhtiniano, tanto no sentido de fundamentar as reflexões elaboradas para construir a proposta de formação docente contra-hegemônica, como de estruturar metodologicamente a pesquisa. Assim, desenvolve-se uma proposição teórica construída no cotejamento de textos do Círculo bakhtiniano com textos de formação de professores, seguida da análise de teses da área de Educação em Ciências que tratam da formação docente sob as perspectivas críticas de ensino de ciências mencionadas. Diante disso, aponta-se que o pensamento bakhtiniano possibilitou a emersão de algumas dimensões basilares que caracterizam uma possível perspectiva de formação de professores de ciências: práxica, ética, estética, política, contextual e institucional, do conhecimento e investigativa. É sob essas dimensões que o pensamento bakhtiniano permite conceber uma perspectiva contra-hegemônica de formação, denominada ‘formação dialógica-responsável de professores’, em oposição àquela hegemônica, pautada pela racionalidade técnica. A análise do corpus aponta que formações de professores pautadas pelas perspectivas críticas de ensino de ciências constituem, em parte, um caminho para formações alinhadas à perspectiva ‘dialógica-responsável’, uma vez que contemplam as dimensões práxica, ética, estética, política e investigativa.This theoretically oriented study lies in the context of Science teachers training and draws on the Bakhtinian thought correlated to critical perspectives on science teaching. The purpose of this PhD dissertation is two-fold: to create a possible Science teachers counter-hegemonic training in the light of the Bakhtinian thought; and to investigate the possibility for critical perspectives on science teaching, such as Science, Technology and Society, Scientific Literacy and Socioscientific Issues, to constitute a path towards the promotion of counter-hegemonic education such as the one outlined in this work. This research was carried as from/with/around line with the Bakhtinian thought, to both support the reflections elaborated to construct the counter-hegemonic teacher training proposal, and methodologically structure the research. Thus, a theoretical proposition was developed based on the comparison of the writings of the Bakhtin Circle and articles/papers that approach teacher training, followed by the analysis of Education in Sciences that deal with teacher training from the critical science teaching perspectives mentioned. Therefore, it is pointed out that the Bakhtinian thought made the emergence of some basic dimensions that characterize a possible perspective for science teachers training possible: praxical, ethics, aesthetics, politics, contextual and institutional, knowledge and investigative. It is under these dimensions that the Bakhtinian thought allows us to conceive a counter-hegemonic perspective of training, denominated ‘dialogic-responsible teacher training’, as opposed to the hegemonic one, which is technical rationality guided. The analysis, points out that teacher training guided by critical perspectives on science teaching constitute, in part, a path towards training aligned with the ‘dialogic-responsible’ perspective, since they contemplate the praxical, ethical, aesthetic, political and investigative dimensions
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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