1,720,997 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
A LEITURA NA EDUCAÇÃO BÁSICA: ALGUMAS REFLEXÕES A PARTIR DA PROPOSTA CURRICULAR DE SANTA CATARINA
Full text linkEste artigo objetiva analisar a relação entre a leitura e a experiência na Proposta Curricular de Santa Catarina. A partir do presente documento, questiona-se: i) tem se considerado as experiências com a leitura desses estudantes na escola e fora dela?; ii) qual o lugar da experiência nas práticas de leitura? Trata-se de uma pesquisa bibliográfica (MINAYO, 2007) norteada pela Proposta Curricular de Santa Catarina (1991; 1998a; 1998b; 1998c; 2005; 2014) perpassada por reflexões de Bakhtin (2012), Benjamin (1994; 2002), Foucault (1984; 2008) e Larrosa (2011). Os resultados apontam que o lugar da experiência nas práticas de leitura na Proposta Curricular de Santa Catarina sinaliza para aquele que comporta uma verdade e respeita o particular, o subjetivo que traz consigo, que é de si e para si daquilo que não se viveu. Assim, a experiência nessa perspectiva histórico-cultural não comporta um saber único, correto, mas sim, pensar no outro e como posso constituir-me nessa relação não vivida antes com esse outro.
Os sentidos das práticas sociais de leitura em língua inglesa para sujeitos do ensino médio
Full text linkThis qualitative research, interpretive nature, aims to understand the social practices of reading in English the subject of high school to public school through the words of the subjects in which, looking up elements that characterize ideological marks the place where the subjects speak
and how these marks help identify the conditions of production which can significantly interfere in the formation of the discursive subject, because the analysis of discourse problematizes the language as not transparent, it can provide many ways to be polysemic. The study on the meanings of social practices of reading in EL (English), it is so, because many subjects included in the classes of the English Language High School, in addition to the textbook, make use of materials such as letters, music, computer manual, manual of games. We decided, therefore, by collecting materials that students usually read in English, and they were interviewed individually, have reasons why certain material. For the analysis of words such subjects, as has been the contribution of discourse analysis.Esta pesquisa de cunho qualitativo-interpretativo, tem por objetivo compreender as práticas sociais de leitura em Língua Inglesa dos alunos do Ensino Médio de escola pública por meio dos dizeres dos sujeitos. Buscam-se elementos que caracterizam as marcas ideológicas, o lugar de onde os sujeitos falam e de como essas marcas contribuem para identificar as condições de produção. Estas que podem interferir significativamente na formação discursiva do sujeito, pois a Análise do Discurso problematiza a língua como não transparente, ela pode trazer muitos sentidos. O estudo
sobre os sentidos das práticas sociais de leitura em Língua Inglesa, justifica-se assim, pois muitos sujeitos inseridos nas aulas de Língua Inglesa do Ensino Médio, além do livro didático, fazem uso de materiais como letras de música, manual de informática, manual de jogos. Optou-se, assim, por coletar materiais que os alunos leem em Inglês, bem como estes foram entrevistados individualmente, justificando porque trouxeram determinado material. Para a análise dos dizeres
desses sujeitos, tem-se como aporte teórico-metodológico a Análise do Discurso
Histórias Digitais: o que enunciam estudantes da Educação Básica?
Full text linkTCC (especialização) - Universidade Federal de Santa Catarina. Linguagem e Educação a DistânciaEsta proposta de criação midiática, inscrita no curso de especialização em Linguagens e Educação a Distância da Universidade Federal de Santa Catarina tem como tema Histórias Digitais na Educação Básica. Fundamentada em uma base epistemológica teórico-metodológica em Bakhtin e seu Círculo esta é cunhada também pelos conteúdos postulados no módulo I – Intimidades, Unidade 3 “Formação do leitor e modos de ler; Narração como Interpretação das experiências; leituras em diferentes materialidade” (BRAGA, 2018); no módulo II – Suportes Narrativos – Unidade 3 “Linguagens e gêneros discursivos” (OLIVEIRA, 2018) e; por fim, no módulo III – Repositórios Digitais – Unidade 2 – “Múltiplas Tecnologias em processos educativos” (HACK, 2018). A presente prática escolar, a partir de Histórias Digitais, objetiva compreender nos discursos dos estudantes do terceiro ano do Ensino Médio suas escolhas futuras (carreira profissional, constituição de família, religião entre outros) e, consequentemente, o paradoxo entre o ser e o ter, seguido dos objetivos específicos: i) analisar como esses/as estudantes se constituem leitores e escritores na escola e fora dela a partir da produção da História Digital; ii) identificar se as escolhas/decisões desses/as estudantes se pautam mais no ser ou no ter; iii) identificar quais práticas sociais envolvendo o uso das tecnologias na escola por esses/as estudantes são as mais frequentes. A metodologia é baseada em uma pesquisa-ação realizada com dez estudantes matriculados em uma escola da rede estadual de Santa Catarina, localizada em Blumenau/SC, respaldada pelos seguintes instrumentos de coleta de dados: i) discussão do filme “Até o último homem”; ii) produção e socialização de textos narrativos curtos (podendo estes serem postados em redes sociais); iii) elaboração de um roteiro para a História Digital; iv) elaboração de uma História Digital; v) aplicação de um questionário semiestruturado. Os resultados analisados à luz de teoria enunciativa discursiva (BAKHTIN, 2010[1979]) e atendendo os objetivos, apontaram que os/as estudantes pesquisados se constituem leitores e escritores na escola e fora dela. No que se refere as suas escolhas e decisões, esses/as pautam-se mais no ser embora o ter esteja presente como questão de sobrevivência, de segurança. Além disso, as práticas sociais de leitura e escrita envolvendo o uso das tecnologias na escola por esses/as estudantes são as mais frequentes, haja vista que a democratização midiática promoveu mais acesso a mais pessoas a diferentes textos, hipertextos, vídeos, portanto, outras maneiras em diferentes suportes textuais/discursivos para interagir e se comunicar com o outro. Conclui-se que a partir da proposta de uma criação midiática, tal prática pedagógica perpassada por um projeto de vida, das escolhas futuras desses sujeitos, instigou a autoria, o protagonismo, a criticidade e autenticidade das Histórias de Vida diversas que foram escritas, roteirizadas e produzidas em vídeo por esses estudantes. Experiências de cunho emocional que promoveram reflexões para o autoconhecimento, para a constituição da identidade desses cidadãos.This proposal of media creation, enrolled in the specialization course in Languages and Distance Education of the Federal University of Santa Catarina has as its theme Digital Stories in Basic Education. Based on a theoretical-methodological epistemological basis in Bakhtin and his Circle, this is also coined by the contents postulated in module I - Intimates, Unit 3 “Reader's formation and ways of reading; Narration as Interpretation of experiences; readings in different materiality ”(BRAGA, 2018); in module II - Narrative Supports - Unit 3 “Discursive Languages and Genres” (OLIVEIRA, 2018) and; Finally, in module III - Digital Repositories - Unit 2 - “Multiple Technologies in Educational Processes” (HACK, 2018). The present school practice, based on Digital Stories, aims to understand in the discourses of third year high school students their future choices (professional career, family formation, religion among others) and, consequently, the paradox between being and having , followed by the specific objectives: i) to analyze how these students constitute readers and writers in the school and beyond from the production of the Digital History; ii) identify if the choices/decisions of these students are more based on being or having; iii) identify which social practices involving the use of technologies in school by these students are the most frequent. The methodology is based on an action research conducted with ten students enrolled in a school of Santa Catarina state network, located in Blumenau / SC, supported by the following data collection instruments: i) discussion of the movie “Until the last man”; ii) production and socialization of short narrative texts (these can be posted on social networks); iii) elaboration of a script for Digital History; iv) elaboration of a Digital History; v) application of a semi-structured questionnaire. The results analyzed in the light of discursive enunciative theory (BAKHTIN, 2010 [1979]) and meeting the objectives, pointed out that the researched students constitute readers and writers at school and outside of it. Regarding their choices and decisions, these are more based on being although having is present as a matter of survival, of security. Moreover, the social practices of reading and writing involving the use of technologies in school by these students are the most frequent, given that media democratization promoted more access to more people to different texts, hypertexts, videos, and so on. ways in different textual / discursive media to interact and communicate with each other. It is concluded that from the proposal of a media creation, such pedagogical practice permeated by a life project, of the future choices of these subjects, instigated the authorship, the protagonism, the criticality and authenticity of the diverse Life Stories that were written, scripted. and produced on video by these students. Emotional experiences that promoted reflections for self-knowledge, for the constitution of the identity of these citizens
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
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